242
Views
2
CrossRef citations to date
0
Altmetric
Research Article

The 1964 freedom schools as neglected chapter in Geography education

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 411-431 | Received 31 Oct 2021, Accepted 14 Apr 2022, Published online: 13 Jun 2022

References

  • Alderman, D. H., & Inwood, J. (2016). Civil rights as geospatial work: Rethinking African American resistance. In J. W. Frazier, E. L. Tettey-Fio, & N. F. Henry (Eds.), Race, ethnicity, and place in a changing America, 3rd ed (pp. 177–186). SUNY Press.
  • Baldwin, D. L. (2021). In the shadow of the ivory tower: How universities are plundering our cities. Hachette UK.
  • Barnes, T. J., & Sheppard, E. (Eds.). (2019). Spatial histories of radical geography: North America and beyond. John Wiley & Sons.
  • Bednarz, S. W. (2019). Geography’s secret powers to save the world. The Canadian Geographer/Le Géographe Canadien, 63(4), 520–529. https://doi.org/10.1111/cag.12539
  • Berry, B. (1964). Approaches to regional analysis: A synthesis. Annals of the Association of American Geographers, 54(1), 2–11. https://doi.org/10.1111/j.1467-8306.1964.tb00469.x
  • Bledsoe, A., & Wright, W. J. (2019). The pluralities of black geographies. Antipode, 51(2), 419–437. https://doi.org/10.1111/anti.12467
  • Chilcoat, G. W., & Ligon, J. A. (1999). “Helping to make democracy a living reality”: The curriculum conference of the Mississippi freedom schools. Journal of Curriculum and Supervision, 15(1), 43–68.
  • Chilcoat, G. W., & Ligon, J. A. (2001). Discussion as a means for transformative change: Social studies lessons from the Mississippi freedom schools. The Social Studies, 92(5), 213–219. https://doi.org/10.1080/00377990109604006
  • Cobb, C. E. (2008). Foreword: Full circle. In C. Payne & C. Strickland (Eds.), Teach freedom: Education for liberation in the African-American tradition (pp. xi–xiv). Teachers College Press.
  • Davis, N. R., Marchand, A. D., Moore, S. S., Greene, D., & Colby, A. (2021). We who believe in freedom: Freedom schools as a critical context for the positive, sociopolitical development of black youth. Race Ethnicity and Education, 1–20. https://doi.org/10.1080/13613324.2021.1969901
  • De Los Ríos, C. V., López, J., & Morrell, E. (2015). Toward a critical pedagogy of race: Ethnic studies and literacies of power in high school classrooms. Race and Social Problems, 7(1), 84–96. https://doi.org/10.1007/s12552-014-9142-1
  • Deskins, D. R., Jr. (1981). Morphogenesis of a black ghetto. Urban Geography, 2(2), 95–114. https://doi.org/10.2747/0272-3638.2.2.95
  • Domosh, M. (2015). Why is our geography curriculum so white? AAG Newsletter. 1 June, p. 1. http://news.aag.org/2015/06/why-is-our-Geography-curriculum-so-white/
  • Eaves, L. E. (2020). Interanimating black sexualities and the geography classroom. Journal of Geography in Higher Education, 44(2), 217–229. https://doi.org/10.1080/03098265.2020.1753029
  • Elzas, S. (2021). Academics under fire for studying racism in colour blind France. RFI.com. March 25, https://www.rfi.fr/en/france/20210325-studying-race-and-racism-in-universalist-colour-blind-france-islamo-leftism-islamo-gauchisme-academia-paris
  • Emery, K., Braselmann, S., & Gold, L. (2004). Freedom school curriculum, 1964. Internet Archive. https://archive.org/details/FreedomSchoolCurrWPhotoCopy
  • Etienne, L. (2013). A different type of summer camp: SNCC, freedom summer, freedom schools, and the development of African American males in Mississippi. Peabody Journal of Education, 88(4), 449–463. https://doi.org/10.1080/0161956X.2013.821889
  • Gerlach, A. (1964). New approaches to the geography of the United States. Introduction. Annals of the Association of American Geographers, 54(1), 1. https://doi.org/10.1111/j.1467-8306.1964.tb00468.x
  • Gillespie, D. M. (2021). The citizenship education program and black women’s political culture. University Press of Florida.
  • Giroux, H. A. (1988). Schooling and the struggle for public life: Critical pedagogy in the modern age. University of Minnesota Press.
  • Givens. (2021) .Fugitive pedagogy : Carter G. Woodson and the art of black teaching. Harvard University Press.
  • Greer, G. H. (2018). Who needs the undercommons? Refuge and resistance in public high schools. Brock Education Journal, 28(1), 5–18. https://doi.org/10.26522/brocked.v28i1.778
  • Hale, J. (2011). “The student as a force for social change”: The Mississippi freedom schools and student engagement. The Journal of African American History, 96(3), 325–347. https://doi.org/10.5323/jafriamerhist.96.3.0325
  • Hale, J. N. (2014). The forgotten story of the freedom schools. The Atlantic. 26 June, https://www.theatlantic.com/education/archive/2014/06/the-depressing-legacy-of-freedom-schools/373490/
  • Hale, J. N. (2016). The freedom schools. Columbia University Press.
  • Harney, S., & Moten, F. (2013). The undercommons: Fugitive planning and black study. Minor Compositions.
  • Harwood, S. A., Mendenhall, R., Lee, S. S., Riopelle, C., & Huntt, M. B. (2018). Everyday racism in integrated spaces: Mapping the experiences of students of color at a diversifying predominantly white institution. Annals of the American Association of Geographers, 108(5), 1245–1259. https://doi.org/10.1080/24694452.2017.1419122
  • Hawthorne, C. (2019). Black matters are spatial matters: Black geographies for the twenty‐first century. Geography Compass, 13(11), e12468. https://doi.org/10.1111/gec3.12468
  • Heyman, R. (2001). Why advocacy isn’t enough: Realising the radical possibilities of the classroom. International Research in Geographical and Environmental Education, 10(2), 174–178. https://doi.org/10.1080/10382040108667435
  • Inwood, J. F. (2017). Critical pedagogy and the fierce urgency of now: Opening up space for critical reflections on the US civil rights movement. Social & Cultural Geography, 18(4), 451–465. https://doi.org/10.1080/14649365.2016.1197301
  • Inwood, J. F., & Alderman, D. H. (2020). “The care and feeding of power structures”: Reconceptualizing geospatial intelligence through the countermapping efforts of the student nonviolent coordinating committee. Annals of the American Association of Geographers, 110(3), 705–723. https://doi.org/10.1080/24694452.2019.1631747
  • Inwood, J. F., & Alderman, D. H. (2021). Performing the spadework of civil rights: SNCC’s free southern theater as radical place-making and epistemic justice. GeoJournal, 1–16. doi:10.1007/s10708-021-10459-6.
  • Jackson, T. O., & Howard, T. C. (2014). The continuing legacy of freedom schools as sites of possibility for equity and social justice for black students. Western Journal of Black Studies, 38(3), 155–162.
  • Kendi, I. X. (2012). The black campus movement: Black students and the racial reconstitution of higher education, 1965–1972. Springer.
  • Kurtz, H. E. (2019). Public intellectualism as assemblage. The Professional Geographer, 71(1), 179–183. https://doi.org/10.1080/00330124.2018.1453187
  • Logue, J. (2008). Mississippi freedom schools’ radical conception of pedagogy, citizenship, and power. Philosophical Studies in Education, 39, 57–65.
  • Luke, N., & Heynen, N. (2021). Abolishing the frontier: (De) colonizing ‘public’ education. Social & Cultural Geography, 22(3), 403–424. https://doi.org/10.1080/14649365.2019.1593492
  • McKittrick, K. (2011). On plantations, prisons, and a black sense of place. Social & Cultural Geography, 12(8), 947–963. https://doi.org/10.1080/14649365.2011.624280
  • McKittrick, K. (2021). Dear science and other stories. Duke University Press.
  • Mervosh, S., & Heyward, G. (2021).The school culture wars: “You have brought division to Us”. New York Times, 18 August. https://www.nytimes.com/2021/08/18/us/schools-covid-critical-race-theory-masks-gender.html
  • Moses, R. P., & Cobb, C. E. (2001). Radical equations: Math literacy and civil rights. Beacon Press.
  • Navarro, O., & Navarro. (2020). Fugitive learning through a teacher inquiry group: Urban educators humanizing their classrooms & themselves. The High School Journal, 103(3), 157–175. https://doi.org/10.1353/hsj.2020.0010
  • Patel, L. (2016a). Pedagogies of resistance and survivance: Learning as marronage. Equity & Excellence in Education, 49(4), 397–401. https://doi.org/10.1080/10665684.2016.1227585
  • Patel, L. (2016b). The irrationality of antiracist empathy. English Journal, 106(2), 81–84. https://www.jstor.org/stable/26450214.
  • Payne, C. M., & Strickland, C. (eds.). (2008). Teach freedom: Education for liberation in the African-American tradition. Teachers College Press.
  • Perlstein, D. (1990). Teaching freedom: SNCC and the creation of the Mississippi freedom schools. History of Education Quarterly, 30(3), 297–324. https://doi.org/10.2307/368691
  • Purifoy, D. (2021). The parable of black places. Transactions of the Institute of British Geographers, 46(4), 829–833. https://doi.org/10.1111/tran.12502
  • Ransby, B. (2003). Ella Baker and the black freedom movement: A radical democratic vision. Univ of North Carolina Press.
  • Ray, R., & Gibbons, A. (2021, July 26). Why are states banning critical race theory? (The Brookings Institution) https://www.brookings.edu/blog/fixgov/2021/07/02/why-are-states-banning-critical-race-theory/.
  • Sturkey, W. (2010). “I want to become a part of history”: Freedom summer, freedom schools, and the freedom news. The Journal of African American History, 95(3–4), 348–368. https://doi.org/10.5323/jafriamerhist.95.3–4.0348
  • Taylor, K. Y. (2012). Focus on: The freedom schools. In J. Bale & S. Knopp (Eds.), Education and capitalism: Struggles for learning and liberation (pp. 211–216). Haymarket Books.
  • Taylor, S. (2021). Nikole Hannah-Jones launches 1619 freedom school. Ebony. 22 December, https://www.ebony.com/news/nikole-hannah-jones-1619-freedom-school/
  • Varró, K., & Van Gorp, B. (2021). Fostering a relational sense of place through video documentary assignments. Journal of Geography in Higher Education, 45(1), 63–86. https://doi.org/10.1080/03098265.2020.1803223
  • Warren, C. A., & Coles, J. A. (2020). Trading spaces: Antiblackness and reflections on black education futures. Equity & Excellence in Education, 53(3), 382–398. https://doi.org/10.1080/10665684.2020.1764882
  • Winston, C. (2021). Maroon geographies. Annals of the American Association of Geographers, 111(7), 2185–2199. doi:10.1080/24694452.2021.1894087.
  • Woods, C. A. (1998). Development arrested: The blues and plantation power in the Mississippi Delta. Verso.
  • Wright, W. (2019). The Public is Intellectual. The Professional Geographer, 71(1), 172–178. https://doi.org/10.1080/00330124.2018.1453186
  • Wright, W. (2022). Personal correspondence with authors. 16 February.

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.