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Volumn , Issue , 2014, Pages 73-83

Identity, community, and democracy in the "new social order"

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84899592743     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315054278-10     Document Type: Chapter
Times cited : (6)

References (29)
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    • Jessie Fauset’s Transference of the ‘New Negro’ Philosophy to Children’s Literature
    • (Fall
    • Violet J. Harris, “Jessie Fauset’s Transference of the ‘New Negro’ Philosophy to Children’s Literature,�? Langston Hughes Review 6, no. 2 (Fall, 1987):36-43;
    • (1987) Langston Hughes Review , vol.6 , Issue.2 , pp. 36-43
    • Harris, V.J.1
  • 7
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    • Negro Children Study Race Culture
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    • Helen Adele Whiting, “Negro Children Study Race Culture,�? Progressive Education 12 (March, 1935): 172-181.
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    • Jessie Fauset’s transference…
    • Dianne Johnson-Feelings, New York: Oxford University Press
    • Harris, “Jessie Fauset’s transference… "; Dianne Johnson-Feelings, The Best of The Brownies’ Book (New York: Oxford University Press, 1996).
    • (1996) The Best of The Brownies’ Book
    • Harris1
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    • 84905533415 scopus 로고
    • Outthinking and Outflanking the Owners of the World: An Historiography of the African-American Struggle for Education
    • ed. Mwalimu J. Shujaa (Trenton, N.J.: Africa World Press
    • Ronald E. Butchart, “Outthinking and Outflanking the Owners of the World: An Historiography of the African-American Struggle for Education,�? in Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies, ed. Mwalimu J. Shujaa (Trenton, N.J.: Africa World Press, 1994), pp. 85-122;
    • (1994) Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies , pp. 85-122
    • Butchart, R.E.1
  • 11
    • 25444465512 scopus 로고
    • Historic Readers for African-American Children (1868-1944): Uncovering and Reclaiming a Tradition of Opposition
    • ed. Mwalimu J. Shujaa (Trenton, N.J.: Africa World Press
    • Violet J. Harris, “Historic Readers for African-American Children (1868-1944): Uncovering and Reclaiming a Tradition of Opposition,�? in Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies, ed. Mwalimu J. Shujaa (Trenton, N.J.: Africa World Press, 1994), pp. 143-175.
    • (1994) Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies , pp. 143-175
    • Harris, V.J.1
  • 12
    • 21144483542 scopus 로고
    • Black Curriculum Orientations: A Preliminary Inquiry
    • Fall
    • William H. Watkins, “Black Curriculum Orientations: A Preliminary Inquiry,�? Harvard Educational Review 63 (Fall 1993): 321-338.
    • (1993) Harvard Educational Review , vol.63 , pp. 321-338
    • Watkins, W.H.1
  • 13
    • 33748691003 scopus 로고
    • The Curriculum and the Negro Child
    • Horace Mann Bond, “The Curriculum and the Negro Child,�? Journal of Negro Education 4 (1935): 161.
    • (1935) Journal of Negro Education , vol.4 , pp. 161
    • Bond, H.M.1
  • 14
    • 0003179922 scopus 로고
    • The Necessity of African-American Epistemology for Educational Theory and Practice
    • Beverly M. Gordon, “The Necessity of African-American Epistemology for Educational Theory and Practice,�? Journal of Education 172 (1990): 88-106.
    • (1990) Journal of Education , vol.172 , pp. 88-106
    • Gordon, B.M.1
  • 18
    • 0002536477 scopus 로고
    • The Powerful, the Powerless, and the Experts: Knowledge Struggles in an Information Age
    • ed. Peter Park, Mary Brydon-Hall, Budd Hall, and Ted Jackson (Westport, Conn.:Bergin & Garvey
    • John Gaventa, “The Powerful, the Powerless, and the Experts: Knowledge Struggles in an Information Age,�? in Voices of Change: Participatory Research in the United States and Canada, ed. Peter Park, Mary Brydon-Hall, Budd Hall, and Ted Jackson (Westport, Conn.:Bergin & Garvey, 1993), pp. 21-40;
    • (1993) Voices of Change: Participatory Research in the United States and Canada , pp. 21-40
    • Gaventa, J.1
  • 19
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    • New York:AnchorlDoubleday
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    • Horton, M.1
  • 22
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    • Toward Emancipation in Citizenship Education: The Case of African-American Cultural Knowledge
    • Beverly Gordon, “Toward Emancipation in Citizenship Education: The Case of African-American Cultural Knowledge,�? Theory and Research in Social Education 12 (1985): 1-23.
    • (1985) Theory and Research in Social Education , vol.12 , pp. 1-23
    • Gordon, B.1
  • 27
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    • Developing Democratic Citizens:The Mississippi Freedom Schools as a Model for Social Studies Instruction
    • Spring
    • George W. Chilcoat and Jerry A. Ligon, “Developing Democratic Citizens:The Mississippi Freedom Schools as a Model for Social Studies Instruction,�? Theory and Research in Social Education 22 (Spring, 1994): 128-175.
    • (1994) Theory and Research in Social Education , vol.22 , pp. 128-175
    • Chilcoat, G.W.1    Ligon, J.A.2
  • 28
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    • We’ll Never Turn Back: Adult Education and the Struggle for Citizenship in Mississippi’s Freedom Summer
    • Summer
    • John R. Rachal, “We’ll Never Turn Back: Adult Education and the Struggle for Citizenship in Mississippi’s Freedom Summer,�? American Educational Research 10urnal35 (Summer 1998): 167-198.
    • (1998) American Educational Research 10urnal35 , pp. 167-198
    • Rachal, J.R.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.