Tending to the Roots: Anna Julia Cooper's Sociopolitical Thought and Activism

Glass, Kathy L.

doi:10.1353/mer.2005.0021

Cited by 3 publications

(1 citation statement)

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“…The negative, threatening perceptions of Black activists resulted in traditional elementary social studies textbooks rarely including or minimally including the silenced voices of African Americans (Gottheimer, 2003). Glass (2005), another important historical African American figure rarely mentioned in traditional social studies textbooks, addresses this silenced voice from a gender and racial perspective as a double negative for women of color.…”

Section: Background Literaturementioning

confidence: 99%

I need to know my past: Black fifth-graders on race and racism

Walker

Russell

2020

SSRP

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PurposeThis research study focuses on fifth-grade African American students who attend an all-Black charter school whose administration and teachers are committed to providing Black history instruction throughout the year. To fulfill the school's mission, the teachers integrate additional resources into the curriculum that includes lessons and activities about Black history. Therefore, the study sought to answer the following question: How does learning Black history throughout the school year impact African American fifth-grade students' self-esteem and positive self-image? The authors examined student work, conducted observations and listened as the participants engaged in critical discussions about race and racism.Design/methodology/approachWay to Go (WTG) is a K-12 public charter school located in an urban mid-size city in Florida, with a 100% Black student population; all WTG students receive scholarships and free lunch. The 15 participants in this study self-identified as African American fifth-grade students. The authors conducted a qualitative research study that included 13 observations, an analysis of five student work samples and a focus group interview with seven students. They used interpretative phenomenology to gather African American fifth-grade students' experiences and their interpretations of these experiences (Moustakas, 1994) while acquiring information about Black history.FindingsThe themes that emerged are it's time to go, unsung heroes and Black history is exciting. In the first theme, they learned why Blacks migrated from the South to northern cities and understood why it was time for them to go. Next, they explored the history of unsung Blacks who inspired them to think about a variety of careers to pursue. Finally, they were excited to learn Black history because they understood the importance of learning this history in order to grapple with current events, and they recognized that knowledge of this history would improve their self-worth and life choices.Originality/valueWTG charter school exemplifies what schools should attain for regarding the teaching of Black history. Since elementary school provides the foundation for learning, it is the best time to teach African American students about self-esteem and what it means to be proud of their Blackness. The fifth-graders in this study exemplified how African American students take pride in their history and have a positive sense of self-worth when taught Black history. Black history lessons and activities such as the ones utilized in WTG school will benefit African American students and contribute to their success as students.

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Section: Background Literaturementioning

confidence: 99%

I need to know my past: Black fifth-graders on race and racism

Walker

Russell

2020

SSRP

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(Re)Making the Folk: Black Representation and the Folk in Early American Folklore Studies

Bailey¹

2021

Journal of American Folklore

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This article details the origins of American folklore studies by examining how “the folk” were repeatedly equated to Black Americans and how folklore was used as a measure of African Americans’ post-emancipation “progress.” Attending to discussions of Black representation in the late nineteenth century, I explore how (1) African Americans were positioned as the folk and (2) how African Americans (re)positioned themselves in discourses of “Blackness” and “folkness.”

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Navigating the Frontlines of Climate Change: Resilience and Perspectives of Climate Champions

Moses Okpodu,

J. Holmes

2023

Global Warming - A Concerning Component of Climate Change [Working Title]

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The frontline of climate change in the African diaspora has been championed by the efforts of women. Although visibility has been given to women on the continent, the heroic efforts of African American women have often been largely ignored. Just as in the developing world, women of color have disproportionally experienced the repercussions of the assaults of a changing climate—rising sea levels, changing weather patterns, and increasing pollution are threatening food security, increasing infant mortality, exacerbating poverty, and maternal death rates exposing other health inequalities. This chapter will explore the life’s work of three climate champions at Historically Black College or Universities (HBCUs) via teaching the next generation of climate activists. We use a conceptual framework that situates their work in three broad areas: (1) risk reduction and emergency preparedness; (2) curriculum, education, and health policy; and (3) outreach and environmental capacity. We will explore their stories, the political actions that have contributed to the lack of resource management, and their role in shaping women’s roles in addressing the impacts of climate change and environmental justice.

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Tending to the Roots: Anna Julia Cooper's Sociopolitical Thought and Activism

Cited by 3 publications

References 0 publications

I need to know my past: Black fifth-graders on race and racism

I need to know my past: Black fifth-graders on race and racism

(Re)Making the Folk: Black Representation and the Folk in Early American Folklore Studies

Navigating the Frontlines of Climate Change: Resilience and Perspectives of Climate Champions

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