2022/04/28 by Nico Slate · 2 citations
Social Sciences · #Aesthetics #Art #Civil rights #Conversation #Critical Race Theory in Education #Diverse Education Studies and Reforms #Institution #Law #Movement (music) #Pedagogy #Political science #Politics #Race, History, and American Society #Scholarship #Social movement #Social science #Sociology #Variety (cybernetics)
paper · pdf · doi:10.1017/heq.2022.4
openalex publication_date 2022/04/28 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/04
Abstract Scholars have demonstrated that a range of institutions, organizations, and “social movement schools” aimed to advance the civil rights movement through education. What remains unclear is how those institutions balanced conversation, direct instruction, role-play, and other pedagogical methods. This article focuses on the Highlander Folk School, a radical, racially integrated institution located in the hills of Tennessee. Drawing upon audio tapes of civil rights workshops at Highlander, I argue that the folk school's workshops blended a variety of pedagogical styles in a way that previous scholarship has failed to acknowledge, and that close attention to Highlander's varied pedagogies can help us rethink the relationship between education and the civil rights movement.