Abstract
The conclusion will consider how the impact of the alternative black curriculum reverberates in a post-Brown education landscape. The chapter will outline how the social construct of race must be utilized in future studies in the social studies field. The chapter will consider how understanding the contributions of black women practitioners to scholarly discourse will improve instructional practices and pedagogy in our nation’s public schools.
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Notes
- 1.
http://www.blacksaga.org, March 16, 2012.
- 2.
During these two years, my student interns, Rhonda Humphries and Vassiliki Key, worked with me as co-coaches on the Black Saga team.
- 3.
Siddle Walker, Their Highest Potential, 4–5.
- 4.
The Maryland State Department of Education formed a partnership with the Reginald F. Lewis Museum to write a K–12 state-wide curriculum. The objective of the partnership was to create a curriculum guide highlighting Maryland African American history, culture, and art. Dr. Christian also wrote a textbook on black history entitled, Black Saga: The African American Experience: A Chronology (New York: Houghton Mifflin, 1995).
- 5.
Gloria Ladson-Billings, “But That Is Just Good Teaching! The Case for Culturally Relevant Pedagogy,” Theory into Practice 34 (1995): 159–165.
- 6.
Ellen Condliffe Lagemann, An Elusive Science: The Troubling History of Education Research (Chicago, Il: The University of Chicago Press, 2000): 47.
- 7.
VanSledright, “Narratives of Nation-States,” 113.
- 8.
Sam Wineburg and Chauncey Monte-Sano, “‘Famous Americans’: The Changing Pantheon of American Heroes,” The Journal of American History (March 2008): 1186–1202.
- 9.
Wineburg and Monte-Sano, “Famous Americans,” 1191.
- 10.
Ibid., 1195.
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Murray, A.D. (2018). Conclusion. In: The Development of the Alternative Black Curriculum, 1890-1940. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-91418-3_7
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