Curriculum and Social Inquiry Commons^™

Myth, Power, And Justice: The Danger Of A Single Story, Christen H. Clougherty

National Youth Advocacy and Resilience Conference

If we hear only a single story about a group, we risk a critical misunderstanding. In this session, learn to critically analyze assumptions of single stories and dominant narratives about community partners. Engage in hands-on activities to explore this issue as it relates to race, poverty, and social justice. Leave with classroom activities to take back to your classroom.

The Rose Who Grew From Concrete: A Black Female Administrator's Perspective Of The Public School Experience For Black Girls Who Attend A Predominantly White Middle School In Southeast Georgia, Latashia S. Thomas

Electronic Theses and Dissertations

This study explores the educational experiences of Black girls who attended a predominantly White school in Southeast Georgia from the perspective of a Black female administrator. Using Critical Race Theory (e.g. Bell, 1987, 1992, 1995; Delgado & Stefancic, 2001; Solorzano & Yosso, 2001) and Black Feminist Thought (e.g. Hill Collins, 2000; hooks, 1984/2000) as theoretical frameworks and memoir (Angelou, 1969/2009; Hurston, 1996) and fiction (Bell, 1992; Morrison, 1970/1993) as methodology, I explore ways in which Black girls are oppressed when they attend majority White public schools.

Six meanings emerged from this inquiry: (1) Writing my memoir has allowed me to …

From A Northern Home To A Southern School: Cultural Imperialists Or Just Stubborn Yankees, Janel Janiczek Smith

Electronic Theses and Dissertations

The purpose of this dissertation is to explore the cultural influences on the lives of northern teachers in southern schools. During the 1860s, white, northern, middle-class women traveled to southern homes to begin and maintain schools for the recently freed slaves. Each woman carried with her an independent set of cultural systems that predetermined her perspective for educating the African American students. Furthermore, the northern relief agencies, Freedmen's Bureau agents, southern white citizens, and southern freedmen all had their own opinions for the education of the students. Although much time has elapsed between the 1860s and 2013, the same topics …