Educational Reconstruction

African American Schools in the Urban South, 1865-1890

Nonfiction, Reference & Language, Education & Teaching, History, Social & Cultural Studies, Social Science, Cultural Studies, African-American Studies, Americas, United States, Civil War Period (1850-1877)
Cover of the book Educational Reconstruction by Hilary Green, Fordham University Press
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Author: Hilary Green ISBN: 9780823270132
Publisher: Fordham University Press Publication: April 1, 2016
Imprint: Fordham University Press Language: English
Author: Hilary Green
ISBN: 9780823270132
Publisher: Fordham University Press
Publication: April 1, 2016
Imprint: Fordham University Press
Language: English

Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War.

Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen’s Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.

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Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War.

Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen’s Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.

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