Hidden Education among African Americans during Slavery

Autor/in	Gundaker, Grey
Titel	Hidden Education among African Americans during Slavery
Quelle	In: Teachers College Record, 109 (2007) 7, S.1591-1612 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	African Americans; African American Education; Ethnography; Educational Practices; Slavery; Educational Change; Educational History; Literacy + Suchen Sie Ihr Suchwort? Afroamerikaner; Ethnografie; Bildungspraxis; Sklaverei; Bildungsreform; History of education; Bildungsgeschichte; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Background/Context: Historical studies examine aspects of African American education in and out of school in detail (Woodson 1915, 1933, Bullock 1970, Anderson 1988, Morris 1982, Rachal 1986, Rose 1964, Webber 1978, Williams 2005). Scholars of African American literacy have noted ways that education intersects other arenas such as religion and expressive culture (Cornelius 1991, Gundaker 1998). Objective: Most of the papers in this volume focus on contemporary ethnographic research that explores processes of "education" outside of schooling which are hidden by the dominance of "schooling" and "learning" as paradigms for what education "is." Population: However, African Americans under enslavement often had to hide educational practices, especially those relating to literacy, under threat of violence. Thus the stakes of education were high indeed with much to teach about the "hidden processes of deliberate change" (Varenne, this volume) that are the subject of this special issue. Research Design: This paper examines three interrelated kinds of activity from a historical anthropological perspective: (1) invisible or seemingly extraneous aspects of schooling and efforts to orchestrate school-like activities; (2) hidden and not so hidden literacy acquisition; and (3) expressive practices with educational dimensions for participants that remained largely invisible to outsiders. Conclusions: "Hidden education" in the Quarter involved a double language that addressed both the world as it "is" and the world as it could or should be; the world that outsiders control and the one that insiders are continually educating each other to make. Thus, it seems the enslaved have contributed a more complex theory of education than that which informs much of today's schooling. Similarly, they have left a legacy of valuable educative skills that schools today often undervalue. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10