Unearthing and Bequeathing Black Feminist Legacies of "Brown" to a New Generation of Women and Girls

Autor/inn/en	Loder-Jackson, Tondra L.; Christensen, Lois McFadyen; Kelly, Hilton
Titel	Unearthing and Bequeathing Black Feminist Legacies of "Brown" to a New Generation of Women and Girls
Quelle	In: Journal of Negro Education, 85 (2016) 3, S.199-211 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.85.3.0199
Schlagwörter	School Desegregation; Desegregation Litigation; Females; Womens Education; Feminism; African American Students; Racial Bias; Teacher Salaries; Access to Education; Educational Quality; Teacher Competencies; Educational Research; Women Faculty; African American Teachers; Social Science Research; Researchers; Court Litigation + Suchen Sie Ihr Suchwort? Integrative Schule; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Feminismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Lehrerbesoldung; Lehrervergütung; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Lehrkunst; Bildungsforschung; Pädagogische Forschung; Frauenakademie; Weibliche Gelehrte; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Social scientific research; Sozialwissenschaftliche Forschung; Researcher; Forscher; Rechtsstreit
Abstract	This article highlights the overshadowed contributions that Marion Thompson Wright, Ruby Jackson Gainer, and Mamie Phipps Clark made to the landmark "Brown v. Board of Education" case. Arguably, "Brown" would not have materialized without their legal and scholarly activism. Yet their legacies were eclipsed by legendary race men with whom their private and public lives were intertwined. As race women in their own right, they have bequeathed implicitly to successive generations of Black women and girls: more equitable teacher salaries and representation in national teachers associations; greater access to quality early childhood through higher education; a brilliant scholarly foundation of Black educational research; and cautionary lessons about the perennial burden Black women educators shoulder to circumvent their marginalization and invisibility. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01