Deanna M. Gillespie
- Published in print:
- 2021
- Published Online:
- May 2022
- ISBN:
- 9780813066943
- eISBN:
- 9780813067155
- Item type:
- book
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813066943.001.0001
- Subject:
- History, American History: 20th Century
This book details how African American women used lessons in basic literacy to crack the foundation of white supremacy and sow seeds for collective action during the civil rights movement. Deanna ...
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This book details how African American women used lessons in basic literacy to crack the foundation of white supremacy and sow seeds for collective action during the civil rights movement. Deanna Gillespie traces the history of the Citizenship Education Program (CEP), a grassroots initiative that taught people to read and write in preparation for literacy tests required for voter registration—a profoundly powerful objective in the Jim Crow South.
Born in 1957 as a result of discussions between community activist Esau Jenkins, schoolteacher Septima Clark, and Highlander Folk School director Myles Horton, the CEP became a part of the Southern Christian Leadership Conference in 1961. The teachers, mostly Black women, gathered friends and neighbors in living rooms, churches, beauty salons, and community centers. Through the work of the CEP, literate black men and women were able to gather their own information, determine fair compensation for a day’s work, and register formal complaints.
Drawing on teachers’ reports and correspondence, oral history interviews, and papers from a variety of civil rights organizations, Gillespie follows the growth of the CEP from its beginnings in the South Carolina Sea Islands to southeastern Georgia, the Mississippi Delta, and Alabama’s Black Belt. This book retells the story of the civil rights movement from the vantage point of activists who have often been overlooked and makeshift classrooms where local people discussed, organized, and demanded change.Less
This book details how African American women used lessons in basic literacy to crack the foundation of white supremacy and sow seeds for collective action during the civil rights movement. Deanna Gillespie traces the history of the Citizenship Education Program (CEP), a grassroots initiative that taught people to read and write in preparation for literacy tests required for voter registration—a profoundly powerful objective in the Jim Crow South.
Born in 1957 as a result of discussions between community activist Esau Jenkins, schoolteacher Septima Clark, and Highlander Folk School director Myles Horton, the CEP became a part of the Southern Christian Leadership Conference in 1961. The teachers, mostly Black women, gathered friends and neighbors in living rooms, churches, beauty salons, and community centers. Through the work of the CEP, literate black men and women were able to gather their own information, determine fair compensation for a day’s work, and register formal complaints.
Drawing on teachers’ reports and correspondence, oral history interviews, and papers from a variety of civil rights organizations, Gillespie follows the growth of the CEP from its beginnings in the South Carolina Sea Islands to southeastern Georgia, the Mississippi Delta, and Alabama’s Black Belt. This book retells the story of the civil rights movement from the vantage point of activists who have often been overlooked and makeshift classrooms where local people discussed, organized, and demanded change.
Carol Vincent
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9781447351955
- eISBN:
- 9781447351993
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447351955.003.0003
- Subject:
- Education, Educational Policy and Politics
Chapter 2 is split into three main parts. The first part discusses an approach to citizenship that stresses affect, and then moves on to explore some of the vast literature around citizenship and ...
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Chapter 2 is split into three main parts. The first part discusses an approach to citizenship that stresses affect, and then moves on to explore some of the vast literature around citizenship and nationalism, focusing on what Conversi refers to as the ‘deliberate cultivation of common [national] allegiances’ (2014 p.28) and the role of universal democratic principles in so doing. I draw attention to the arguments of several commentators that asserting a national identity through commitment to apparently universal liberal democratic principles often obscures the existence of narrower cultural and ethnic understandings of belonging. Second, Chapter 2 considers the role of citizenship education in promoting national and global belonging, and identifies some of the recent developments in the subject. Third, it discusses these recent developments in England and elsewhere, including the entanglement with counter-extremist policies.Less
Chapter 2 is split into three main parts. The first part discusses an approach to citizenship that stresses affect, and then moves on to explore some of the vast literature around citizenship and nationalism, focusing on what Conversi refers to as the ‘deliberate cultivation of common [national] allegiances’ (2014 p.28) and the role of universal democratic principles in so doing. I draw attention to the arguments of several commentators that asserting a national identity through commitment to apparently universal liberal democratic principles often obscures the existence of narrower cultural and ethnic understandings of belonging. Second, Chapter 2 considers the role of citizenship education in promoting national and global belonging, and identifies some of the recent developments in the subject. Third, it discusses these recent developments in England and elsewhere, including the entanglement with counter-extremist policies.
Deanna M. Gillespie
- Published in print:
- 2021
- Published Online:
- May 2022
- ISBN:
- 9780813066943
- eISBN:
- 9780813067155
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813066943.003.0010
- Subject:
- History, American History: 20th Century
The epilogue traces the final years of the Citizenship Education Program as funding ended and staff members migrated out of the Southern Christian Leadership Conference. Local CEP veterans sustained ...
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The epilogue traces the final years of the Citizenship Education Program as funding ended and staff members migrated out of the Southern Christian Leadership Conference. Local CEP veterans sustained the work through anti-poverty programs, locally-organized credit unions and community improvement projects, and self-help initiatives.Less
The epilogue traces the final years of the Citizenship Education Program as funding ended and staff members migrated out of the Southern Christian Leadership Conference. Local CEP veterans sustained the work through anti-poverty programs, locally-organized credit unions and community improvement projects, and self-help initiatives.
Sarah M. Stitzlein
- Published in print:
- 2017
- Published Online:
- June 2017
- ISBN:
- 9780190657383
- eISBN:
- 9780190692568
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190657383.003.0008
- Subject:
- Psychology, Social Psychology, Developmental Psychology
Issues with legitimacy, publicness, and responsibility collectively lead to a vision of citizen preparation that I lay out in chapter eight. This introduces a cycle to support and maintain democracy ...
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Issues with legitimacy, publicness, and responsibility collectively lead to a vision of citizen preparation that I lay out in chapter eight. This introduces a cycle to support and maintain democracy through creating citizens who learn about and try it out as kids, practice it well years later, and are committed to supporting the public schools that foster it as adults. The alternative is to allow our current course to continue, a course that jeopardizes the strength of our democracy and erodes our capacity to participate in it. We have the opportunity to reorient that course to not only improve democracy and public schools now, but also to chart an improved course toward the growth and flourishing of democracy and public schools in the future.Less
Issues with legitimacy, publicness, and responsibility collectively lead to a vision of citizen preparation that I lay out in chapter eight. This introduces a cycle to support and maintain democracy through creating citizens who learn about and try it out as kids, practice it well years later, and are committed to supporting the public schools that foster it as adults. The alternative is to allow our current course to continue, a course that jeopardizes the strength of our democracy and erodes our capacity to participate in it. We have the opportunity to reorient that course to not only improve democracy and public schools now, but also to chart an improved course toward the growth and flourishing of democracy and public schools in the future.
Carol Vincent
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9781447351955
- eISBN:
- 9781447351993
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447351955.003.0006
- Subject:
- Education, Educational Policy and Politics
Chapter 5 considers the response of Engagement to the FBV requirement. This is the more infrequent instances of direct engagement with the FBV in schools, including teachers’ incursions into ...
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Chapter 5 considers the response of Engagement to the FBV requirement. This is the more infrequent instances of direct engagement with the FBV in schools, including teachers’ incursions into controversial/sensitive issues. The chapter explores some of the practical and affective constraints for teachers, on conducting what Cantle has called ‘dangerous conversations’. Chapter 5 also explores the priorities of teacher-respondents, their interpretation of the FBV policy to fit with their emphasis on developing students’ moral behaviours, especially mutual respect, and the commonalities and differences across the schools in the research, in terms of how ‘useful’ staff understood the FBV requirement to be in relation to their pupil populations.Less
Chapter 5 considers the response of Engagement to the FBV requirement. This is the more infrequent instances of direct engagement with the FBV in schools, including teachers’ incursions into controversial/sensitive issues. The chapter explores some of the practical and affective constraints for teachers, on conducting what Cantle has called ‘dangerous conversations’. Chapter 5 also explores the priorities of teacher-respondents, their interpretation of the FBV policy to fit with their emphasis on developing students’ moral behaviours, especially mutual respect, and the commonalities and differences across the schools in the research, in terms of how ‘useful’ staff understood the FBV requirement to be in relation to their pupil populations.
