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Educational reconstruction: African American education in the urban south, 1865--1890.

机译：教育重建：南部城市的非裔美国人教育，1865--1890年。

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摘要

The central question that I ask in this dissertation is: how did African Americans and their supporters create, develop, and sustain a system of education during the transition from slavery to freedom in Richmond, Virginia and Mobile, Alabama? For newly freed African Americans, education served as a means for distancing themselves from their slave past, for acquiring full access to the rights of American citizenship, and for economic mobility in the immediate aftermath of the Civil War. Unwilling to accept African Americans' claims of citizenship through education and new postwar realities, many local white elites and restored city governments in the urban South opposed African American education. These socioeconomic conditions forced African Americans to seek strategic alliances with both non-local groups supportive of educational attainment, such as the Freedmen's Bureau, Northern missionaries, as well as a few local, sympathetic whites. African Americans' process of building networks to yield education for the largely under and uneducated masses, I argue, amounted to Educational Reconstruction. These relationships were continually negotiated, accommodated, and resisted by all involved as each had a stake in the success and failure of African American education. As in any relationship, power struggles ensued and internal strife sometimes marred the networks. Even as African Americans witnessed a contested iii terrain concerning African American education globally, nationally, and locally to limit the growth of black education between 1865 and 1890, African Americans experienced educational triumph through two major developments in African American education---the Freedmen's Schools and state-funded public schools. As partners and circumstances changed, this dissertation argues that urban African Americans never lost sight of these aims in their struggle for educational access and legitimacy for the African American schoolhouse. Through Educational Reconstruction, African Americans successfully moved African American education from being a non-entity to a legitimate institution, established a professional class of African-American public school teachers, and ensured the continuation of this educated middle class for future generations.
机译：我在本文中提出的核心问题是：在弗吉尼亚州里士满和阿拉巴马州莫比尔从奴隶制向自由过渡的过程中，非洲裔美国人及其支持者如何创建，发展和维持教育体系？对于刚解放的非洲裔美国人而言，教育是摆脱内战的一种手段，可以使他们充分享有美国公民的权利，并在南北战争爆发后立即实现经济流动。许多不愿接受非洲裔美国人通过教育和战后新现实提出的公民身份主张的人，许多当地白人精英和南部城市复兴的市政府反对非洲裔美国人的教育。这些社会经济条件迫使非洲裔美国人寻求与支持教育素养的非本地团体结盟，例如自由民党，北方宣教士以及一些本地的，有同情心的白人。我认为，非洲裔美国人建立网络为大部分受教育程度和未受教育的群众提供教育的过程，相当于教育重建。所有参与者都不断地谈判，调和和抵制这些关系，因为每个人都与非裔美国人教育的成败息息相关。就像在任何关系中一样，随之而来的是权力斗争，内部冲突有时会破坏网络。甚至在1865年至1890年之间，非裔美国人目睹了有关全球，全国和地方非裔美国人教育的有争议的iii地带，以限制黑人教育的增长时，非裔美国人还是通过非裔美国人教育的两个主要发展经历了教育的胜利-解放者学校和国家资助的公立学校。随着合作伙伴和环境的变化，这篇论文认为，城市非洲裔美国人在争取非裔美国学校的教育机会和合法性的斗争中从未忘记这些目标。通过教育重建，非裔美国人成功地将非裔美国人教育从一个非实体转变为合法机构，建立了一个非裔美国人公立学校教师专业班，并确保为子孙后代延续这一受过教育的中产阶级。

著录项

  • 作者

    Green, Hilary Nicole.;

  • 作者单位

    The University of North Carolina at Chapel Hill.;

  • 授予单位 The University of North Carolina at Chapel Hill.;
  • 学科 African American Studies.;Education History of.;History United States.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 412 p.
  • 总页数 412
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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