The American Civil Rights Movement Reconsidered: Teaching the Role of Women

Abstract

This article examines coverage in social studies curriculum and U.S. history textbooks, specifically, of women in the American Civil Rights Movement (CRM) and considers how social studies teachers can broaden the narrative they teach to include more gender-related issues and the work of women activists. The author found that despite a rich body of scholarship focused on women in the CRM, textbooks, which still serve as the central curriculum documents in most secondary social studies classrooms, provide a relatively cursory treatment of women’s roles in the movement. The context of women’s activism and the intersections of race and gender, particularly around sexual violence and sexism within the movement, are rarely examined. To address this problem, the author provides examples of critical issues confronted by African American women in the era of the CRM as well as examples of activists that teachers could incorporate into their CRM units. In addition, the author argues that an inclusive study of the American CRM provides an excellent opportunity for students to develop an understanding of the many ways in which women and girls—often in the face of great personal danger—acted with courage and skill in the fight for racial justice.     

Cultural Preservation of the Sea Island Gullah: A Black Social Movement in the Post-Civil Rights Era

Abstract Historians have long noted the existence of many rural Souths in lieu of the single rural monolith noted by Cash. Analysis, then, must be done on local and not solely on regional issues. Morris (1984) chronicled the emergence of the Civil Rights Movement. His thesis is that indigenous community groups were linked together by black church leadership and were recruited by national movement organizations (e.g., NAACP, SCLC). The thesis of this article is that after the Civil Rights Movement, small black social movements emerged to address issues in local areas. These new, emerging social movement organizations differed with the Civil Rights Movement in terms of leadership, formalization, goals, and tactics. We treat the emergence of the Sea Island Gullah in South Carolina and Georgia as an example of one such movement. From Reconstruction to the Depression, the descendents of slaves lived in isolated settlements on the remote sea islands. During this time, they reestablished a culture with authentic African components and developed mechanisms to transmit the culture to other islands. By the late 1970s, the land base for the culture (small farming and fishing) was threatened by land developers. A social movement organization was formed by movement entrepreneurs with the help of white and black volunteers. This movement has aided small farmers who have lost their land to tax reassessments. It has also sought to reestablish agriculture in the Sea Islands and promote the Gullah culture.     

Captain America and Thriller: How Artistic Expressions Shape Mobilization Processes in Social Movements

Social activist and anarchist Emma Goldman purportedly said, “If I can't dance, it's not my revolution!” Although falsely attributed to Goldman, subsequent protesters later adopted the sentiment, such as London‐based activists Reclaim the Streets (RTS), and, more recently, Occupy Wall Street (OWS). Art and protest has a long history, ranging from the use of song in the Civil Rights Movement to the use of graffiti in the global movements of 1968 to the creative performances of activists in AIDS Coalition to Unleash Power (ACT UP) to the dramatic street performances and costumes in the Battle of Seattle of 1999. Existing literature illuminates how art shapes mobilization processes of social movement. This review demonstrates two major ways in which art shapes mobilization processes, specifically the communication and visibility of movements and the emotional work of movements. In addition, suggestions are made for future research at the intersection of art and social movements.     

Black Movements Need Black Theorizing: Exposing Implicit Whiteness in Political Process Theory

The history of racism in the United States has produced a paradox in social movement literature: blackness shaped the character and substance of black antiracist mobilization, but whiteness shapes most analysis of their efforts. Despite frequently using the black Civil Rights Movement for theory development and testing, leading theorists have yet to identify a specific theory of race undergirding their analysis or explaining how racism impacts the trajectory of antiracist social movements. Instead, theorists rely on common white-privileging notions of race that hinder analyses of black movements. I critically analyze political process theory (PPT) from a racial perspective, showing that the dominant critiques of PPT stem from PPT creators’ failure to critically theorize race while analyzing the Civil Rights Movement. Theorists implicitly adopted white-centered perspectives that ultimately undermined PPT’s development. I conclude with a call to simultaneously theorize collective action and the system of inequality with which a movement is engaged.     

Explaining the Emergence Process of the Civil Rights Protest in Northern Ireland (1945–1968): Insights from a Relational Social Movement Approach1

Abstract This article explains how the contingent of complex interactions among pre-existing structural settings, institutional constraints, processes of regional and international transformative events, and uniquely combined developments within and between different contenders in the aftermath of the Second World War shaped Northern Ireland socio and political relations and thus instigated the Civil Rights Movement mobilization process. By re-introducing the time-space context into our studies of collective action, through a relational reading, my intent first is to advance our understanding of those episodes and complex patterns of interaction that give rise to social movements, and second to move beyond the static movement-centric approach explanation and away from the a-historical nature of much of the social movement literature. My historical-sociological research, into the longitudinal case study of the Northern Ireland Civil Rights Movement mobilization, involves secondary and new empirical primary sources, such as archival analysis, qualitative examination of Northern Ireland daily newspapers during the 1960s, and the collection of 35 semi-structured interviews with key players from the Civil Rights Movement.     

Recalling a Difficult Past: Whites’ Memories of Birmingham*

This article examines the intersection between collective memory and autobiographical memory through in‐depth interviews with twenty whites who came of age in the midst of key events in the Civil Rights Movement in Birmingham, Alabama. Most interviewees report few autobiographical memories of the events of the Civil Rights Movement and the racial conflict surrounding these events. Instead, many center their recollections on the bombing of the Sixteenth Street Baptist Church. The forgetting of autobiographical memories has been aided by a coalition of silence among whites about the era of integration and by reiterated media images that shaped recollections of the past. These white southerners have been able to renarrativize their pasts to forget memories that link them with the ideology of segregation and to reconstruct the self to be usable in the present. The article demonstrates ways that autobiographical memory is a social construction rather than an act of retrieval.     

Carl L. Becker and Secondary Social Studies

The author discusses how high school social studies teachers can have their students investigate local history topics and share their findings by producing Web pages, using a cooperative learning structure. The author discusses his firsthand experiences using this approach with high school students at Warrensburg High School. He emphasizes the need to rethink how technology is being used in the social studies classroom—in particular, by having students share their local history findings with others beyond the walls of the classroom rather than being passive learners with the Internet. In addition, he emphasizes the benefits of having students work together to collaboratively construct knowledge using technology—specifically, by using the PIES cooperative learning structure to ensure there is positive interdependence, individual accountability, equal participation, and simultaneous interaction among group members. Examples of Web pages, produced by his students using the PIES cooperative learning structure, are discussed in the article.     

Social Activists: Lessons for Community Psychology

In a graduate class in community psychology, each student studied the lives and achievements of social activists. This article integrates the work and accomplishments of 5 social activists into a conceptual and methodological framework for social change within community psychology. These activists worked on issues including national liberation, women's suffrage, the rights of migrant workers, and community development. The methods used by these activists are particularly relevant to the field of community psychology. The article discusses the implications of the work and accomplishments of these social change agents.     

Local Moral Economies: The Space,Place, and Locality of Social Media Mobilisation

This study is a case study of a locally rooted environmental campaign on the Swedish island of Gotland. We aim to enhance the understanding of how locality is manifested in social movements that emerge in today’s networked world. We analyse how the double goals of speaking to, as well as beyond, the local context came into expression in the movement’s social media activities. We draw on data from tweets and Facebook posts and include interactions between activists and critics as well as the resources linked to in the posts. Analysis indicates that the conflict must be seen as spanning across local, national and global levels. In line with earlier research, activists used social media to link their struggle with other struggles. Also, it was used to charge the local struggle with symbolic content by framing it as one of many struggles between local communities, authorities and multinational corporations. Beyond this, posts from the island signalled dedication to the history and long-term interests of the community. We argue that future studies should recognise the crucial role that reciprocity norms in the local community can play for outcomes of conflicts and that the notion of a ‘local moral economy’ can be used to reach a deeper understanding of this.     

The Unpublished Papers of Frederick Jackson Turner

Students in the United States learn about the history of enslavement throughout their educational experiences. Yet our understanding of what students from different racial, ethnic, and gender backgrounds know about this difficult period in American history is limited. In this study, we use mixed methods to examine written narratives of students’ understanding of the history of enslavement in the United States. As a whole, narratives about enslavement were most commonly associated with its end (the Civil War and abolition) and with its violence (general brutality). Differences were found by race and ethnicity as well as by gender. Understanding how students narrate what they know can help educational researchers and teachers better serve diverse educational needs by designing curricula that relate to students’ multiple social identities.     

Historical Slogans in Teaching American History

The issues surrounding the federal budget, national debt, and budget deficit are complex, but not beyond the reach of young students. This study finds scant treatment of the federal budget, national debt, and budget deficit in high schools today. It is hardly surprising that high school teachers spend so little time discussing these topics in their classrooms, another finding of this study. As bleak as we found the current state of education about these topics, we also found significant opportunities to teach them in high school classrooms. Specifically, we discuss four recommendations for teachers to infuse the federal budget, national debt, and budget deficit into high school social studies courses.     

The struggle for ‘our streets’: the digital and physical spatial politics of the Ferguson Movement

ABSTRACT

The Ferguson Movement of 2014 and 2015 reached national salience immediately following the murder of Michael Brown, after residents took to social media platforms to report from what many activists called ‘ground zero.’ Some popular and scholarly conversations have couched the movement largely through its online manifestations; this study, however, places the movement within the intersections of digital and physical space as well as the broader political context of St. Louis. Triangulating data from 21 unstructured interviews with local activists in St. Louis, Missouri with GIS and digital media analysis, we illustrate how activists in the Ferguson Movement organized within St. Louis’ physical space and challenged popular arguments about resistance in digital space. Consequently, we argue that social movements’ placeness remain important despite recent emphases on digital media.     

Understanding the Impact of Using Oral Histories in the Classroom

Oral histories are a powerful pedagogical tool in developing historical understanding and important learning skills simultaneously. Teachers use firsthand accounts of historical time periods and/or events to help develop students' sense of history. In addition to gaining historical understanding, students are able to bring history alive by capturing personal stories and connecting with individuals to better understand their experiences and point of view. The purpose of this interpretive case study was to explore in depth how classroom teachers can develop knowledge of the social studies by engaging students in collecting oral histories of local residents. In addition, this case study explores how these strategies impact students' perception of learning social studies and their historical understanding.     

General C. L. Chennault

Because of recent legislation, many students with mild disabilities enroll in high school social studies courses in general education rather than special education settings. Therefore, teachers may have students with learning disabilities, behavioral disorders, communication disorders, and attention deficit/hyperactivity disorder in their history, geography, economics, and political science courses. Typical characteristics of these students include lowlevel reading and writing skills, processing problems, memory disorders, language problems, organizational deficits, and behavioral problems. These characteristics present challenges for the students and social studies teachers; however, there are strategies that will help the students succeed. The author summarizes the disability categories and related characteristics and describes textbook, writing, memory, organizational, and instructional modifications to address the challenges.     

The Australian Disability Rights Movement Lives

The Australian Disability Rights Movement is surviving despite funding threats to advocacy programmes. The integral relationship of advocacy funding to the Australian Disability Rights Movement is outlined. A brief history of the Australian Disability Rights' Movement is given, and whether this is a new social movement, or not, is discussed. The role of Women With Disabilities Australia is outlined.     

Policing, collective action and social movement theory: the case of the Northern Ireland civil rights campaign

In this paper we examine the relationship between social movements and the police through an analysis of the Civil Rights Movement (CRM) which emerged in the late 1960s in Northern Ireland. Following della Porta (1995) and Melucci (1996) we argue that the way in which episodes of collective action are policed can affect profoundly both levels of mobilization and the orientation of social movements. We also submit that the symbolic and representational dimensions of policing can be a significant trigger in the stimulation of identification processes and collective action. The paper concludes by questioning some of the assumptions contained within social movement theory, and their applicability to divided societies such as Northern Ireland.     

Free Enterprise

Exploring controversial and difficult events and issues with young children can be challenging. The Civil Rights Movement is an abstract, perhaps remote, issue for young children today. However, it is an important part of our country's history and a theme worthy of study. This article suggests ways to use photographs to explore this mature subject matter that allow children to observe, discuss, and relate to pictures as a means of developing language along with concepts. Furthermore, discussions inspired by viewing the photographic documentation of the historic events surrounding the struggle for civil liberties allow students to share their insights about basic human rights and relate them to their lived experiences. The essential question guiding this lesson plan is: How can photographs provide insight into historical events? Scaffolded questions, based on the photographs, guide the students from observing and understanding to reflecting and analyzing. In addition to the lesson plan, the article contains historical background on the marches and related picture books and teaching resources based on the marches.