NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ748069
Record Type: Journal
Publication Date: 2006-Sep
Pages: 23
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0042-0972
"Doing the Best We Could": African American Teachers' Counterstory on School Desegregation
Dingus, Jeannine E.
Urban Review: Issues and Ideas in Public Education, v38 n3 p211-233 Sep 2006
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A