Francis L. Cardozo: Black Educator During Reconstruction

Richardson, Joe M.

doi:10.2307/2294618

Cited by 2 publications

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“…Researchers submit that Black women teachers believed they would do what was necessary for Black students to achieve freedom through education. In turn, Black women adopted numerous informal roles—othermother, social worker, and advocate—beyond classroom “teacher” (Beauboeuf-Lafontant, 2002; Fairclough, 2007; Foster, 2005; Taylor, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“Our Teaching Transcends a Subject Matter”: Learning From Black Women Educators’ Beliefs about Literacy Instruction During Extraordinary Times

Francois

2023

Teachers College Record: The Voice of Scholarship in Education

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Background: The Covid-19 pandemic, the United States’ racial reckoning, and nationwide educational “anti-woke” legislation—along with long-standing accountability policies—acutely constrained teachers’ experiences and have solidified public portrayals of educators as mistrustful and docile. Yet research suggests that, in the face of school and societal constraints, Black women educators develop and enact beliefs about teaching that challenge prevailing opinion to provide equitable and just learning experiences for their students. The 2020–2021 school year, an extraordinary moment in the United States, provided an important context to understand Black women educators’ developing beliefs about teaching secondary literacy, a politicized and contested subject. Purpose: This study builds off of historical and contemporary research on Black women educators to understand how two teachers developed their beliefs about teaching literacy in a middle school with a diverse student population during the Covid-19 pandemic and in the wake of the Black Lives Matter movement. Drawing on Black feminist theory and asset-based pedagogies, it also sought to understand what individual and collective meaning they made out of their teaching experience. Research Design: The qualitative study centered on two Black women educators who taught seventh-grade English language arts and history during the 2020–2021 school year. The two teachers worked at a suburban middle school serving a racially diverse student population. The study involved three interviews with each participant and seven group discussions with both participants throughout the year. I employed grounded theory methodology to analyze the data and to develop themes about how the teachers developed their beliefs about teaching literacy. Findings: During an extraordinary moment in the United States—characterized by the Covid-19 pandemic, hybrid instruction, and a countrywide racial reckoning—the participants felt empowered to call out the deficit ideologies that their colleagues voiced. Calling out deficit ideologies informed three beliefs about teaching literacy: upholding students’ humanity, elevating classroom discussion, and teaching a complex narrative of people of Color. These findings affirm the mutuality between action and beliefs and emphasize a more socially and politically oriented conceptualization of literacy pedagogy. Recommendations: This study informs how educational leaders can support Black women educators with professional learning that positions culturally affirming school expectations and critical self-reflection as a precedent to the empowering literacy instruction teachers could enact in classrooms. Future research can examine school-level and social factors shaping teachers’ knowledge, beliefs, and practices.

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Section: Literature Reviewmentioning

confidence: 99%

“Our Teaching Transcends a Subject Matter”: Learning From Black Women Educators’ Beliefs about Literacy Instruction During Extraordinary Times

Francois

2023

Teachers College Record: The Voice of Scholarship in Education

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Reconstruction corruption and the redeemers’ prosecution of Francis Lewis Cardozo

Burke

2001

American Nineteenth Century History

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This essay recreates in detail the 1877 trial of Francis L. Cardozo, who was state treasurer and a leading African American political figure in Reconstruction South Carolina. Cardozo's trial and conviction provides a quintessential example of the white Redeemers' racially perverted reaction to the supposedly systemic corruption of the state's Reconstruction government. The essay reveals how much the prosecution of Cardozo was motivated and permeated by racial and political motives. The detailed examination should encourage a re-evaluation of the history of Reconstruction corruption in the South, and of the Redeemers' reaction to it. We have been cheated out of our rights for two centuries, and...I want to fix them in the Constitution in such a way that no lawyer, however cunning or astute, can possibly misinterpret the meaning. If we do not do so, we deserve to be, and will be, cheated again. Nearly all the white inhabitants of the state are ready at any moment to deprive us of our rights, and not a loophole should be left that would permit them to do it constitutionally.

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Francis L. Cardozo: Black Educator During Reconstruction

Cited by 2 publications

References 0 publications

“Our Teaching Transcends a Subject Matter”: Learning From Black Women Educators’ Beliefs about Literacy Instruction During Extraordinary Times

“Our Teaching Transcends a Subject Matter”: Learning From Black Women Educators’ Beliefs about Literacy Instruction During Extraordinary Times

Reconstruction corruption and the redeemers’ prosecution of Francis Lewis Cardozo

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