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Race, Remembering, and Jim Crow’s Teachers

Hilton Kelly
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A01=Hilton Kelly
African American education
Author_Hilton Kelly
black
black educators in North Carolina
Black High School
Black Principals
Black Teachers
capital
Category=JBFA
Category=JBFA1
Category=JBSL
Category=JN
Category=JNAM
Category=N
Category=NHK
Category=NHTB
Central Offi Ce
collective
Collective Remembering
county
Cultural Defi Cit Thinking
Dominant Collective Memory
Double Consciousness
educational
Educational Capital
educational equity history
eq_bestseller
eq_history
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Fi Eld Peas
hidden
Hidden Transcripts
Jim Crow
Jim Crow South
Mental Development
nash
Negative Collective Memory
oral history research
Orfi Eld
Public Black High Schools
qualitative interviews
Racial Etiquette
Rural Black Children
school
segregation era schools
Siddle Walker
social memory studies
transcript
White Public Space
wilson
Wilson Counties
Working Class Black Youth
Wright's Narrative
Wright’s Narrative
Young Men

Product details

  • ISBN 9780415804783
  • Weight: 440g
  • Dimensions: 152 x 229mm
  • Publication Date: 06 Jan 2010
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

This book explores a profoundly negative narrative about legally segregated schools in the United States being "inherently inferior" compared to their white counterparts. However, there are overwhelmingly positive counter-memories of these schools as "good and valued" among former students, teachers, and community members. Using interview data with 44 former teachers in three North Carolina counties, college and university archival materials, and secondary historical sources, the author argues that "Jim Crow’s teachers" remember from hidden transcripts—latent reports of the social world created and lived in all-black schools and communities—which reveal hidden social relations and practices that were constructed away from powerful white educational authorities. The author concludes that the national memory of "inherently inferior" all-black schools does not tell the whole story about legally segregated education; the collective remembering of Jim Crow’s teachers reveal a critique of power and a fight for respectability that shaped teachers’ work in the Age of Segregation.
About Hilton Kelly
Hilton Kelly is a sociologist and an Assistant Professor of Education at Davidson College. With published and forthcoming articles in Educational Studies, Urban Education, and Educational Foundations, Kelly’s scholarship addresses important questions at the intersection of the sociology of education, African-American history and culture, and the lives and work of teachers.

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