DOCSLIB.ORG

Dorothy Cotton Institute Citizenship Education Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dorothy Cotton Institute Citizenship Education Program The Dorothy Cotton Institute Human Rights & Citizenship Education Program Building Global Community for Human Rights Leadership Dorothy Cotton Institute 2010 Our Vision: The full realization of a just and peaceful beloved community in which all people understand, respect, protect, and exercise full human rights. Our Mission • To develop, nurture and train leaders for a global human rights movement. • To build a network and community of civil and human rights leadership • To explore, share, and promote practices that transform individuals and communities, opening new pathways to peace, justice, and healing. DCI Values: the following values underlie our efforts: •The inherent dignity, worth and spirit •Non-violence, peacemaking, of every person. reconciliation and love (agape) as means to change, and as ends. •Our shared humanity and relationship to all others (Ubuntu)* that give •The right and responsibility of all meaning to each individual life. people for engaged participation in the decisions that impact their lives. •The conscientious recognition of and respect for the interdependent web of •Diverse ways of knowing and all life. teaching—conceptual, practical, •The development of self-awareness experiential, and cultural—that and relationship through reflection, honor past struggles, nurture the listening, dialogue, critical inquiry, and human spirit, and engage engaged participation with others. widespread participation. * Ubuntu (Nguni language group) captures the notion that “my humanity is inextricably bound up in yours, and that what dehumanizes you inexorably dehumanizes me.” It encompasses generosity, hospitality, caring, compassion and a sense of belonging to a greater whole. Why focus on human rights? • Beyond the struggle for constitutionally guaranteed civil rights in the U.S., people are currently struggling for their full human rights, both in the U.S. and around the globe. • We want to bring visibility, interconnection and strength to local, national and international work for human rights; while there is tremendous activity in the area of human rights, there is no “center” and no sense of a national or global “movement”. This creates a very unique role for the institute. Key DCI Components Education, & Leadership Fellowships Development & Youth Think Tank Development Beloved Community Education & Annual Visitors’ Story Center Gathering Website Human Rights Education is: • A comprehensive lifelong process by which people at all levels of development and in all societies learn respect for the dignity of others and the means and methods of ensuring that respect in all societies. • All learning that develops the knowledge, skills, and values of human rights. The Citizenship Education Program (CEP) “The Best Kept Secret” of the Civil Rights Movement • A critical, but often overlooked, component of the Civil Rights Movement’s overall organizing strategy. • CEP played a foundational role helping disenfranchised people recognize their own capacity, intelligence and power, and transform themselves from a stance of “victim” to full “citizenship.” • 1956-1961: Citizenship Schools began on Johns Islands, South Carolina and grew from there, supported by the Highlander Folk School in Tennessee. • 1961-1970: CEP sponsorship moves to the Southern Christian Leadership Conference (SCLC) and spreads throughout the South. Led by Dorothy Cotton, Andrew Young, Septima Clark, Bernice Robinson, and others. Dorothy Cotton Institute 2010 Our Theory of Change Take Action, recognition Learn about Leadership, & that human Civil & Human Inspire Others rights are Rights inspired to being denied learning that action to our rights are secure rights for self and codified in others treaties and Share laws Join a Strategies & Build Learning Mutual Beloved Community Community Support healing from of Peers oppression, connection regaining with others self-esteem & who care personal sharing "how about justice power things are" & Share Stories & "how things Share Stories & Aspirations for ought to be" Aspirations for Transformation Transformation Dorothy Cotton Institute 2010 Levels of Transformation PERSONAL COMMUNITY • Move from the role of “victim” to • Build our community’s capacity to “agency” in one’s life work for social justice. INTERPERSONAL INSTITUTIONAL • Practice non-violence to build a • Take collective action to transform Beloved Community, where all are institutions, policies and laws. treated with love, compassion, and respect, and their humanity and dignity is affirmed. Dorothy Cotton Institute 2010 Core Principles: Affirming Human Dignity & Strengths • Appreciate the life • Create a culture and climate experiences, knowledge, of belonging, safety and respect. strengths and talents of the students. • Foster transformations in • Affirm students' dignity. how students see themselves, their capacities • Hold high expectations for and their relationships to students’ ability to achieve each other. great things. • Tap strengths in students’ • Build caring, compassionate cultures and traditions. community. Dorothy Cotton Institute 2010 Core Principles: Learning In and Through Collective Action • Create a lived, shared • Intertwine classroom experience for students of learning with community- the vision for new society. based action; help students • Create deliberate grasp key concepts through experiential challenges to solving practical problems the values and norms of in concert with others. the status quo. • Focus curriculum on the practical problems, skills and topics of most interest to students; address the real problems students face in their lives. Dorothy Cotton Institute 2010 Core Principles: Living Democracy in Classrooms & Programs Dorothy Cotton Institute 2010 Citizenship Education Program Outline • Building community • Creating a vision and the moral case for change for change • Seeing how the • Preparing for status quo is leadership & effective action maintained • Understanding that • Ongoing support we have rights and reinforcement Dorothy Cotton Institute 2010 Building Community and the Moral Case for Change Dorothy Cotton Institute 2010 Seeing How the Status Quo is Maintained Dorothy Cotton Institute 2010 Understanding Our Rights Dorothy Cotton Institute 2010 Creating a Vision for Change Dorothy Cotton Institute 2010 Preparing for Leadership & Effective Action • Imagine Change— • Commit to action & What is your goal? mutual support • What role can you play? • Mobilize vigils, walks, What can you do to demonstrations change the situation? • Use media, petitions, • Assess risks—pushback, write letters & articles consequences, violence? • Assert your rights & • Plan Civic Engagement & demands effectively Social Action • Use personal power, • Teach people about their inclusion, & influence rights to gain access & • Organize alliances, promote justice for all coalitions, & teams Dorothy Cotton Institute 2010 Ongoing Support & Movement Building Dorothy Cotton Institute 2010 • Helping to meet future • Strategies to get others training needs involved • Supporting school— • Movement building community teams • Documentation – Share what people are – What impact is HR learning together & Education having from each other • on students? – Trouble-shooting • on teaching staff? • Generating Ideas for – How is the community – Building democratic benefitting? classrooms & programs – What is working best? – Innovative school – • Build the knowledge base. community partnerships Dorothy Cotton Institute 2010 .
Load more

Recommended publications
  • Martin Luther King Jr.'S Mission and Its Meaning for America and the World
    To the Mountaintop Martin Luther King Jr.’s Mission and Its Meaning for America and the World New Revised and Expanded Edition, 2018 Stewart Burns Cover and Photo Design Deborah Lee Schneer © 2018 by Stewart Burns CreateSpace, Charleston, South Carolina ISBN-13: 978-1985794450 ISBN-10: 1985794454 All Bob Fitch photos courtesy of Bob Fitch Photography Archive, Department of Special Collections, Stanford University Libraries, reproduced with permission Dedication For my dear friend Dorothy F. Cotton (1930-2018), charismatic singer, courageous leader of citizenship education and nonviolent direct action For Reverend Dr. James H. Cone (1936-2018), giant of American theology, architect of Black Liberation Theology, hero and mentor To the memory of the seventeen high school students and staff slain in the Valentine Day massacre, February 2018, in Parkland, Florida, and to their families and friends. And to the memory of all other schoolchildren murdered by American social violence. Also by Stewart Burns Social Movements of the 1960s: Searching for Democracy A People’s Charter: The Pursuit of Rights in America (coauthor) Papers of Martin Luther King Jr., vol 3: Birth of a New Age (lead editor) Daybreak of Freedom: Montgomery Bus Boycott (editor) To the Mountaintop: Martin Luther King Jr.’s Mission to Save America (1955-1968) American Messiah (screenplay) Cosmic Companionship: Spirit Stories by Martin Luther King Jr. (editor) We Will Stand Here Till We Die Contents Moving Forward 9 Book I: Mighty Stream (1955-1959) 15 Book II: Middle Passage (1960-1966) 174 Photo Gallery: MLK and SCLC 1966-1968 376 Book III: Crossing to Jerusalem (1967-1968) 391 Afterword 559 Notes 565 Index 618 Acknowledgments 639 About the Author 642 Rabbi Abraham Joshua Heschel, the preeminent Jewish theologian, introduced Martin Luther King Jr.
    [Show full text]
  • HESCHEL-KING FESTIVAL Mishkan Shalom Synagogue January 4-5, 2013
    THE HESCHEL-KING FESTIVAL Mishkan Shalom Synagogue January 4-5, 2013 “Injustice anywhere is a threat to justice everywhere.” Dr. Martin Luther King, Jr. “In a free society, when evil is done, some are guilty, but all are responsible.” Rabbi Abraham Joshua Heschel Dr. Martin Luther King, Jr., fourth from right, walking alongside Rabbi Abraham Joshua Heschel, second from right, in the Selma civil rights march on March 21, 1965 Table of Contents Welcome...3 Featured Speakers....10 General Information....4 Featured Artists....12 Program Schedule Community Groups....14 Friday....5 The Heschel-King Festival Saturday Morning....5 Volunteers....17 Saturday Afternoon....6 Financial Supporters....18 Saturday Evening....8 Community Sponsors....20 Mishkan Shalom is a Reconstructionist congregation in which a diverse community of progressive Jews finds a home. Mishkan’s Statement of Principles commits the community to integrate Prayer, Study and Tikkun Olam — the Jewish value for repair of the world. The synagogue, its members and Senior Rabbi Linda Holtzman are the driving force in the creation of this Festival. For more info: www.mishkan.org or call (215) 508-0226. 2 Welcome to the Heschel-King Festival Thank you for joining us for the inaugural Heschel-King Festival, a weekend of singing together, learning from each other, finding renewal and common ground, and encouraging one another’s action in the spirit of Dr. Martin Luther King Jr. and Rabbi Abraham Joshua Heschel. Dr. King and Rabbi Heschel worked together in the battle for civil rights, social justice and peace. Heschel marched alongside King in Selma, Alabama, demanding voting rights for African Americans.
    [Show full text]
  • A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement
    Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 12-1994 A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement Michelle Margaret Viera Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the United States History Commons Recommended Citation Viera, Michelle Margaret, "A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement" (1994). Master's Theses. 3834. https://scholarworks.wmich.edu/masters_theses/3834 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A SUMMARY OF THE CONTRIBUTIONS OF FOUR KEY AFRICAN AMERICAN FEMALE FIGURES OF THE CIVIL RIGHTS MOVEMENT by Michelle Margaret Viera A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Master of Arts Department of History Western Michigan University Kalamazoo, Michigan December 1994 ACKNOWLEDGEMENTS My appreciation is extended to several special people; without their support this thesis could not have become a reality. First, I am most grateful to Dr. Henry Davis, chair of my thesis committee, for his encouragement and sus­ tained interest in my scholarship. Second, I would like to thank the other members of the committee, Dr. Benjamin Wilson and Dr. Bruce Haight, profes­ sors at Western Michigan University. I am deeply indebted to Alice Lamar, who spent tireless hours editing and re-typing to ensure this project was completed.
    [Show full text]
  • Women in the Movement
    WOMEN IN THE MOVEMENT ESSENTIAL QUESTION ACTIVITIES How did women leaders influence the civil rights movement? 2 Do-Now: Opening Questions LESSON OVERVIEW 2 A Close View: In this lesson students will expand their historical understanding and appreciation Analyzing Images of women in the Civil Rights Movement, especially the role of Coretta Scott King as 3 Analyzing Film as Text a woman, mother, activist, and wife. Students also will learn about other women leaders in the movement through listening and analyzing first-person interviews 4 Close View of Interview from The Interview Archive. Threads Students will apply the historical reading skills of sourcing, contextualization, 5 Research: Corroboration and corroboration, and broaden their skills and use of close reading strategies by analyzing historical images, documentary film, and first-person interviews alongside 5 Closing Discussion Questions the transcript. As a demonstration of learning and/or assessment, students will 6 Homework or Extended write a persuasive essay expanding on their understanding of women in the Civil Learning Rights Movement through a writing prompt. Through this process students will continue to build upon the essential habits of a historian and establish a foundation for critical media literacy. HANDOUTS LESSON OBJECTIVES 7 Close View of the Film Students will use skills in reading history and increase their understanding of history, particularly of women in the Civil Rights Movement, by: 8 Women in the Movement: • Analyzing primary source materials including photographs and documents Interview Thread One • Critically viewing documentary film and first-person interviews to inform 10 Women in the Movement: their understanding of the lesson topic Interview Thread Two • Synthesizing new learning through developing questions for further historical inquiry • Demonstrating their understanding of the lesson topic through a final writing exercise MATERIALS • Equipment to project photographs • Equipment to watch video • Copies of handouts 1 ACTIVITIES 1.
    [Show full text]
  • Civil Rights Done Right a Tool for Teaching the Movement TEACHING TOLERANCE
    Civil Rights Done Right A Tool for Teaching the Movement TEACHING TOLERANCE Table of Contents Introduction 2 STEP ONE Self Assessment 3 Lesson Inventory 4 Pre-Teaching Reflection 5 STEP TWO The "What" of Teaching the Movement 6 Essential Content Coverage 7 Essential Content Coverage Sample 8 Essential Content Areas 9 Essential Content Checklist 10 Essential Content Suggestions 12 STEP THREE The "How" of Teaching the Movement 14 Implementing the Five Essential Practices 15 Implementing the Five Essential Practices Sample 16 Essential Practices Checklist 17 STEP FOUR Planning for Teaching the Movement 18 Instructional Matrix, Section 1 19 Instructional Matrix, Section 1 Sample 23 Instructional Matrix, Section 2 27 Instructional Matrix, Section 2 Sample 30 STEP FIVE Teaching the Movement 33 Post-Teaching Reflection 34 Quick Reference Guide 35 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT // 1 TEACHING TOLERANCE Civil Rights Done Right A Tool for Teaching the Movement Not long ago, Teaching Tolerance issued Teaching the Movement, a report evaluating how well social studies standards in all 50 states support teaching about the modern civil rights movement. Our report showed that few states emphasize the movement or provide classroom support for teaching this history effectively. We followed up these findings by releasingThe March Continues: Five Essential Practices for Teaching the Civil Rights Movement, a set of guiding principles for educators who want to improve upon the simplified King-and-Parks-centered narrative many state standards offer. Those essential practices are: 1. Educate for empowerment. 2. Know how to talk about race. 3. Capture the unseen. 4. Resist telling a simple story.
    [Show full text]
  • Sep 2 0 2006
    NATIONAL HISTORIC LANDMARK NOMINATION NFS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) 0MB No. 1024-0018 DORCHESTER ACADEMY BOYS' DORMITORY Page 1 United States Department of the Interior, National Park Service__________________________________________National Register of Historic Places Registration Form 1. NAME OF PROPERTY Historic Name: Dorchester Academy Boys' Dormitory Other Name/Site Number: Dorchester Center 2. LOCATION Street & Number: 8787 East Oglethorpe Highway (U.S. 84) Not for publication: N/A City/Town: Midway Vicinity: State: GeorgiaCounty: Liberty Code: 179 Zip Code: 31320 3. CLASSIFICATION Ownership of Property Category of Property Private: X Building(s): X Public-Local: _ District: __ Public-State: _ Site: __ Public-Federal: Structure: __ Object: __ Number of Resources within Property Contributing Noncontributin^ 1 _ buildings _ sites _ structures _ objects 1 Total Number of Contributing Resources Previously Listed in the National Register:_1 Name of Related Multiple Property Listing: N/A Designated a NATIONAL HISTORIC LANDMARK <m SEP 2 0 2006 by the Secretary of the Interior NFS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 DORCHESTER ACADEMY BOYS' DORMITORY Page 2 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 4. STATE/FEDERAL AGENCY CERTIFICATION As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this __ nomination __ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60.
    [Show full text]
  • Fulfilling Our Obligations, and Passing the Torch
    August 28, 2020 Fulfilling our Obligations, and Passing the Torch “When I was the rabbi of the Jewish community in Berlin under the Hitler regime, I learned many things. The most important thing that I learned under those tragic circumstances was that bigotry and hatred are not the most urgent problem. The most urgent, the most disgraceful, the most shameful and the most tragic problem is silence. Rabbi Jacob Prinz, Speech at the March on Washington, August 28, 1963 “I appeal to all of you to get into this great revolution that is sweeping this nation. Get in and stay in the streets of every city, every village and hamlet of this nation until true freedom comes, until the revolution of 1776 is complete. We must get in this revolution and complete the revolution….” John Lewis, Speech at the March on Washington, August 28, 1963 We in the Black Freedom Movement of the 1950s and 1960s held countless mass meetings in churches and community halls in Black communities throughout the Jim Crow South. On August 28, 1963, for the first and only time, we gathered before the Lincoln Memorial for a mass meeting on a national scale, joined and witnessed by the entire country. We called this mass meeting “The March on Washington for Jobs and Freedom”. No one who was there can ever forget it. We were there. With approximately 250,000 in attendance, and tens of millions watching on network TV, the March on Washington was the largest gathering for racial justice, economic equality and human rights ever assembled to date.
    [Show full text]
  • The Black Church Our Story Coloring Book
    THE BLACK CHURCH: THIS IS OUR STORY, THIS IS OUR SONG OUR STORY coloring book WOMEN O FF T H E C H U R C H Behind the Black Church is a whole bunch of incredibly powerful, inspiring, and revolutionary women. As we see in episode three of The Black Church: This Is Our Story, This Is Our Song, the women of the Black Church haven’t always been celebrated as much as they deserve. Our host Henry Louis Gates, Jr. puts it best, “Black women, ranging from masterful singers, like Mahalia Jackson and echoing through the ranks of every aspect of church life, were the lifeblood of most church congregations,” he says. “They remain the indispensable—and all too often—overlooked leaders for the fight, not only for salvation but for liberation.” OUR STORY - COLORING BOOK ELLA BAKER DECEMBER 13, 1903 - DECEMBER 13, 1986 Norfolk, Virginia Known as “the mother of the Civil Rights Movement,” Ella Baker was born in Virginia and grew up in North Carolina. She developed a deep sense of self-respect, pride, and justice as a young child watching parents do things like share their food with hungry neighbors. When she got a little older, she advocated for African Americans’ job training, voting rights, equal pay, and to end lynchings. In 1952, Ella became the first woman president of New York’s NAACP chapter and she worked to desegregate schools and end Jim Crow laws. Ella’s work as an “unsung heroine of the Civil Rights Movement” with the Southern Christian Leadership Conference (SCLC) and the Student Nonviolent Coordinating Committee (SNCC) influenced many activists, including Martin Luther King Jr.
    [Show full text]
  • A Teachers' Guide for Why We Can't Wait
    Beacon Press Teachers’ Guide Why We Can’t Wait Martin Luther King, Jr. Paperback: 978-0-8070-0112-7 / $14.00 Hardcover: 978-0-8070-0114-1 / $24.95 Guide written by Kimberly N. Parker, Ph.D. Contents A Note to Teachers How to Use This Guide Pre-Reading Activities Language Summaries and Teaching Suggestions o Ongoing Activities o Introduction by Dorothy Cotton (ix-xiii) o Introduction by Martin Luther King, Jr. (1-4) o Chapter I: The Negro Revolution: Why 1963? (5-19) o Chapter II: The Sword That Heals (21-45) o Chapter III: Bull Connor's Birmingham (47-61) o Chapter IV: New Day in Birmingham (63-84) o Chapter V: Letter from Birmingham Jail (85-109) o Chapter VI: Black and White Together (111-128) o Chapter VII: The Summer of Our Discontent (129-148) o Chapter VIII: The Days to Come (149-182) Culminating Essay Topics Vocabulary Resources About the Author of this Guide A Teachers’ Guide for Why We Can’t Wait 1 A Note to Teachers Why We Can't Wait finds Martin Luther King, Jr. confident, poised and prepared to combat segregation in Birmingham, AL. In this account, MLK details the brutality of mayor Bull Conner, infamous for turning water hoses on unarmed protestors, and the bravery of ordinary citizens who were undeterred in their commitment to justice. This volume contains "Letter from Birmingham Jail," one of MLK's most famous declarations about racial inequality. MLK also notes the wisest decision he made during the Birmingham struggle, that of involving young people who invigorated the protests and reminded everyone about the importance of involving youth in working for social change.
    [Show full text]
  • Grassroots Impacts on the Civil Rights Movement
    Claremont Colleges Scholarship @ Claremont CGU Theses & Dissertations CGU Student Scholarship Summer 2018 Grassroots Impacts on the Civil Rights Movement: Christian Women Leaders’ Contributions to the Paradigm Shift in the Tactics of the Southern Christian Leadership Conference and Its Affiliates Wook Jong Lee Follow this and additional works at: https://scholarship.claremont.edu/cgu_etd Part of the History of Christianity Commons Recommended Citation Lee, Wook Jong. (2018). Grassroots Impacts on the Civil Rights Movement: Christian Women Leaders’ Contributions to the Paradigm Shift in the Tactics of the Southern Christian Leadership Conference and Its Affiliates. CGU Theses & Dissertations, 149. https://scholarship.claremont.edu/cgu_etd/149. doi: 10.5642/cguetd/149 This Open Access Dissertation is brought to you for free and open access by the CGU Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in CGU Theses & Dissertations by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. Grassroots Impacts on the Civil Rights Movement: Christian Women Leaders’ Contributions to the Paradigm Shift in the Tactics of the Southern Christian Leadership Conference and Its Affiliates By Wook Jong Lee Claremont Graduate University 2018 © Copyright Wook Jong Lee, 2018 All Rights Reserved ProQuest Number:10844448 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ProQuest 10844448 Published by ProQuest LLC ( 2018).
    [Show full text]
  • Protest, Showdown and Civil Rights Activity in Three Southern Cities, 1960-1965. Kyle Thomas Scanlan East Tennessee State University
    East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 8-2001 Fight the Power: Protest, Showdown and Civil Rights Activity in Three Southern Cities, 1960-1965. Kyle Thomas Scanlan East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the History Commons Recommended Citation Scanlan, Kyle Thomas, "Fight the Power: Protest, Showdown and Civil Rights Activity in Three Southern Cities, 1960-1965." (2001). Electronic Theses and Dissertations. Paper 117. https://dc.etsu.edu/etd/117 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Fight the Power: Protest, Showdown and Civil Rights Activity in Three Southern Cities 1960-1965. _______________ A thesis presented to the faculty of the Department of History East Tennessee State University _______________ In partial fulfillment of the requirements for the degree Master of Arts in History ________________ by Kyle T. Scanlan August 2001 ________________ Dr. Elwood Watson, Chair Dr. Henry Antkiewicz Dr. Dale Schmitt ______________ Keywords: Civil Rights Movement, Martin Luther King, SCLC, SNCC ABSTRACT Fight the Power: Protest, Showdown and Civil Rights Activity in Three Southern Cities, 1960-1965 by Kyle T. Scanlan This thesis describes the significant events of the Civil Rights Movement from 1960 to 1965, examining the campaigns of Albany, Georgia in 1962, Birmingham, Alabama in 1963, and Selma, Alabama in 1965.
    [Show full text]
  • African American Women Leaders in the Civil Rights Movement: a Narrative Inquiry Janet Dewart Bell Antioch University - Phd Program in Leadership and Change
    Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2015 African American Women Leaders in the Civil Rights Movement: A Narrative Inquiry Janet Dewart Bell Antioch University - PhD Program in Leadership and Change Follow this and additional works at: https://aura.antioch.edu/etds Part of the African American Studies Commons, American Studies Commons, Civic and Community Engagement Commons, Gender and Sexuality Commons, Inequality and Stratification Commons, Leadership Studies Commons, Politics and Social Change Commons, Race and Ethnicity Commons, United States History Commons, and the Women's History Commons Recommended Citation Bell, Janet Dewart, "African American Women Leaders in the Civil Rights Movement: A Narrative Inquiry" (2015). Dissertations & Theses. 211. https://aura.antioch.edu/etds/211 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. AFRICAN AMERICAN WOMEN LEADERS IN THE CIVIL RIGHTS MOVEMENT: A NARRATIVE INQUIRY JANET DEWART BELL A DISSERTATION Submitted to the Ph.D. in Leadership and Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2015 This is to certify that the Dissertation entitled: AFRICAN AMERICAN WOMEN LEADERS IN THE CIVIL RIGHTS MOVEMENT: A NARRATIVE INQUIRY prepared by Janet Dewart Bell is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Leadership and Change.
    [Show full text]