Discussions of Black history and school desegregation in many K-12 schools have been narrowed to a few heroic figures and moments. Historic representations are currently challenged by a nationwide movement to uphold White supremacy and deny the violent history of racism in the US. The revisionist claims are challenged in this qualitative narrative research project that presents stories gathered from 10 Black educators in Augusta, Georgia, who recount their stories of desegregating schools and institutions as students or educators. This oral history narrative project imagines these stories as the basis for engaging K-12 teachers and students in creating new curricula.
AnnammaS. A.JacksonD. D.MorrisonD. (2017). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race Ethnicity and Education, 20(2), 147–162. https://doi.org/10.1080/13613324.2016.1248837
4.
ArnettA. A. (2019). Let’s stop calling it an achievement gap. Information Age Publishing.
5.
AuW.BrownA. L.CalderonD. (2016). Reclaiming the multicultural roots of U.S. curriculum: Communities of color and official knowledge in education. Teachers College Press.
6.
BanksJ. A. (1993). The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22(5), 4–14, https://doi.org/10.3102/0013189x022005004
7.
BellD. A. (2004). Silent covenants: Brown v. Board of education and the unfulfilled hopes for racial reform. : Oxford University Press.
8.
BeverlyJ. (2005). Testimonio, subalternity, and narrative authority. In DenzinN. K.LincolnY. S. (Eds.), The Sage handbook of qualitative research (3rd ed.) (pp. 547–557). Sage.
9.
BostickK. (2013). Paine college. University of Georgia Press.
10.
BourdieuP. (2000). Cultural reproduction and social reproduction. In ArumR.BeattieI. R. (Eds.), The structure of schooling: Readings in the sociology of education (pp. 56–68). Mayfield Publishing Company.
ByrdN. B.,JanguM. (2009). “A Past is not a heritage”: Reclaiming indigenous principles for global justice and education for Peoples of African Descent. In AndrzejewskiJ.BaltodanoM. P.SymcoxL. (Eds.), Social justice, peace, and environmental education: Transformative standards (pp. 193–215). Routledge.
14.
CarrawayS. (2017). My personal story of success. [Interview].
CreswellJ. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
18.
CummingV. (1899). Richmond County Board of Education. United States Supreme Court. No. 175 U.S. 528, 184.
19.
CzarniawskaB. (2004). Narratives in social science research. Sage.
20.
DeweyJ. (1916). Experience and education. Free Press.
21.
DittmerJ. (1977). Black Georgia in the progressive era, 1900-1920. University of Illinois Press.
22.
DixsonA. D.,RousseauC. K. (2006). And we are still not saved: Critical race theory in education ten years later. In DixsonA. D.RousseauC. K. (Eds.), Critical race Theory in education: All god’s children Got a song (pp. 31–56). Taylor and Francis Group.
Evans-WintersV. E.,Twyman HoffP. (2011). The aesthetics of white racism in pre-service teacher education: A critical race theory perspective. Race Ethnicity and Education, 14(4), 461–479. https://doi.org/10.1080/13613324.2010.548376
25.
FosterM. (1997). Black teachers on teaching. New Press: Distributed by W.W. Norton.
hooksb. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
36.
HowardT. C.,NavarroO. (2016). Critical Race Theory 20 years later: Where do we go from here?Urban Education (pp. 1–21). https://doi.org/10.1177/0042085915622541
37.
IllerisK. (2009). Contemporary theories of learning: Learning theorists – in their own words. Routledge.
38.
JarvisP. (2009). The Routledge international handbook of lifelong learning. Routledge.
39.
JohnsonL. L.JacksonJ.StovallD. O.Taliaferro BaszileD. (2017). “Loving blackness to death”: (Re)Imagining ELA classrooms in a time of racial chaos. The English Journal106(4), 60–66. https://www.jstor.org/stable/26359464
Krueger-HenneyP. (2019). Through space into the flesh: Mapping inscriptions of anti-black racist and ableist schooling on young people’s bodies racist and ableist schooling on young people’s bodies. Curriculum Inquiry, 49(4), 426–441. https://doi.org/10.1080/03626784.2019.1657770
42.
Ladson-BillingsG. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12, https://doi.org/10.3102/0013189x035007003
43.
Ladson-BillingsG. (2021). Critical race theory in education: A scholar’s journey. Teachers College Press.
44.
Ladson-BillingsG.,TateW. F. I. V. (1995). Toward a critical race theory of education education. Teachers College Record: The Voice of Scholarship in Education, 97(1), 47–68, https://doi.org/10.1177/016146819509700104
45.
LedesmaM. C.,CalderónD. (2015). Critical race theory in education: A review of past literature and a look to the future. Qualitative Inquiry, 21(3), 206–222, https://doi.org/10.1177/1077800414557825
46.
LeonardoZ.,BoasE. (2013). Other kids’ teachers: What children of color learn from White women and what this says about race, Whiteness, and gender. In LynnM.DixsonA. (Eds.), The handbook of critical race theory in education (pp. 313–324). Routledge.
LoganJ. R.,Burdick-WillJ. (2017). School segregation and disparities in urban, suburban, and rural areas. The Annals of the American Academy of Political and Social Science Social Science, 674(1), 199–216. https://doi.org/10.1177/0002716217733936
49.
LoveB. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon.
50.
LyiscottJ. J.CaraballoL.FilipiakD.Riina-FerrieJ.YeomM.Amin LeeM. (2020). Cyphers for Justice: Learning from the wisdom of intergenerational inquiry with youth. Review of Education, Pedagogy, and Cultural Studies, 42(5), 363–383, https://doi.org/10.1080/10714413.2021.1874851
51.
MackT. (2015). Hidden history of Augusta. The History Press.
52.
MattiaT. (2021). Resegregated schools, racial attitudes, and long-run partisanship: Evidence for white backlash. Annenburg Institute at Brown University. https://doi.org/10.26300/5ym8-zt04
53.
McCoyC. L. (1984). A historical sketch of black Augusta, Georgia from emancipation to the Brown decision: 1865-1954(Publication Number 11039340)University of Georgia.
McEvoyK.,McConnachieK. (2013). Victims and transitional justice: Voice, agency and blame. Social and Legal Studies, 22(4), 489–513. https://doi.org/10.1177/0964663913499062
McGeeE. O.,StovallD. (2015). Reimagining critical race theory in education: Mental health, healing, and the pathway to liberatory praxis health, healing, and the pathway to liberatory praxis. Educational Theory, 65(5), 491–511, https://doi.org/10.1111/edth.12129
58.
MuhammadG. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
59.
NowickiJ. M. (2018). Discipline disparities for Black students, boys, and students with disabilities. (GAO-18-258). GAO.
60.
PinarW. F. (1975). Curriculum theorizing: The reconceptualists. McCutchan.
61.
PinarW. F.ReynoldsW. M.SlatteryP.TaubmanP. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. Peter Lang.
62.
PlummerK. (1983). Documents of life: An introduction to the problems and literature of a humanistic method. George Allen and Unwin.
63.
PollackT. M. (2012). The miseducation of a beginning teacher: One educator's critical reflections on the functions and power of deficit narratives reflections on the functions and power of deficit narratives. Multicultural Perspectives, 14(2), 93–98. https://doi.org/10.1080/15210960.2012.673318
64.
RhodesD. (2014). Legendary locals of Augusta. Legendary Locals.
65.
SensoyO.,DiAngeloR. (2012). Is everyone really equal: An introduction to key concepts in social justice education. Teachers College Press.
66.
SmithL. T. (1999). Decolonizing methodologies :Research and indigenous peoples. Zed Books.
67.
SolórzanoD.,YossoT. (2002). Critical race methodology: Counter-Storytelling as an analytical framework for education research analytical framework for education research. Qualitative Inquiry, 8(1), 23–44, https://doi.org/10.1177/107780040200800103
68.
StovallD. O. (2018). Are we ready for ‘school’ abolition?: Thoughts and practices of radical imaginary in education. Taboo: The Journal of Culture and Education, 17(1), 51–61. https://doi.org/10.31390/taboo.17.1.06
69.
TerrellL. P.,TerrellM. S. C. (1977). Blacks in Augusta: A chronology, 1741–1977. Preston Publications.
70.
United States Census Bureau. (2018). Quick facts: Augusta-Richmond county (balance).
WarrenC. A. (2021). From morning to Mourning: A meditation on possibility in black education education. Equity and Excellence in Education, 54(1), 92–102. https://doi.org/10.1080/10665684.2020.1863879
73.
WilliamsonJ. (1984). The crucible of race: Black-white relations in the American South since emancipation. Oxford University Press.
74.
YossoT. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91, https://doi.org/10.1080/1361332052000341006
75.
ZimmermanM. (2004). Testimonio. In Lewis-BeckM. S.BrymanA.LiaoT. F. (Eds.), The SAGE Encyclopedia of social science research methods. (pp. 1119–1120). Sage Publications, Inc. https://doi.org/10.4135/9781412950589.n1006
