Education to Subordinate-Education to Liberate. An Historical Study of the Dual Role of Education for African Americans, 1865-1968
| dc.contributor.advisor | Dr. Anna Victoria Wilson, Committee Chair | en_US |
| dc.contributor.author | Emerson, Diane Eugenia | en_US |
| dc.date.accessioned | 2010-04-02T19:13:45Z | |
| dc.date.available | 2010-04-02T19:13:45Z | |
| dc.date.issued | 2003-10-28 | en_US |
| dc.degree.discipline | Educational Research and Policy Analysis | en_US |
| dc.degree.level | dissertation | en_US |
| dc.degree.name | PhD | en_US |
| dc.description.abstract | This research is a case study of African Americans' experience acquiring education in North Carolina. In particular, I examine the ideological and institutional factors that shaped public education for African Americans following the Emancipation Act in 1865. Primary data includes an oral history of the experiences of teachers and students at Williston High School in Wilmington, North Carolina. Oral history serves as the principal vehicle for understanding Williston High School as a segregated learning institution along with document analysis of personal and public records. Williston High School was the sole secondary school for African American students in Wilmington, North Carolina, from 1919 until 1968. Founded in 1866, Williston was the first free school for African American students in the southern part of Wilmington. Local African American citizens raised their own funds to start the school. Desegregation forced the school to close in 1968. A brief history of African Americans in Wilmington, North Carolina, during the Reconstruction era contributes to understanding the local African American community's efforts to maintain and enhance its only high school despite blatant acts of racism. | en_US |
| dc.identifier.other | etd-10162003-125345 | en_US |
| dc.identifier.uri | http://www.lib.ncsu.edu/resolver/1840.16/5433 | |
| dc.rights | I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. | en_US |
| dc.subject | Segregated Schooling | en_US |
| dc.subject | African American Education | en_US |
| dc.title | Education to Subordinate-Education to Liberate. An Historical Study of the Dual Role of Education for African Americans, 1865-1968 | en_US |
Files
Original bundle
1 - 1 of 1
