In this year's Presidential Address, historian Derrick P. Alridge discusses his current research project, Teachers in the Movement: Pedagogy, Activism, and Freedom. The project builds on recent literature about teachers as activists between 1950 and 1980 and explores how and what secondary and postsecondary teachers taught. Focusing on teachers in…

This article resurrects the perspectives of Black educators using the Georgia Teachers Education Association (GTEA) as a case study to explore the issues these educators sought to have engaged by the nation and other public educational advocates during the desegregation period from 1968 to 1970. It utilizes an historical ethnographic lens applied…

This book explores the battle to desegregate public school teachers in the South. It also considers the implications of linking racially balanced school faculties to equal educational opportunities for African American students. This book demonstrates that the legal struggle to desegregate teachers and other school personnel is critical to…

In this issue of the NCRIEEO Tipsheet, a short essay discusses professional attitudes, behaviors, and expectations: (1) that will facilitate successful desegregation of public schools, and (2) that will facilitate the extension of equal educational opportunities. It is suggested that educators need to become more aware of courtesy in their…

An historical account of the ideological debate over the utility of separation for the black community and the political forces surrounding the introduction of school segregation in Ohio in the post Civil War period. (EH)

Desegregation statistics for Dade County, Florida, are provided in tabular form. A brief history of desegregation in Dade County precedes the data. Tables 1-7 contains the basic data obtained in a survey of the entire school system and include data for both pupils and employees. Table 8 reveals the exact extent of desegregation in each school. In…

The author discusses various cases involving desegregation. The focus is on alleged injustices inflicted upon teachers by the process of desegregation. (MF)

Deals with the displacement of black educators in Louisiana as a result of desegregation, and the mechanisms by which they are being displaced; displacement is defined here as the dismissal of black educators from the school system, or their demotion to less satisfying positions. (Author/JM)

This article presents statistics and text analyzing the rate of school desegregation in the South and the total rise in Negro enrollment in Southern schools. Information is also given about desegregation at Southern colleges and universities and about teacher desegregation in Southern elementary and secondary schools during the 1966-67 school…

A second annual report (1966) on the status of school integration in Dade County, Florida, includes data about every school department, and program in the school system as well as administrative and service personnel. The bulk of the document consists of nine tables which summarize the data. (NH)

This guide describes specific steps and techniques for use in planning and implementing complete desegregation of school systems as prescribed by law. In chapters I and II, the types of information required for effective desegregation planning and appropriate techniques for information analysis are listed. Ten alternative desegregation techniques…

Describes the experiences of an organizational training workshop conducted for the staff of a reconstituted school, i.e. a school which had been reorganized in terms of personnel, grade patterns, instructional patterns, and student bodies as a result of the desegregation process. (Author/JM)

From an educational standpoint, the most serious question that arises from faculty desegregation is the effect that negative or fearful emotional conditions among teachers will have on the children with whom they must work. As part of a larger project to study teacher needs, an investigation was conducted into teacher attitudes towards their…

A white teacher in a local all-black school in Bay Street, Washington, D.C., speaks about her experiences with her students, the school, and the neighborhood. (AM)