This book explores a profoundly negative narrative about legally
segregated schools in the United States being "inherently inferior"
compared to their white counterparts. However, there are
overwhelmingly positive counter-memories of these schools as "good
and valued" among former students, teachers, and community members.
Using interview data with 44 former teachers in three North
Carolina counties, college and university archival materials, and
secondary historical sources, the author argues that "Jim Crow's
teachers" remember from hidden transcripts?latent reports of the
social world created and lived in all-black schools and
communities?which reveal hidden social relations and practices that
were constructed away from powerful white educational authorities.
The author concludes that the national memory of "inherently
inferior" all-black schools does not tell the whole story about
legally segregated education; the collective remembering of Jim
Crow's teachers reveal a critique of power and a fight for
respectability that shaped teachers? work in the Age of
Segregation.
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