The Politics of Race and Class and the Development of Public Education in Georgia: A Qualitative Study of Retired African American Teachers' Perspectives on Schooling From 1930 to 1970
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Authors
Shelton, Melvin Anthony
Issue Date
2010-10-25T19:45:25Z
Type
Dissertation
Language
en_US
Keywords
Race , Class , Public Education , African American Teachers , Georgia , Segregation
Alternative Title
Abstract
This dissertation is a qualitative study that chronicles the development of
public schooling in Georgia and uses interviews to focus on the perspectives and
meaning that 11 retired African American public school teachers associated with
their experiences as teachers and students between 1930 and 1970.
A tape recorder and field notes were used to record the interviews. The
participants' stories were transcribed and reconstructed into portraits. Data
analysis consisted of organizing data into coded sections using the Ethnograph
Version 4, qualitative data analysis computer software. These data were then
analyzed using the phenomenological approach as the dominant method of
analysis.
In interviews participants expressed how they dealt with school issues
before and after desegregation. In the portraits they questioned some of the
assumptions and conclusions found in traditionally negative historical literature
about African American teachers and reported specific success stories to support
their claims. The participants offered their perspectives on themes such as: African
American teacher pedagogy, teacher training, community and family influence,
and the structure and character of segregated and desegregated schools.