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首页> 外文OA文献 >Educating rural African Americans in pre-brown decision America: one-room school education in Hardin county, Kentucky 1941-1954
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Educating rural African Americans in pre-brown decision America: one-room school education in Hardin county, Kentucky 1941-1954

机译：在黑人前的决策中教育美国黑人农村：1941-1954年在肯塔基州哈丁县的一室学校教育

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摘要

This study investigated the impact of rural, one-room, African-American schools on the educational experiences and racial consciousness of African-American children and adults in two Hardin County, Kentucky communities during the period of segregation. Objectives of the study were: (1) to identify one-room school educational activities. (2) to identify expressions of African Consciousness and characteristics (concept included characteristics of African Identity and Culture) that enabled African-American children to develop survival skills required for life in America, and (3) to identify the communal and cultural activities that supported the one-room school children.The researcher found evidence that African Consciousness and African identity and culture were apparent in school and community activities. The rural citizens were aware of their black identity and they shared information about the positive accomplishments of black people with each other. Traditions, practices, and customs that affirmed worth, dignity and integrity were passed on in the communities; furthermore, they helped each other learn the traditions. Racial oppression was resisted in the communities. Cultural activities were provided by the schools and the communities in mutually beneficial endeavors.Exploration of the education provided to rural African Americans before the Brown decision was significant for several reasons. First, it allowed an examination of an under-researched segment of the American educational system. Second, African Americans, including the researcher, who were part of the segregated educational system were able to give their own descriptions and interpretations of their educational experiences. Third, positive interactions and supports that promoted student survival in the segregated system were identified.
机译：这项研究调查了在隔离期间，肯塔基州两个哈丁县社区的一居室非裔美国人乡村学校对非裔美国人儿童和成年人的教育经历和种族意识的影响。该研究的目的是：（1）确定单室学校教育活动。 （2）识别能够使非裔美国人的孩子发展美国生活所需的生存技能的非洲意识和特征（包括非洲身份和文化特征在内的表达），以及（3）识别支持该运动的社区和文化活动研究人员发现证据表明，在学校和社区活动中明显体现出非洲意识，非洲身份和文化。农村居民意识到了他们的黑人身份，并彼此分享了有关黑人的积极成就的信息。确认价值，尊严和正直的传统，习俗和习俗在社区中传承了下来；此外，他们互相帮助学习了传统。种族压迫在社区中遭到抵制。学校和社区在互惠互利的活动中提供了文化活动。在布朗做出决定之前，对农村非裔美国人提供教育的探索很重要，原因有几个。首先，它允许检查美国教育系统中一个研究不足的部分。其次，作为隔离教育系统一部分的非裔美国人，包括研究人员，能够对自己的教育经历做出自己的描述和解释。第三，确定了促进隔离系统中学生生存的积极互动和支持。

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    Hill Etta J;

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  • 年度 2011
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  • 正文语种 {"code":"en","name":"English","id":9}
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