当前位置:
X-MOL 学术
›
American Nineteenth Century History
›
论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
“To educate themselves”: southern black teachers in North Carolina’s schools for the freedpeople during the Civil War and reconstruction period, 1862–1875
American Nineteenth Century History Pub Date : 2019-09-02 , DOI: 10.1080/14664658.2019.1690743 AnneMarie Brosnan 1
American Nineteenth Century History Pub Date : 2019-09-02 , DOI: 10.1080/14664658.2019.1690743 AnneMarie Brosnan 1
Affiliation
ABSTRACT Between 1862 and 1875, most of the teachers in North Carolina’s schools for the freedpeople were black. The vast majority of these teachers were from the South, mostly North Carolina, and many were former slaves. Yet, for over a century, the teachers of the freedpeople had been consistently portrayed as northern white women. Using North Carolina as a case study, this article examines the life and work of southern black teachers during the Civil War and Reconstruction eras, 1862–1875. In particular, it investigates how formerly enslaved men and women organized and mobilized to create a sustainable system of schooling for both themselves and their children. In doing so, this article demonstrates that southern black men and women were not passive recipients of northern largesse. Instead, it argues that North Carolina’s black population played a powerful role in shaping the contours of southern black schooling.
中文翻译:
“自我教育”:南北战争和重建期间北卡罗来纳州学校的南部黑人教师,1862-1875 年
摘要 1862 年至 1875 年间,北卡罗来纳州为自由人开设的学校的大部分教师都是黑人。这些教师中的绝大多数来自南方,主要是北卡罗来纳州,许多人以前是奴隶。然而,一个多世纪以来,自由民的教师一直被描绘成北方白人女性。本文以北卡罗来纳州为例,考察了南北战争和重建时期(1862-1875 年)期间南部黑人教师的生活和工作。特别是,它调查了以前被奴役的男人和女人如何组织和动员起来为他们自己和他们的孩子创造一个可持续的学校教育系统。通过这样做,本文表明南方黑人男性和女性并不是北方慷慨的被动接受者。反而,
更新日期:2019-09-02
中文翻译:
“自我教育”:南北战争和重建期间北卡罗来纳州学校的南部黑人教师,1862-1875 年
摘要 1862 年至 1875 年间,北卡罗来纳州为自由人开设的学校的大部分教师都是黑人。这些教师中的绝大多数来自南方,主要是北卡罗来纳州,许多人以前是奴隶。然而,一个多世纪以来,自由民的教师一直被描绘成北方白人女性。本文以北卡罗来纳州为例,考察了南北战争和重建时期(1862-1875 年)期间南部黑人教师的生活和工作。特别是,它调查了以前被奴役的男人和女人如何组织和动员起来为他们自己和他们的孩子创造一个可持续的学校教育系统。通过这样做,本文表明南方黑人男性和女性并不是北方慷慨的被动接受者。反而,