Abstract
This chapter introduces the reader to the work of Leila Amos Pendleton and Jessie Redmon Fauset. The importance of black women educators to development of social studies in the twentieth century is stated. The alternative black curriculum refers to the theoretical principles that arose of institutional contexts of the university and national professional associations and the practical context of the everyday classrooms. The alternative black curriculum as a Progressive Era reform is discussed. The alternative black curriculum demonstrates how black educators critiqued more prominent education reform movements in the United States.
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Notes
- 1.
Jessie Fauset, “What to Read,” The Crisis 4, no. 4 (August 1912): 1–52.
- 2.
Evelyn Brooks Higginbotham, Righteous Discontent: The Women’s Movement in the Black Baptist Church 1880–1920 (Cambridge: Harvard University Press, 1993). Deborah Gray White, Too Heavy a Load, Black Women in Defense of Themselves 1894–1994 (New York: W.W. Norton, 1999). Rosalyn Terborg-Penn, African American Women in the Struggle to Vote, 1850–1920 (Bloomington: Indiana University Press, 1998). Stephanie J. Shaw. “Black Club Women and the Creation of the National Association of Colored Women.” Journal of Women’s History 3, no. 2 (1991): 11–25. https://muse.jhu.edu/ (accessed December 11, 2017).
- 3.
In each of these texts, authors used terms such as “historical memory” or the “black history narrative” to describe the narrative that I refer to as the alternative black curriculum in social studies. Pero Gaglo Dagbovie, “Making Black History Practical and Popular: Carter G. Woodson, the Proto Black Studies Movement, and the Struggle for Black Liberation,” The Western of Journal of Black Studies 28 (2004): 372–382. Anthony Brown, “Counter-memory and Race: An Examination of African-American Scholars’ Challenges in Early Twentieth Century K-12 Historical Discourse,” The Journal of Negro Education 79 (Winter 2010): 55–63. Stephen G. Hall, A Faithful Account of the Race: African American Historical Writing in Nineteenth Century America (Chapel Hill: University of North Carolina Press, 2009). Jeffrey Aaron Snyder, “Race, Nation and Education: Black History during Jim Crow” (PhD diss., New York University, 2011).
- 4.
Alana D. Murray, Considerations on the Alternative Black Curriculum in Social Studies: The Book of the Negroes,” The Journal of Social Studies Research 40, no.1 (January 2016): 1–2.
- 5.
LaGarrett J. King, Ryan Crowley, and Anthony L. Brown, “The Forgotten Legacy of Carter G. Woodson: Contributions to Multicultural Social Studies and African-American History,” The Social Studies 101 (2010): 211–215.
- 6.
Pero Gaglo Dagbovie, African American History Reconsidered (Urbana: University of Illinois Press, 2010), 103.
- 7.
Derrick P. Aldridge, The Educational Thought of W.E.B. Du Bois: An Intellectual History (New York: Teachers College Press, 2006).
- 8.
Jeffrey A. Snyder, “Progressive Education in Black and White: Rereading Carter G. Woodson’s Mis-Education of the Negro,” History of Education Quarterly 55, no. 3 (August 2015): 273–293.
- 9.
Sarah Bair, “Educating Black Girls in the Early 20th Century: The Pioneering Work of Nannie Helen Burroughs: (1879–1961),” Theory and Research in Social Education 36 (Winter 2008): 9–35. Julie Ellyn Des Jardins, “Reclaiming the Past and Present: Women, Gender and the Construction of Historical Memory in America, 1880–1940,” (PhD diss., Brown University, 2000), 270. Margaret A. Nash, “Patient Persistence: The Political and Educational Values of Anna Julia Cooper and Mary Church Terrell.” Educational Studies 35 (April 2004): 122–136.
- 10.
Christine Woyshner, The National Parent Teacher Association, Race and Civil Engagement, 1897–1970. (Columbus, Ohio: 2009).
Reference
Lepore, J. 2013. Book of Ages: The Life and Opinions of Jane Franklin. New York: Knopf.
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Murray, A.D. (2018). Introduction. In: The Development of the Alternative Black Curriculum, 1890-1940. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-91418-3_1
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