"The Answers Come from the People": The Highlander Folk School and the Pedagogies of the Civil Rights Movement

Autor/in	Slate, Nico
Titel	"The Answers Come from the People": The Highlander Folk School and the Pedagogies of the Civil Rights Movement
Quelle	In: History of Education Quarterly, 62 (2022) 2, S.191-210 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Slate, Nico)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	Civil Rights; Folk Schools; Social Change; Role Playing; Direct Instruction; Discussion; Workshops; Teaching Styles; Correlation; Teaching Methods; Adult Education; Racial Integration; Tennessee + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Sozialer Wandel; Rollenspiel; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Diskussion; Lernwerkstatt; Schulung; Lehrstil; Unterrichtsstil; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Rassenintegration
Abstract	Scholars have demonstrated that a range of institutions, organizations, and "social movement schools" aimed to advance the civil rights movement through education. What remains unclear is how those institutions balanced conversation, direct instruction, role-play, and other pedagogical methods. This article focuses on the Highlander Folk School, a radical, racially integrated institution located in the hills of Tennessee. Drawing upon audio tapes of civil rights workshops at Highlander, I argue that the folk school's workshops blended a variety of pedagogical styles in a way that previous scholarship has failed to acknowledge, and that close attention to Highlander's varied pedagogies can help us rethink the relationship between education and the civil rights movement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01