Reprint: Mississippi's Freedom Schools: The Politics of Education
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| Title: | Reprint: Mississippi's Freedom Schools: The Politics of Education |
|---|---|
| Language: | English |
| Authors: | Florence Howe |
| Source: | Harvard Educational Review. 2025 95(2):213-227. |
| Availability: | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Schools, Freedom, Social Justice, Politics of Education, Civil Rights, African American History, Culturally Relevant Education, Social Change, Change Agents, Nontraditional Education, Aspiration, Student Attitudes, Poetry, Secondary School Students, School Segregation |
| Geographic Terms: | Mississippi |
| DOI: | 10.17763/1943-5045-95.2.213 |
| ISSN: | 0017-8055 1943-5045 |
| Abstract: | [Editors' abstract, 2025: In this article, Florence Howe describes the operation, purpose, and élan of a significant venture into the politics of education: the Mississippi Freedom Schools, which were organized as alternative spaces of learning in the segregated South to empower students to become active agents for social change. Drawing on her experiences teaching at a Freedom School in Jackson, Mississippi, in the summer of 1964, Howe offers rich insights into pedagogical practices and educational experiences that reject authoritarian teaching and instead seek to elevate students' awareness of self and society. Through democratic, discussion-based learning centered on the Freedom Schools' Citizenship Curriculum, students challenge the myths of society and engage in action to address the social realities of their time.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484254 |
| Database: | ERIC |
| Abstract: | [Editors' abstract, 2025: In this article, Florence Howe describes the operation, purpose, and élan of a significant venture into the politics of education: the Mississippi Freedom Schools, which were organized as alternative spaces of learning in the segregated South to empower students to become active agents for social change. Drawing on her experiences teaching at a Freedom School in Jackson, Mississippi, in the summer of 1964, Howe offers rich insights into pedagogical practices and educational experiences that reject authoritarian teaching and instead seek to elevate students' awareness of self and society. Through democratic, discussion-based learning centered on the Freedom Schools' Citizenship Curriculum, students challenge the myths of society and engage in action to address the social realities of their time.] |
|---|---|
| ISSN: | 0017-8055 1943-5045 |
| DOI: | 10.17763/1943-5045-95.2.213 |
