Remembering Teachers in a Segregated School: Narratives of Womanist Pedagogy

Autor/inn/en	Patterson, Jean A.; Mickelson, Kathryn A.; Hester, Michael L.; Wyrick, John
Titel	Remembering Teachers in a Segregated School: Narratives of Womanist Pedagogy
Quelle	In: Urban Education, 46 (2011) 3, S.267-291 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085910377511
Schlagwörter	Stellungnahme; Caring; African American Students; Oral History; Educational Objectives; Outcomes of Education; Females; Educational History; Interviews; Alumni; Teacher Characteristics; Teaching Methods; Kansas + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Oral tradition; Mündliche Überlieferung; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Weibliches Geschlecht; History of education; Bildungsgeschichte; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The authors use womanist caring (Beauboeuf-Lafontant, 2002) as a framework for analyzing data from an oral history project of Douglass School, an all-Black school that existed in the small town of Parsons, Kansas, from 1908-1958. In-depth interviews were conducted with 55 former students who attended the school during the 1920s through when it closed in 1958. The alumni's memories of their teachers were vivid, powerful, and resonated with the tenets of womanist caring. Although the school closed 50 years ago, we argue that Douglass teachers' pedagogy has relevance for improving the educational outcomes of African American students in contemporary U.S. schools. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10