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“The Schools Are Killing Our Kids!” the African American Fight for Self- Determination in the Boston Public Schools, 1949-1985
ABSTRACT Title of dissertation: “THE SCHOOLS ARE KILLING OUR KIDS!” THE AFRICAN AMERICAN FIGHT FOR SELF- DETERMINATION IN THE BOSTON PUBLIC SCHOOLS, 1949-1985 Lauren Tess Bundy, Doctor of Philosophy, 2014 Dissertation directed by: Associate Professor David Freund, Department of History This dissertation examines a grassroots movement led by black Bostonians to achieve racial justice, quality education, and community empowerment in the Boston Public Schools during the postwar period. From the late 1940s through the early 1980s black parents, teachers, and students employed a wide-range of strategies in pursuit of these goals including staging school boycotts, creating freedom schools, establishing independent alternative schools, lobbying for legislation, forming parent and youth groups, and organizing hundreds of grassroots organizations. At the heart of this movement was a desire to improve the quality of education afforded to black youth and to expand the power of black Bostonians in educational governance. This dissertation demonstrates that desegregation and community control were not mutually exclusive goals or strategies of black educational activism. I examine the evolution of the goals, ideology, and strategy of this movement over the course of more than three decades in response to shifts in the national and local political climate. This work traces the close ties between this local movement in Boston and broader movements for racial and social justice unfolding across the nation in the 1940s, 50s, 60s, and 70s. Most importantly, my dissertation puts this movement in conversation with a broader national project of various marginalized groups in the postwar period to radically transform the institutions of democracy. This dissertation challenges a well-known narrative of civil rights and school desegregation in Boston in this period. -
Black Community Activism and Boston School Desegregation History 1960-1975
Reclaiming the Narrative: Black Community Activism and Boston School Desegregation History 1960-1975 Author: Lyda S. Peters Persistent link: http://hdl.handle.net/2345/bc-ir:107318 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2017 Copyright is held by the author, with all rights reserved, unless otherwise noted. BOSTON COLLEGE Lynch School of Education Department of Teacher Education, Special Education, and Curriculum and Instruction Program of Curriculum and Instruction RECLAIMING THE NARRATIVE: BLACK COMMUNITY ACTIVISM AND BOSTON SCHOOL DESEGREGATION HISTORY 1960-1975 Dissertation by LYDA S. PETERS submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2017 © Copyright by Lyda S. Peters 2017 ABSTRACT RECLAIMING THE NARRATIVE: BLACK COMMUNITY ACTIVISM AND BOSTON SCHOOL DESEGREGATION HISTORY 1960-1975 Lyda S. Peters Dennis Shirley, Chair This research study is a historical analysis of Boston school desegregation viewed through the lens of Black Bostonians who gave rise to a Black Education Movement. Its purpose is to place Boston’s school desegregation history in a markedly different context than many of the narratives that evolved since Morgan v. Hennigan (1974). First, it provides a historical connection between the 18th and 19th century long road to equal schooling and the 20th century equal educational opportunity movement, both led by Black activists who lived in Boston. Second, it provides a public space for the voices of 20th century activists to tell their accounts of schooling in Boston. The narrators in this study attended Boston public schools and became leaders and foot soldiers in the struggle to dismantle a racially segregated school system. -
African-Americans in Boston : More Than 350 Years
Boston Public Library REFERENCE BANKOF BOSTON This book has been made possible through the generosity of Bank of Boston \ African-Americans in Boston More Than 350 Years Digitized by the Internet Archive in 2015 https://archive.org/details/africanamericansOOhayd_0 African-Americans in Boston: More Than 350 Years by Robert C. Hayden Foreword by Joyce Ferriabough Trustees of the Public Library of the City of Boston, 1991 African-Americans in Boston: More Than 350 Years Written by Robert C. Hayden Conceived and coordinated by Joyce Ferriabough Designed by Richard Zonghi, who also coordinated production Edited by Jane Manthome Co-edited by Joyce Ferriabough, Berthe M. Gaines, C. Kelley, assisted by Frances Barna Funded in part by Bank of Boston PubUshed by Trustees of the Boston PubHc Library Typeset by Thomas Todd Company Printed by Mercantile Printing Company Grateful acknowledgment is made to the following individuals and organizations for use of the illustrations on the pages cited: T. J. Anderson (74); Associated Press Wirephoto (42 bottom, 43, 98 left, 117); Fabian Bachrach (24, 116); Bob Backoff (27 left); Banner Photo (137); Charles D. Bonner (147 left); Boston African-American Historic Site, National Park Service (38, 77, 105 right); The Boston Athenaeum (18, 35 top, 47 top, 123, 130); Boston Globe (160); Boston Housing Authority (99); Boston Red Sox (161); Boston University News Service (119 right, 133); Margaret Bumham (110); John Bynoe (26); Julian Carpenter (153); Dance Umbrella (71); Mary Frye (147 right); S. C. Fuller, Jr. (142 right); Robert Gamett (145 left); Artis Graham (86); Calvin Grimes, Jr. (84); James Guilford (83); Rev. -
Thesis Template
“The Metropolitan Moment: Municipal Boundaries, Segregation, and Civil Rights Possibilities in the American North” by Michael Gray Savage A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of History University of Toronto © Copyright by Michael Gray Savage 2018 “The Metropolitan Moment: Municipal Boundaries, Segregation, and Civil Rights Possibilities in the American North” Michael Gray Savage Doctor of Philosophy Department of History University of Toronto 2018 Abstract Exploring battles over school desegregation in metropolitan Boston, Detroit, and Philadelphia in the 1960s and 1970s, “The Metropolitan Moment” examines how black and white city dwellers at odds over integration within the city pursued – and sometimes allied over – efforts that crossed municipal lines to incorporate the suburbs in desegregation remedies. Though possessing divergent motivations, such as the white tactical aim of ensuring white majorities in all area schools by enlarging the desegregation area and the black desire for improved educational opportunities, both groups sought access to white suburban schools and at times acted together in court in an attempt to implement metropolitan desegregation. The search for such solutions opened a “metropolitan moment” across the urban North in the late 1960s and early 1970s when proposed regional remedies offered real possibilities of heading off white flight, fostering interracial coalitions, and substantively combatting segregation. Though this moment was foreclosed by the U.S. Supreme Court’s 1974 decision in Milliken v. Bradley – a case prompted in part by just such a surprising urban black-white alliance in Detroit – its legacies, including suburban anti-busing movements that helped fuel the rise of the New Right and the transformation of the Democratic Party, and the larger retreat from metropolitan solutions to metropolitan dilemmas of race, schooling, services, and inequality, echo down to today. -
School Integration and Reactions to Boston's METCO Program
From the City to the Suburbs: School Integration and Reactions to Boston’s METCO Program Laura Chanoux A thesis submitted in partial fulfillment of the requirements for the degree of BACHELOR OF ARTS WITH HONORS DEPARTMENT OF HISTORY UNIVERSITY OF MICHIGAN March 30, 2011 Advised by Professor Matthew D. Lassiter For my parents, Anita and Dave Chanoux TABLE OF CONTENTS Figures.................................................................................................................... ii-iv, 82 Acknowledgements .......................................................................................................... v Introduction...................................................................................................................... 1 Chapter One: “A Two-Way Street”............................................................................. 14 Chapter Two: The Value of Integration....................................................................... 45 Chapter Three: “Not At Our Expense”....................................................................... 83 Conclusion .................................................................................................................... 116 Bibliography................................................................................................................. 123 FIGURES Figure 1 – Map of METCO districts from the Metropolitan Council for Educational Opportunity, Inc. website, www.metcoinc.org/AboutUs.html, accessed March 28, 2011. In the 2010-2011 school year, -
Boston's Struggle in Black and Brown
Boston’s Struggle in Black and Brown: Racial Politics, Community Development, and Grassroots Organizing 1960-1985 by Tatiana Maria Fernández Cruz A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in The University of Michigan 2017 Doctoral Committee: Associate Professor Matthew J. Countryman, Chair Associate Professor Stephen A. Berrey Associate Professor Maria E. Cotera Associate Professor Jesse Hoffnung-Garskof Tatiana Maria Fernández Cruz [email protected] ORCID iD: 0000-0003-0541-7342 DEDICATION For the love of my life, Raul, who believed in me more than I believed in myself. And for our three beautiful children, Raul Jr., Amaya, and Lola, who make all our struggles worth it. I love and adore you all fiercely. In loving memory of my father, Jorgensen Grüssen Fernández, who left the physical world too soon. Siempre te amaré, Pa. ii ACKNOWLEDGEMENTS While I recognize the value of brevity in most situations, acknowledgements are not the place for it. There are just too many people to thank for making this dissertation and Ph.D. possible. Here’s my best attempt to give them each a proper thank you. My interest in African American and Latinx history emerged out of my courses at Williams College. My road there was not an easy one. After struggling to find my place and being asked to withdraw, I returned in the fall of 2008 with an 8-month-old son in tow and a renewed vigor for my education. I was thrilled to receive much more support in my second chance at Williams. -
Finalist Profiles Rev2
DECEMBER 2016 COOLIDGE CORNER SCHOOL NAMING FINALIST PROFILES RUTH BATSON Ruth Batson was born on August 3, 1921, in Roxbury, Massachusetts to Jamaican immigrants. Growing up, Batson attended the Everett School and graduated from Boston Latin Academy. In 1940, Batson married her husband, John Batson, and raised three daughters who all attended school in Boston. The lack of educational reform and the growing decline of Boston schools led Batson to run for School Committee in 1951. Although she was not elected, her campaign resulted in a partnership with the National Association for the Advancement of Colored People (NAACP) and increased her involvement in politics. Batson volunteered to work for John F. Kennedy’s office during his first campaign for the Senate, and again when he ran for president in 1960. During this time, Batson was also elected president of the NAACP New England Regional Conference. In 1964, Batson became the first African-American woman to be elected to the Democratic National Committee. During the Civil Rights movement, Batson formally accused the Boston School Committee of enforcing “de facto segregation” within their schools. She organized a series of marches, protests, and boycotts with urban and suburban families to raise public awareness of the issue. Her efforts led to the creation of the Racial Imbalance Act of 1965, which penalized schools by withholding state and federal funding if they remained segregated and unequal. At the same time, Batson and fellow parent Ellen Jackson established the beginnings of the Metropolitan Council for Educational Opportunity (METCO) Program, arranging transportation for students in Boston to attend schools in neighboring suburban districts with open seats. -
Teacher Unionism, Civil Rights, and the Desegregation of the Boston Public Schools, 1963-1981
TEACHER UNIONISM, CIVIL RIGHTS, AND THE DESEGREGATION OF THE BOSTON PUBLIC SCHOOLS, 1963-1981 A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History By Jennifer Pish Harrison, B.A. Washington, DC May 1, 2013 Copyright 2013 by Jennifer Pish Harrison All Rights Reserved ii TEACHER UNIONISM, CIVIL RIGHTS, AND THE DESEGREGATION OF THE BOSTON PUBLIC SCHOOLS, 1963-1981 Jennifer Pish Harrison , B.A. Thesis Advisor: Joseph A. McCartin, Ph.D. ABSTRACT Court-ordered school desegregation in Boston in the 1970s is but one component of a larger movement to desegregate the schools that officially began in 1963. This dissertation places court-ordered desegregation in the context of the larger movement and links that story to one that has been mostly overlooked by those who have written about racial strife in Boston: the story of the teachers, the rise of their union, and the relationship between the civil rights and union rights struggles in the city. When the NAACP formally challenged the Boston School Committee over the issue of de facto segregation in 1963, teachers were mounting a campaign for collective bargaining rights. Over the ensuing years, teacher unionism developed alongside the movement to desegregate the public schools, and both movements ran along parallel tracks through much of the 1960s. During these years, both the civil rights movement and proponents of teacher unionism found a common adversary in the Boston School Committee. In the1970s, the trajectory of the two movements intersected in the complicated arena of court-ordered school desegregation.