Teaching the Civil Rights Era: A Student-Active Approach

Dunn, Joe P.

doi:10.2307/30036715

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…Throughout the 1960s and 1970s, fiscal and political support for education increased at every level of government, and ethnoracial justice became an important rationale for these efforts (Kirp 1982:197). As commonly taught in high school civics or history classes, this legacy is often organized around stories about the courage of individual African Americans (and Latinos/as in more inclusive versions) to challenge racial and ethnic injustice (Aldrige 2002;Dunn 2005;View 2004; e.g., the Denver Public School District's Alma Project curriculum, ''Lessons in Courage: Martin Luther King, Rosa Parks, and Ruby Bridges'' [B. Williams 2001], or online curricula, such as http://www.adl.org/education/rosa_parks/ sources-information or http://www.freechild.org/student_rights.htm). Although a recent national survey revealed high school seniors' knowledge of important historical events in American history to be rudimentary at best, 97 percent of the students surveyed could accurately identify Dr. Martin Luther King Jr. as ''a historically significant figure'' who challenged racist authority and led the civil rights movement (Hess 2008:9).…”

Section: How Race Matters In Hypothetical Rights Mobilizationmentioning

confidence: 99%

Legal Mobilization in Schools: The Paradox of Rights and Race Among Youth

et al. 2010

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In this article, we analyze ethnoracial patterns in youth perceptions and responses to rights violations and advance a new model of legal mobilization that includes formal, quasi-, and extralegal action. Slightly more than half of the 5,461 students in our sample reported past rights violations involving discrimination, harassment, freedom of expression/assembly, and due process violations in disciplinary procedures. Students, regardless of race, are more likely to take extralegal than formal legal actions in response to perceived rights violations. Self-identified African American and Latino/a students are significantly more likely than white and Asian American students to perceive rights violations and are more likely to claim they would take formal legal action in response to hypothetical rights violations. However, when they perceive rights violations, African American and Asian American students are no more likely than whites to take formal legal action and Latino/a students are less likely than whites to take formal legal action. We draw on in-depth interviews with youth and adults—which we interlace with our quantitative findings—to explore the interpretive dynamics underlying these survey findings, and we offer several theoretical and methodological implications of our work.

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Section: How Race Matters In Hypothetical Rights Mobilizationmentioning

confidence: 99%

Legal Mobilization in Schools: The Paradox of Rights and Race Among Youth

et al. 2010

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“…How can twentieth-century America's pivotal domestic event be so boringly familiar yet simultaneously estranged from our students? Other educators have noted these challenges when teaching the Civil Rights Movement and the need to engage students in ways that allow them to understand more fully the history of racial struggle (Grant 2001;Dunn 2005;Bolgatz 2007;Scruggs 2010). Some educators have gone so far as to lead students on field expeditions to sites related to the Movement.…”

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confidence: 99%