An Intergenerational Oral History of African American Students in Edgecombe County, North Carolina from 1930-1980

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Mungo, S. (2011). An Intergenerational Oral History of African American Students in Edgecombe County, North Carolina from 1930-1980. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The literature about the history of African American education must continue to move beyond deficit-centered research and further explore the varied perceptions and experiences of African Americans from their perspectives. Traditional research often excludes the voices of marginalized populations such as African Americans, who are usually written about instead of being allowed to tell their own stories. Furthermore, the educational experiences of African Americans, as well as the purpose of education, differ from one generation to the next. Using critical race and Afrocentric theoretical frameworks, this study examined the education of three generations of African Americans in Edgecombe County, North Carolina through oral histories. This intergenerational approach focused on how the participants remembered, experienced, and understood education in Edgecombe County, North Carolina from 1930-1980. The questions guiding this research were: What were the educational experiences of African Americans in Edgecombe County, North Carolina across three generations? And, how have African Americans generationally understood the purpose of education? Findings suggest that participants across generations valued education, but the purpose of education differed by generation. Findings also suggest that students valued school environments that fostered community and positive relationships.

Details
Author

Mungo, Sequoya

Title

An Intergenerational Oral History of African American Students in Edgecombe County, North Carolina from 1930-1980

Physical Description

1 online resource (201 pages) : PDF

Date

2011

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The literature about the history of African American education must continue to move beyond deficit-centered research and further explore the varied perceptions and experiences of African Americans from their perspectives. Traditional research often excludes the voices of marginalized populations such as African Americans, who are usually written about instead of being allowed to tell their own stories. Furthermore, the educational experiences of African Americans, as well as the purpose of education, differ from one generation to the next. Using critical race and Afrocentric theoretical frameworks, this study examined the education of three generations of African Americans in Edgecombe County, North Carolina through oral histories. This intergenerational approach focused on how the participants remembered, experienced, and understood education in Edgecombe County, North Carolina from 1930-1980. The questions guiding this research were: What were the educational experiences of African Americans in Edgecombe County, North Carolina across three generations? And, how have African Americans generationally understood the purpose of education? Findings suggest that participants across generations valued education, but the purpose of education differed by generation. Findings also suggest that students valued school environments that fostered community and positive relationships.

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

Ph.D.

Keywords

African American Education
Desegregated Schooling
Jim Crow Schooling
Oral History
Segregated Schooling

Subject Area

Curriculum & Instruction

Advisor(s)

Jones, Jeanneine

Committee Members

Merriweather, Lisa
Mickelson, Roslyn
Ramsey, Sonya

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2011.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Mungo_uncc_0694D_10262

Permalink

http://hdl.handle.net/20.500.13093/etd:1145