Linking the Struggle for Education and Social Justice: Historical Perspectives of African American Leadership in Schools

Abstract

Societal barriers to the successful education of Black children were identified by the noted historian Carter G. Woodson more than 70 years ago in his classic text The Mis-Education of the Negro. Woodson argued that there were serious problems with inaccurate, ill-planned, depoliticized curriculum content and lack of resources, as well as problems with the poor, unethical preparation of teachers. Historically, Black educational leaders had to overcome these barriers as well as others to be of service to the African American community. They created schools where none existed, struggled against the perpetuation of unequal educational environments, or built viable alternative schools. Motivated by the belief that education would“uplift the race,” women and men organized and developed institutions to mitigate the harsh realities of Black life Through socially critical writings, oratorical power, and activism, many leaders succeeded in making a difference in the educational settings that served Black people. Their narratives and critiques, however, have not been incorporated as a central element in the literature of school administration, leadership, reform, and change.