Black Reconstruction in America, 1860–1880

Bois, W. E. B. Du; Lewis, David L.

doi:10.4135/9781446220986.n4

Cited by 328 publications

(456 citation statements)

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“…Although the discipline of history requires the systematic study of documents in efforts to reveal "truth," this process is not absent of bias, omissions, and fabrications (Du Bois, 1999;Trouillot, 1995). In a sense, memory can be a form of counterhistory or what Howard Baker (1994) would call critical memory that challenged the errors of historical narration.…”

Section: African-american History and Cultural Memorymentioning

confidence: 99%

Learning other people’s history: pre-service teachers’ developing African American historical knowledge

King

2014

Teaching Education

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Drawing from the historical lens of cultural memory, I examined the development of three social studies pre-service teachers' African American history knowledge. The participants were engaged in a rigorous summer reading program dedicated to learning African American history. This qualitative case study examined both pre and post interpretations of African American history and discussed the varied ways the subject was interpreted by the pre-service teachers. The findings indicated that the reading program influenced African American history knowledge both positively and negatively. The paper ends with recommendations for teacher educators interested in expanding the development of pre-service teachers' knowledge of African American history.

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Section: African-american History and Cultural Memorymentioning

confidence: 99%

Learning other people’s history: pre-service teachers’ developing African American historical knowledge

King

2014

Teaching Education

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“…And of all this, most ubiquitous in modern society is that fear of unemployment. (Du Bois, 1992[1935, p. 678)…”

Section: Looking Backward: Post-civil Rights and Post-reconstruction mentioning

confidence: 92%

“…The rationalisations for such immiseration, according to right-wing politicians and pundits, are a different story altogether. To add insult to injury, Du Bois notes that the alleged faults and failures of southern reconstruction were placed squarely on 'Negro ignorance and corruption' (Du Bois, 1992Bois, [1935, 713). Citing literally dozens of accounts from children's history texts, Du Bois discovers an overwhelming chorus of agreement on this issue.…”

Section: Looking Backward: Post-civil Rights and Post-reconstruction mentioning

confidence: 98%

“…How did he make sense of the complexities of such vertiginous cycles of democratic advance and decline? Du Bois's answer, in part, was to look to the colour line, 'the Blindspot of American political and social development' that crippled the scholarly search for a truthful and coherent history and 'made logical argument almost impossible' (Du Bois, 1992Bois, [1935, p. 377). Du Bois understood the ill-fated history of reconstruction as part and parcel of the ongoing tragedy of American political life, a tragedy to beggar the Greek, which resides in the nation's failure to grasp that the 'problem of race' involves the very foundations of American democracy, both political and economic.…”

Section: S Reading Of the Post-reconstruction Era For Progressives Camentioning

confidence: 98%

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Reconstructing the future: Du Bois, racial pedagogy and the post-civil rights era

Giroux

2003

Social Identities

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This essay addresses the legacy of W.E.B. Du Bois, as both scholar and activist, at a time when the university's civic mission is imperiled by corporatisation and racial backlash, access to its resources are increasingly predicated on whiteness and wealth, and the greater public good is financially and spiritually starved with every advance of American empire abroad. Focusing on Black Reconstruction, it elaborates in particular on the pedagogical implications of Du Bois's reading of the post-Reconstruction era for progressives caught in the contradictions of the current post-Civil Rights era. Drawing on Du Bois's insistence that education (both formal and informal)is central to the functioning of a nonrepressive and inclusive polity, the essay reflects on the current crisis of black educational access to quality schooling at all levels, as well as the relentless attacks on more public sites of pedagogy, within the context of neoliberal social and economic policies as well as the racist backlash against the civil rights gains of the 1960s. It addresses the degree to which engaged dialogue about the history and politics of racialised exclusion in the US and globally in the university have been derailed by the dictates of a particularly limp version of liberal multiculturalism and its allegiance to the privatised discourses of identity and difference. In so doing, it explores the role that educators might play in linking rigorous scholarship and critical pedagogy to progressive struggles for securing the very conditions for racial justice and political democracy.

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“…James and W.E.B. Du Bois have argued, one cannot appreciate the importance of slavery to the global economy, or the role of black resistance to slavery, without understanding that black slaves were the mid-Atlantic's first proletariat (James, 1989;Du Bois, 1998). Uprooted from their origins, clan, and previous caste, slavery threw millions of people into a proto-industrial economy that mobilized advanced forms of credit, technics of labor discipline, and the new mobility of shipping to create an army of bonded labor.…”

Section: Notesmentioning

confidence: 99%

Working-Class Literature(s): Historical and International Perspectives

Nilsson

Lennon

2017

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Black Reconstruction in America, 1860–1880

Cited by 328 publications

References 0 publications

Learning other people’s history: pre-service teachers’ developing African American historical knowledge

Learning other people’s history: pre-service teachers’ developing African American historical knowledge

Reconstructing the future: Du Bois, racial pedagogy and the post-civil rights era

Working-Class Literature(s): Historical and International Perspectives

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