“We Talk Here. This Is a School for Talking.” Participatory Democracy from the Classroom out into the Community: How Discussion Was Used in the Mississippi Freedom Schools

References

• Aronowitz, S. 1993. Paulo Freire’s radical democratic humanism. In Paulo Freire: A critical encounter, ed. P. McLearn and P. Leonard, 8–24. New York: Routledge.
   Google Scholar
• Aronowitz, S., and H. A. Giroux. 1993. Education still under siege. 2d ed. Westport, CT: Bergin & Garvey.
   Google Scholar
• Bartolomé, L. I. 1994. Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review 64: 173–194.
   Google Scholar
• Breines, W. 1982. Community and organization in the New Left: 1962–1968, the great refusal. South Hadley, MA: J. F. Bergin.
   Google Scholar
• Carson, C. 1995. In struggle: SNCC and the black awakening of the 1960s. Cambridge, MA: Harvard University Press.
   Google Scholar
• Chilcoat, G. W., and J. A. Ligon. 1994. Developing democratic citizens: The Mississippi freedom schools as a model for social studies instruction. Theory and Research in Social Education 22: 128–175.
   Google Scholar
• Cobb, C. 1964, April 10. Meeting. New Yorker, pp. 34–35.
   Google Scholar
• Cuban, L. 1993. How teachers taught: Constancy and change in American classrooms, 1890–1980. 2d ed. New York: Longman.
   Google Scholar
• Dittmer, J. 1994. Local people: The struggle for civil rights in Mississippi. Urbana: University of Illinois Press.
   Google Scholar
• Forman, J. 1972. The making of black revolutionaries. New York: Macmillan.
   Google Scholar
• Freire, P. 1970. Pedagogy of the oppressed. New York: Herder and Herder.
   Google Scholar
• Freire, P. 1985. The politics of education. New York: Bergin & Garvey.
   Google Scholar
• Freire, P. 1992. Education for critical consciousness. New York: Continuum. (Originally published 1973)
   Google Scholar
• Freire, P. 1993. Pedagogy of the city. New York: Continuum.
   Google Scholar
• Fusco, L. 1964. The Mississippi freedom schools: Deeper than politics. Liberation 9: 17–19.
   Google Scholar
• Gillard, M. L. 1965. The concept of the Mississippi freedom school and its implementation in Gulfport, Mississippi. Unpublished MA thesis, Newark State College.
   Google Scholar
• Greene, M. 1974. Cognition, consciousness, and curriculum. In Heightened consciousness, cultural revolution, and curriculum theory: The proceedings of the Rochester Conference, ed. W. Pinar. Berkeley, CA: McCutchan.
   Google Scholar
• Hinman-Smith, D. P. 1993. Does the word freedom have a meaning? The Mississippi freedom schools, the Berkeley Free Speech Movement, and the search for freedom through education. Unpublished Ph.D diss., University of North Carolina at Chapel Hill.
   Google Scholar
• Holt, L. 1966. The summer that didn’t end. London: Heinemann.
   Google Scholar
• Horton, M., with J. Kohl and H. Kohl. 1990. The long haul: An autobiography. New York: Doubleday.
   Google Scholar
• Howe, F. 1965. Mississippi’s freedom schools: The politics of education. Harvard Educational Review 35: 144–160.
   Google Scholar
• Howe, F. 1984. Myth of co-education: Selected essays, 1964–1983. Bloomington: Indiana University Press.
   Google Scholar
• Howe, F., and B. Danish. 1971. Experiment in the inner city. In Something turned on a tap in these kids, ed. N. Larrick. New York: Delacorte Press.
   Google Scholar
• Lake, A. 1964, November. Last summer in Mississippi. Redbook, pp. 63–64, 112–117.
   Google Scholar
• Lauter, D., and F. Howe. 1970. The conspiracy of the young. New York: World.
   Google Scholar
• Lauter, D., and D. Perlstein. 1991. Mississippi freedom schools: Introduction. Radical Teacher 40: 2–5.
   Google Scholar
• McAdam, D. 1988. Freedom summer. New York: Oxford University Press.
   Google Scholar
• Macedo, D. 1994. Literacies of power: What Americans are not allowed to know. Boulder, CO: Westview Press.
   Google Scholar
• Payne, C. M. 1995. I’ve got the light of freedom: The organizing tradition and the Mississippi freedom struggle. Berkeley and Los Angeles: University of California Press.
   Google Scholar
• Perlstein, D. 1990. Teaching freedom: SNCC and the creation of the Mississippi freedom schools. History of Education Quarterly 30: 297–324.
   Google Scholar
• Petty, A. W. 1979. Dramatic activities and workers’ education at Highlander Folk School. Unpublished Ph.D. diss., Bowling Green State University.
   Google Scholar
• Rothschild, M. A. 1982. The volunteers and the freedom schools: Education for social change in Mississippi. History of Education Quarterly 23: 401–420.
   Google Scholar
• Shor, I. 1992. Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.
   Google Scholar
• Shor, I., and P. Freire. 1987. A pedagogy for liberation. New York: Bergin & Garvey.
   Google Scholar
• Stoper, E. 1989. The Student Nonviolent Coordinating Committee. Brooklyn, NY: Carlson (Originally published 1968).
   Google Scholar
• Student Nonviolent Coordinating Committee. 1982. The Student Nonviolent Coordinating Committee Papers, 1959–1972. Stanford, NC: Microfilming Corporation of America. (72 reels of microfilm)
   Google Scholar
• Teitelbaum, K. 1990. Critical lessons from the past: Curricula of socialist Sunday schools in the United States. Curriculum Inquiry 20: 408–436.
   Google Scholar
• Walters, P. 1964, December 20. Their text is a civil rights primer. New York Times Magazine, pp. 10–11, 40–43.
   Google Scholar
• Whitson, J. A., and W. B. Stanley. 1996. “Re-minding” education for democracy. In Educating the democratic mind, ed. W. C. Parker. Albany: State University of New York Press.
   Google Scholar
• Young, R. 1991. Critical theory and classroom talk. Clevedon, UK: Multilingual Matters.
   Google Scholar