ABSTRACT

Despite the robust body of scholarship on southern school desegregation, little has concentrated on the ways Black students’ home communities helped them persist in desegregated schools. Using oral history interviews, historical methods, and community cultural wealth, this paper examines key forms of knowledge, or capital, that the Black Waco community implanted in their children, knowledge on which students drew to navigate their new, contemptuous school climates. Rather than celebrate school desegregation as an outright victory, I place emphasis on a community that reared Black desegregating students and empowered them to meet such a challenge. Ultimately, I argue that community cultural wealth from Black Waco students’ home community afforded them vital knowledge they used to navigate and persist in newly desegregated schools, and this epistemic insight reflected the simultaneity of oppression for differently classed and gendered Black students.

摘要

尽管有大量关于南方学校废除种族隔离的学术研究，但很少有人关注黑人学生的家庭社区如何帮助他们在废除种族隔离的学校中坚持下去。本文使用口述历史访谈、历史方法和社区文化财富，考察了布莱克韦科社区植入孩子们的知识或资本的关键形式，学生们利用这些知识来驾驭他们新的、轻蔑的学校氛围。我没有将学校废除种族隔离庆祝为彻底的胜利，而是将重点放在一个培养黑人种族隔离学生并赋予他们应对此类挑战的能力的社区上。最后，我认为来自 Black Waco 学生家庭社区的社区文化财富为他们提供了重要的知识，他们曾经在新的种族隔离学校中导航和坚持，