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• W1536411137 abstract "A Class of Their Own: Black Teachers in Segregated South by Adam Fairclough Cambridge, MA: Belknap Press of Harvard University Press, 2007. 533 pp. $29.95. A Class of their Own, authored by British historian Adam Fairclough, chronicles historical struggles faced by Black teachers in segregated South. The book is result of 11 of research that included Fairclough's search of archives of many historically Black colleges and universities, various church groups, numerous state teachers associations, philanthropic foundations, and civil rights organizations. The book is divided into Prologue and 10 subsequent chapters which trace Odyssey of Black teachers from run-down segregated in South to heroic work of founders of private institutions (e.g., Charlotte Hawkins Brown), organizations that Black teachers founded to get equal salaries, civil rights movement, and famous Brown v. Board of Education decision. Each chapter contains wealth of historical information. In early days, were called Sabbath schools, native schools, and Freedmen's schools. Later on, when private were established, they were called institutes, academies, colleges, universities, seminaries, training schools, normal schools, and industrial schools. By 1900, except in key cities such as Charleston, New Orleans, and Richmond, where White teachers still taught, Blacks replaced White teachers in virtually all of rural and in most of in urban areas as well. Replacing White teachers with Blacks reinforced racial segregation and made it easier to neglect Black schools. Fairclough indicated that some Black teachers wanted to preserve segregated for job security purposes if integration occurred, but other Black teachers fought for integration believing it was right and proper thing to do. Black schools, particularly those in South, were poorly funded and children enrolled in were not adequately prepared for life in America. This created dilemma for Black teachers as most were middle class and many Black parents saw as removed from their living styles. In fact one Virginia teacher complained that many working-class Blacks like to see anyone of their rank get above them. They say I am stuck up, because I don't stand on corner of streets and in store doors with them (p. 18). Steering between these two extremes, Black teachers had to negotiate between White authorities and Black community that resisted segregation, at least to point. Black teachers, despite impossible odds, had to struggle to make means of liberation. In Prologue, Fairclough states that his purpose is to write the history of Black teachers as group, tracing that history over hundred years (p. 6). He has succeeded admirably in achieving that purpose. He examines in detail lives and struggles of Black teachers. His discussion of Jeanes teachers, of whom Virginia Randolph was first, is excellent. These Jeanes supervisors were, in words of Gunnar Myrdal, a remarkable and pathetic figure in history of Negro education (p. 262). They were trusted by White superintendents of and supervisors of Black schools, who were also White. Yet, even as Black made progress under watchful eyes of Jeanes supervisors, they never received support equal to that of White schools. Qualifications of first generation of Black teachers varied. Some had had experience in public in North or in secret schools in South, but most lacked teaching experience in classrooms, and many were barely literate. Yet, they were buoyed by idealism and religious zeal. The demand for Black teachers echoed powerful surge of race consciousness. The African Methodist Episcopal church's position, dominant by 1880, was that best people to educate Black children were Black teachers. …" @default.
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• W1536411137 title "A Class of Their Own: Black Teachers in the Segregated South" @default.
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