Victims Without "Crimes": Some Historical Perspectives on Black Education

Newby, Robert G.; Tyack, David

doi:10.2307/2966503

Cited by 14 publications

(6 citation statements)

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“…One can deduce from the work of Newby and Tyack (1971) and other historical accounts well into the era of desegregation (Deschenes et al 2001), that the upward mobility myth was well ingrained into the collective psyche of Black people as well as those involved in their education. The enduring power of this myth resides in the fact that it resonated powerfully with the hopes and dreams of an oppressed people.…”

Section: A Legacy Of Misrecognitionmentioning

confidence: 96%

“…After emancipation, upward mobility included the fundamental struggle to be considered human, something that had previously been denied. Newby and Tyack (1971) describe how the major architects of Black education descended upon Black communities in the name of education, not to liberate them so much as to benefit from them as human resources. Rather than a history of upward mobility through education, this poignant work chronicles 'a socialization in what it means to be powerless ' (p. 192).…”

Section: A Legacy Of Misrecognitionmentioning

confidence: 99%

“…More than 30 years ago, Newby and Tyack (1971) published 'Victims Without Crimes: Some Historical Perspectives on Black Education'. This article chronicles the post-slavery pursuit of education by Blacks in their quest for economic and social survival.…”

Section: A Legacy Of Misrecognitionmentioning

confidence: 99%

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Loosely coupled organizations, misrecognition, and social reproduction

Pajak¹,

Green²

2003

International Journal of Leadership in Education

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Almost 25 years ago, Bourdieu and Passeron (1977) explained how educational systems foster a 'misrecognition' of the part that schools play in social reproduction. They noted that it is to the advantage of the dominant elements of society and educators themselves to perpetuate a strong belief in the legitimacy of schools as institutions that facilitate upward mobility, although, in fact, they do not. This article explores how loose coupling in school organizations serves the purpose of misrecognition and social reproduction. Although other sources of misrecognition and reproduction are acknowledged, it is proposed that loose coupling among various elements and processes in schooling both contribute to and conceal the failure to provide access to higher status for members of groups outside mainstream society. Recent efforts to change schools through systemic reform, including standards and high stakes testing, are considered in light of their likelihood to reinforce or disrupt misrecognition.

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Section: A Legacy Of Misrecognitionmentioning

confidence: 96%

Section: A Legacy Of Misrecognitionmentioning

confidence: 99%

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Loosely coupled organizations, misrecognition, and social reproduction

Pajak¹,

Green²

2003

International Journal of Leadership in Education

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“…Unofficial education occurred covertly from slave to slave or due to the generosity of a few benevolent slave owners. Following emancipation, African Americans sought education as a badge of newfound freedom and as a ticket to full participation in American society (Newby & Tyack, 1971). Given the legacy of oppression, extreme poverty, and scarcity of resources, the African American community accepted financial assistance from the federal government and from northern philanthropic and religious bodies for their makeshift schools.…”

Section: Af Rican Americans Have a Long And Proudmentioning

confidence: 99%

“…African American leaders stepped up to seek control over their own institutions when philanthropic and religious supporters succumbed to persecution by local Whites (Newby & Tyack, 1971). Common schools founded and maintained exclusively by and for African Americans appeared throughout the South.…”

Section: Af Rican Americans Have a Long And Proudmentioning

confidence: 99%

From Old Schools to Tomorrow's Schools

Green

McIntosh²,

Cook-Morales³

et al. 2005

Remedial and Special Education

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Despite the promise of Brown v. Board of Education, segregation is alive and well in today's schools. African American students are overrepresented in special education, have higher dropout rates, are suspended and expelled at higher rates, and are subject to persistent educational inequity. The role of psychoeducational assessment at the intersection of difference and disability has contributed to the persistent misidentification and overrepresentation of African American students in special education. However, paradigms for assessment hold promise for fulfilling the hope of Brown in tomorrow's schools. In order to describe the impact of past and present psychoeducational assessment practices on African American learners, we track the evolution of psychoeducational assessment in the context of three eras: (a) prior to Brown, or “old schools”; (b) post Brown, an era of hope for “new schools”; and (c) the situation in today's schools. The education of African American students and students with disabilities emerge as parallel and intertwined throughout this history.

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Education and racial inequality: The human capital explanation revisited

Carnoy

1996

Economics of Education Review

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Victims Without "Crimes": Some Historical Perspectives on Black Education

Cited by 14 publications

References 0 publications

Loosely coupled organizations, misrecognition, and social reproduction

Loosely coupled organizations, misrecognition, and social reproduction

From Old Schools to Tomorrow's Schools

Education and racial inequality: The human capital explanation revisited

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