2,174
Views
88
CrossRef citations to date
0
Altmetric
Features

We’re Just Ordinary People: Messianic Master Narratives and Black Youths’ Civic Agency

References

  • Alridge, D. (2002). Teaching Martin Luther King, Jr. and the Civil Rights Movement in high school history courses: Rethinking content and pedagogy. In J. B. Armstrong, S. H. Edwards, H. B. Roberson, & R. Y. Williams (Eds.), Teaching the American civil rights movement: Freedom’s bittersweet song (pp. 3–17). New York, NY: Routledge.
  • Alridge, D. (2006). The limits of master narratives in history textbooks: An analysis of representations of Martin Luther King, Jr. Teachers College Record, 108, 662–686. doi:10.1111/tcre.2006.108.issue-4
  • Arblaster, A. (1984). The rise and decline of Western liberalism. Oxford, England: Blackwell.
  • Bain, R. (2006). Rounding up unusual suspects: Facing the authority hidden in the history classroom. The Teachers College Record, 108, 2080–2114. doi:10.1111/tcre.2006.108.issue-10
  • Banks, J. A. (1995). Multicultural education and curriculum transformation. The Journal of Negro Education, 64, 390–400. doi:10.2307/2967262
  • Banks, J. A. (2001). Citizenship education and diversity: Implications for teacher education. Journal of Teacher Education, 52(1), 5–16. doi:10.1177/0022487101052001002
  • Bell, D. (1992). Racial realism. Connecticut Law Review, 24, 363–380.
  • Bernal, D. D. (2002). Critical race theory, Latino critical theory, and critical race-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. doi:10.1177/107780040200800107
  • Brown, A., & Brown, K. (2010). Strange fruit indeed: Interrogating contemporary textbook representations of racial violence toward African Americans. Teachers College Record, 112(1), 31–67.
  • Carlson, D. (2003). Troubling heroes: Of Rosa Parks, multicultural education, and critical pedagogy. Cultural Studies Critical Methodologies, 3(1), 44–61. doi:10.1177/1532708602239267
  • Carlson, D. (2004). Narrating the multicultural nation. In M. Fine, L. Weis, L. Powell Pruitt, & A. Burns (Eds.), Off White: Readings on power, privilege, and resistance (2nd ed., pp. 302–314). New York, NY: Routledge.
  • Carter, D. (2008). Achievement as resistance: The development of a critical race achievement ideology among Black achievers. Harvard Educational Review, 78, 466–497. doi:10.17763/haer.78.3.83138829847hw844
  • Cohen, C. J. (2004). Deviance as resistance: A new research agenda for the study of black politics. Du Bois Review, 1(1), 27–45. doi:10.1017/S1742058X04040044
  • Cone, J. H. (2010). A Black theology of liberation. Maryknoll, NY: Orbis Books.
  • Curry, T. J. (2007). Who K(new): The nation-ist contour of racial identity in the thought of Martin R. Delany and John E. Bruce. The Journal of Pan-African Studies, 1(10), 41–61.
  • Delgado, R. (1987). The ethereal scholar: Does critical legal studies have what minorities want? The minority critiques of the critical legal studies movement. Harvard Civil Rights Civil Liberties Law Review, 22, 301–322.
  • Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87, 2411–2441. doi:10.2307/1289308
  • Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York, NY: New York University Press.
  • Dunbar, C. (2008). Critical race theory and indigenous methodologies. In Y. Lincoln & N. Denzin (Eds.), Handbook on critical race theory and indigenous methodologies (pp. 85–99). Thousand Oaks, CA: Sage.
  • Duncan, G. A. (2002). Beyond love: A critical race ethnography of the schooling of adolescent Black males. Equity & Excellence in Education, 35, 131–143. doi:10.1080/713845286
  • Epstein, T. (1998). Deconstructing differences in African American and European-American adolescents’ perspectives on U.S. history. Curriculum Inquiry, 28, 397–423. doi:10.1111/0362-6784.00100
  • Epstein, T. (2000). Adolescents’ perspectives on racial diversity in U.S. history: Case studies from an urban classroom. American Educational Research Journal, 37(1), 185–214. doi:10.3102/00028312037001185
  • Frost, J. (2012). Using “master narratives” to teach history: The case of the Civil Rights Movement. The History Teacher, 45, 437–446.
  • Gaines, K. (2007). The civil rights movement in world perspective. OAH Magazine of History, 21(1), 57–64. doi:10.1093/maghis/21.1.57
  • Gay, G. (2003). Deracialization in social studies teacher education textbooks. In G. Ladson-Billings (Ed.), Critical race theory perspectives on social studies (pp. 123–148). Greenwich, CT: Information Age Publishing.
  • Guinier, L. (1991). The triumph of tokenism: The voting rights act and the theory of black electoral success. Michigan Law Review, 89, 1077–1154. doi:10.2307/1289550
  • Hall, J. D. (2005). The long civil rights movement and the political uses of the past. The Journal of American History, 91, 1233–1263. doi:10.2307/3660172
  • Howard, T. (2003). The dis(g)race of the social studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 27–43). Greenwich, CT: Information Age Publishing.
  • Howard, T. (2004). “Does race really matter?” Secondary students’ constructions of racial dialogue in the social studies. Theory & Research in Social Education, 32, 484–502. doi:10.1080/00933104.2004.10473266
  • Howard, T. (2008). Who really cares? The disenfranchisement of African American males in preK–12 schools: A critical race theory perspective. Teachers College Record, 110, 954–985. doi:10.1080/00933104.2004.10473266
  • Huggins, N. (1987). Martin Luther King, Jr.: Charisma and leadership. The Journal of American History, 74, 477–481. doi:10.2307/1900035
  • Ikemoto, L. C. (1993). Traces of the master narratives in the story of African American/Korean American conflict: How we constructed Los Angeles. Southern California Law Review, 66, 1581–1598.
  • Jones, W. R. (1997). Is God a White racist? A preamble to Black theology. Boston, MA: Beacon Press.
  • Journell, W. (2008). When oppression and liberation are the only choices: The representation of African Americans with social studies standards. The Journal of Social Studies Research, 32(1), 40–50.
  • King, J. E. (Ed.). (2005). Preface. In J. E. King (Ed.), Black education: A transformative research and action agenda for the new century ( pp. xxi–xxx). Mahwah, NJ: Lawrence Erlbaum Associates.
  • King, J. E., & Swartz, E. E. (2014). Re-membering history in student and teacher learning: An Afrocentric culturally informed praxis. New York, NY: Routledge.
  • Konforti, L. (2009). Are civil society actors a source for counter-hegemonic challenge? In An exercise in world making (pp. 192–204). The Hague, The Netherlands: The Institute of Social Studies.
  • Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24. doi:10.1080/095183998236863
  • Ladson-Billings, G. (Ed.). (2003). Lies my teacher still tells: Developing a critical race perspective toward the social studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 1–14). Greenwich, CT: Information Age Publishing.
  • Ladson-Billings, G., & Tate, W. (1995). Toward a critical race theory of education. Teachers College Record, 97, 4–68.
  • Levinson, M. (2010). The civic empowerment gap: Defining the problem and locating solutions. In L. R. Sherrod, J. Torney-Purta, & C. A. Flanagan (Eds.), Handbook of research on civic engagement in youth (pp. 331–361). Hoboken, NJ: Wiley & Sons.
  • Levinson, M. (2012). No citizen left behind. Cambridge, MA: Harvard University Press.
  • Martin, W. E., & Sullivan, P. A. (2002). Introduction. In J. B. Armstrong, S. H. Edwards, H. B. Roberson, & R. Y. Williams (Eds.), Teaching the American civil rights movement: Freedom’s bittersweet song ( pp. xi–xviii). New York, NY: Routledge.
  • Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36, 388–400. doi:10.3102/0013189X07309471
  • Milner, H. R. (2008). Critical race theory and interest convergence as analytic tools in teacher education policies and practices. Journal of Teacher Education, 59, 332–346. doi:10.1177/0022487108321884
  • Milner, H. R. (2012). Beyond a test score: Explaining opportunity gaps in educational practice. Journal of Black Studies, 43, 693–718. doi:10.1177/0021934712442539
  • Moses, W. J. (2010). Black messiahs and uncle toms: Social and literary manipulations of a religious myth. University Park: Penn State Press.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage.
  • Salinas, C., Blevins, B., & Sullivan, C. C. (2012). Critical historical thinking: When official narratives collide with other narratives. Multicultural Perspectives, 14(1), 18–27. doi:10.1080/15210960.2012.646640
  • Schwartz, B. (2009). Collective forgetting and the symbolic power of oneness: The strange apotheosis of Rosa Parks. Social Psychology Quarterly, 72, 123–142. doi:10.1177/019027250907200204
  • Seidman, I. (2012). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
  • Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. doi:10.1177/107780040200800103
  • Swalwell, K., Pellegrino, A. M., & View, J. L. (2015). Teachers’ curricular choices when teaching histories of oppressed people: Capturing the U.S. civil rights movement. The Journal of Social Studies Research, 39, 79–94. doi:10.1016/j.jssr.2014.11.003
  • Tate, W. (1997). Critical race theory and education: History, theory, and implications. Review of Research in Education, 22, 195–247. doi:10.3102/0091732X022001195
  • Tyson, C. A. (2003). A bridge over troubled water: Social studies, civic education, and critical race theory. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 15–26). Greenwich, CT: Information Age Publishing.
  • Tyson, C. A., & Park, S. C. (2008). Civic education, social justice and critical race theory. In J. Arthur, I. Davies, & C. Hahn. (Eds.), The Sage handbook of education for citizenship and democracy (pp. 355–366). Thousand Oaks, CA: Sage.
  • Uzgalis, W. (2008). An inconsistency not to be excused: On Locke and racism. In J. K. Ward & T. L. Lott (Eds.), Philosophers on race: Critical essays (pp. 81–100). New York, NY: John Wiley & Sons.
  • Van Delinder, J. (1999). Border states and civil rights: Activism prior to 1955. Social Thought & Research, 22, 167–181.
  • Woodson, A. (2015a). “There ain’t no White people here”: The master narratives of the civil rights movement in the stories of urban youth. Urban Education. doi:10.1177/0042085915602543
  • Woodson, A. (2015b). “What you supposed to know”: Black urban students’ perspectives on history textbooks and civil rights leaders. Journal of Urban Teaching, Learning and Research, 11, 57–65.
  • Yin, R. K. (2013). Case study research: Design and methods. Thousand Oaks, CA: Sage.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.