Literaturnachweis - Detailanzeige
Autor/in | Nocera, Amato |
---|---|
Titel | "May We Not Write Our Own Fairy Tales and Make Black Beautiful?" African American Teachers, Children's Literature, and the Construction of Race in the Curriculum, 1920-1945 |
Quelle | In: History of Education Quarterly, 63 (2023) 1, S.32-58 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Nocera, Amato) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0018-2680 |
DOI | 10.1017/heq.2022.41 |
Schlagwörter | African American Teachers; Childrens Literature; Race; Curriculum Evaluation; Educational History; Racial Identification; African American Children; Content Analysis African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; 'Children''s literature'; Kinderliteratur; Rasse; Abstammung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; History of education; Bildungsgeschichte; Child; Children; Kind; Kinder; Inhaltsanalyse |
Abstract | This article examines children's literature written by African American teachers during the first part of the twentieth century. Drawing on theories of racialization, I analyze children's books written by two African American teachers: Helen Adele Whiting (1885-1959) and Jane Dabney Shackelford (1895-1979). I argue that their books represented more than an effort toward greater Black representation in schools; they also served as a contribution to a larger discourse on Blackness and identity that emerged during the "New Negro" movement. In this view, African American teachers were not mere passive recipients of an outside Black culture, but rather intellectual actors involved in the production of racial identity during the interwar period. (As Provided). |
Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |