Recovering a "Lost" Story Using Oral History: The United States Supreme Court's Historic <i>Green v. New Kent County, Virginia,</i> Decision

Allen, Jody L.; Daugherity, Brian J.

doi:10.1525/ohr.2006.33.2.25

Cited by 5 publications

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“…By interviewing participants in movements whose experiences have not been included in mainstream history texts, researchers are able to collect, preserve, and present insights to previously published narratives. In the absence of primary or secondary sources, the memories captured through oral history interviews are an invaluable method for preserving history that might otherwise be unknown (Allen & Daugherity, 2006; Morrissey, 2007). Relatedly, because Sybil matriculated through Central High 2 years after the desegregation crisis, there are no mainstream films or publications of her experience beyond archival data.…”

Section: Methodsmentioning

confidence: 99%

“…So I would cross my legs, stretch out on the seat put my suitcase up, and prop my feet up and just ride. (Allen & Daugherity, 2006, p. 40)Other examples of courage are found in the memoirs of the Little Rock Nine, Devlin’s (2018) account of African American girls prior to and after Brown , and African American students who were plaintiffs in NAACP college desegregation cases prior to Brown (Kluger, 1977). In the next section, we reflect on the question: What lessons from Sybil’s lived experience are important for contemporary educational leadership preparation programs?…”

Section: Lessons From Sybil’s Life That Inform Social Justicementioning

confidence: 99%

“…So I would cross my legs, stretch out on the seat put my suitcase up, and prop my feet up and just ride. (Allen & Daugherity, 2006, p. 40)…”

Section: Lessons From Sybil’s Life That Inform Social Justicementioning

confidence: 99%

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Surviving Shunning at Central High School: Lessons From Sybil Jordan Hampton for Social Justice Leaders

Lowery

Hampton

2019

Journal of School Leadership

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Sybil Jordan Hampton’s lived experience as the only African American in her class at Little Rock (AR) Central High School from 1959 to 1962 is presented. Sybil valued assets within her family and community, exhibited critical consciousness, and had courage in the face of being shunned. Leaders who aim to interrupt inequitable outcomes in schools must recognize the assets of their students, families, and communities; exhibit critical consciousness; and be courageous. Therefore, Sybil’s leadership serves as an example of how leaders other than those in formal positions can inform the development of leaders for social justice.

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Section: Methodsmentioning

confidence: 99%

Section: Lessons From Sybil’s Life That Inform Social Justicementioning

confidence: 99%

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Surviving Shunning at Central High School: Lessons From Sybil Jordan Hampton for Social Justice Leaders

Lowery

Hampton

2019

Journal of School Leadership

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“…It emphasizes not only the change due to the Brown decision but also the continuity in unequal educational opportunities and legal treatment for African American students (Hess, 2005; Klarman, 1994; Ladson-Billings, 2004; Siddle Walker, 1996). The second dimension, Causation , pertains to the desegregation processes that were initiated by legal cases (Klarman, 1994; Kluger, 1975) and the roles played by the NAACP (Daugherity, 2016; Sullivan, 2009) and grassroots civil rights activists (Allen & Daugherity, 2006; Miller & Gregg, 1932; Randolph & Sanders, 2011). Integral to a more expansive story of school desegregation is the dialectic between the movement and the backlash against it, such as “Massive Resistance” formed by White politicians and their supporters (Hall, 2005; Klarman, 1994).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Planning to teach difficult history through historical inquiry: The case of school desegregation

Suh

Daugherity

Hartsfield

2021

The Journal of Social Studies Research

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This exploratory study investigates the ways in which secondary U.S. history teachers who attended two iterations of a teacher professional development workshop, focusing on the history of school desegregation in Virginia, planned to teach the history of school desegregation through historical inquiry. Conceptualizing the history of school desegregation as difficult history, the authors conducted the content analysis of 23 written lesson plans generated by workshop participants. The historiography of school desegregation, and research on four dimensions of historical inquiry such as Change and Continuity, Causation, Multiple Perspectives and Historical Sources, guided the data analysis. The findings suggest that teachers in this study were most likely to design their inquiry around Causation, framing the history of school desegregation within the classical timeline of the Civil Rights Movement, which begins with the Brown v. Board of Education decision (1954) and ends with the Civil Rights Act of 1968. What was often absent in these inquiries was Massive Resistance, the backlash against the Brown v. Board of Education decision, collective and political actions of African American communities to implement the Brown decision, and varying perspectives within African American communities as well as Whites who opposed the Brown decision. Implications for theory and practice are discussed.

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“…At this time the NAACP initiated new legislation named for Mr. Green's son. In retaliation, the school board did not renew Mary Green's teaching contract (Allen & Daugherity, 2006).…”

Section: Green V County School Board Of New Kent County (1968)mentioning

confidence: 99%

Pigmentation and practice : understanding perceptions of white female teachers within a colorblind racial ideology framework

Green¹

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Thoreau said, "The question is not what you look at, but what you see." In the world of education, what we don't see--or at least claim not to notice--matters just as much. For non-White children in American schools today, a failure to acknowledge their racial and cultural identity can have lasting impact on academic success. A failure to acknowledge racial and cultural identities can also impede full access to equitable educational opportunities. A well-documented educational achievement gap persists between Black students and White students despite the legally-sanctioned school desegregation of years ago. Because the teacher has great influence over classroom norms and instructional delivery--and recognizing that American teachers are predominantly White and female-- this study seeks to look closely at the perceptions of those teachers with regard to race and education. This dissertation is a qualitative inquiry of multiple case study design. Using the tenets of Colorblind Racial Ideology to construct meaning from teacher viewpoints and experiences, the goal is to facilitate candid conversations about racial diversity and promote the academic success of all students.

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Recovering a "Lost" Story Using Oral History: The United States Supreme Court's Historic Green v. New Kent County, Virginia, Decision

Cited by 5 publications

References 0 publications

Surviving Shunning at Central High School: Lessons From Sybil Jordan Hampton for Social Justice Leaders

Surviving Shunning at Central High School: Lessons From Sybil Jordan Hampton for Social Justice Leaders

Planning to teach difficult history through historical inquiry: The case of school desegregation

Pigmentation and practice : understanding perceptions of white female teachers within a colorblind racial ideology framework

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