Race, Remembering, and Jim Crow's Teachers.
By: Kelly, Hilton.Material type: TextSeries: eBooks on Demand.Studies in African American History and Culture: Publisher: Hoboken : Taylor and Francis, 2010Description: 1 online resource (154 p.).ISBN: 9780203852354.Subject(s): African American teachers -- History | African Americans -- Education -- History | Discrimination in education -- United States -- History | Segregation in education -- Law and legislation -- United States -- History | Segregation in education -- United States -- History | Southern States -- Race relations -- HistoryGenre/Form: Electronic books.Additional physical formats: Print version:: Race, Remembering, and Jim Crow’s TeachersDDC classification: 371.10089/96073 | 371.82996073 Online resources: Click here to view this ebook.
|Item type||Current location||Call number||URL||Status||Date due||Barcode|
|Electronic Book||UT Tyler Online Online||LC2731 (Browse shelf)||http://uttyler.eblib.com/patron/FullRecord.aspx?p=481104||Available||EBL481104|
Book Cover; Title; Copyright; Contents; Foreword; Acknowledgements; Part I Remembering Teachers and Teaching; 1 "Dying with One's Boots On": Collective Remembering of Legally Segregated Schools for Blacks and Its Teachers; 2 You Must Remember This: Reconstructions of the Geopolitics of Race and Racism in the Jim Crow South; 3 Voices of Collective Remembering: Black Teachers in Edgecombe, Nash, and Wilson Counties; Part II Hidden Transcripts Revealed; 4 "The Way We Found Them to Be": Black Teachers and the Politics of Respectability in Jim Crow North Carolina
5 A Strategy of Opportunity: Black Teachers and the Making of a New Form of CapitalPart III Remembering Jim Crow's Teachers; 6 "The Half Had Not Been Told": Hidden Transcripts Made Public; Appendix A; Appendix B; Appendix C; Notes; Bibliography; Index
This book explores a profoundly negative narrative about legally segregated schools in the United States being ""inherently inferior"" compared to their white counterparts. However, there are overwhelmingly positive counter-memories of these schools as ""good and valued"" among former students, teachers, and community members. Using interview data with 44 former teachers in three North Carolina counties, college and university archival materials, and secondary historical sources, the author argues that ""Jim Crow's teachers"" remember from hidden transcripts-latent reports of the social wor
Description based upon print version of record.