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首页> 外文期刊>The Urban Review >'Doing the Best We Could': African American Teachers' Counterstory on School Desegregation
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'Doing the Best We Could': African American Teachers' Counterstory on School Desegregation

机译：“尽我们所能”：非洲裔美国教师关于学校种族隔离的故事

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摘要

National narratives on the movement to desegregate Southern schools, as construed by dominant cultural forces, focus on school desegregation from the vantage point of dominant culture; portraying school desegregation as a singular and inevitable event emanating from jurisprudence and principles of democracy, with little attention to the complexities of those most impacted. This article argues the importance of including counterstory to such narratives, specifically highlighting the narratives of African American teachers. Using qualitative methods, the study this article demonstrates how African American teachers' personal narratives of school desegregation provide a window into the complexities of school desegregation illuminating the ways in which race, social class standing, gender, and personal relationships compounded individual support, views, resistance, and participation in the movement to desegregate Southern schools.
机译：正如主流文化力量所解释的那样，关于南方学校的种族隔离运动的国家叙述，着眼于从主流文化的角度出发的学校分离；将取消种族隔离描述为源于法学和民主原则的单一而不可避免的事件，很少关注那些受影响最大的人的复杂性。本文认为，包括对此类叙事的叙述很重要，尤其要强调非裔美国教师的叙事。本文采用定性方法，研究了非裔美国人教师关于学校隔离的个人叙事如何为了解学校隔离的复杂性提供了一个窗口，阐明了种族，社会阶层地位，性别和人际关系如何组合个人支持，观点，抵抗运动，并参与解散南方学校的运动。

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