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-Overall Study Thesis: (a) Black women educators in the early to mid-1900s throughout South Carolina implemented a womanish approach when responding to educational inequity. Their instructional methods could inform current pedagogical practices. (b) Due to the unique internationalist of Black women’s identities/experiences, especially as educators, they can meaningfully and effectively contribute to pedagogy as a tool for resistance and empowerment.
-Study Questions: (a) What are the values that Black women educators prioritize and what methods do they employ to teach them? (b) How can those identified values and practices inform equitable educational approaches/models? (c) How do the subjects’ instructional practices as detailed in their autobiographical publications align with the concept of critical pedagogy, womanism, and rhetorical advocacy?
-Research Design: Qualitative Descriptive Analysis/ Inductive Coding (NVivo)
-Sources: PRIMARY SOURCES Autobiographies, memoirs, journals, gov’t/school district reports, & letters detailing instructional methods of Black women educators’.
-Abstract: This study investigates the instructional traditions of three Black women educators in South Carolina from 1862, when the first school for formerly enslaved Africans was established, to 1951, during the onset of the statewide “equalization schools” campaign. The identification and conceptualization of the methods of Black women educators serves as a counternarrative to the overwhelming dominant discourse of “whiteness” in education theory and praxis. Furthermore, it reveals ways in which these educators re-imagined the function of education through “everyday methods of problem-solving”. It is asserted in this study that Black women occupy a unique intersectional space and as educators, especially, they can meaningfully and effectively contribute to pedagogy as a tool for resistance and empowerment. Secondly, the researcher further argues that the Black women educators in this study primary educational approaches derived from a womanist framework, evident in self-assertion, centering of women’s perspectives, grassroots and collective agency, and the universality of rejecting systems of oppression including and beyond sexism. A qualitative descriptive analysis of the subjects’ autobiographical publications, through inductive coding, is used to determine the characteristics of their instructional traits. The purpose of this research is to inform and contribute to current pedagogical practices and advocate for the canonization of instructional traditions of Black theorists to train teachers and for mainstream use. Education inequity in the United States disproportionately affects Black students, therefore, solutions specific to the educational needs and values of Black communities are needed to address it.
Sample Solution
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