THE AMERICAN MEMORY OF THE BLACK HIGH SCHOOL: INTEGRATION AND LANGUAGE CODING IN CHARLESTON, SOUTH CAROLINA, 1950-1969
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Willer, Morgan Effie
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Abstract
This study will link the language used to describe black schools in desegregation cases to the language that is used in the South Carolina education system today to describe minority schools, black history, and the racism that shapes our educational pedagogy—a language that was used to describe black schools and the black communities that supported them through the United States’ history of oppression and white supremacy in the post-Reconstruction period to present day. Burke High School and the school integration case of Millicent Brown v. School District No. 20 are used as a lens through which to view segregationist attitudes and the development of educational policy over a span of nearly fifty years. This study can be used to further advance understanding of unequal educational policies still in practice today.