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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
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  Data: Reprint: Mississippi's Freedom Schools: The Politics of Education
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  Data: <searchLink fieldCode="AR" term="%22Florence+Howe%22">Florence Howe</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Harvard+Educational+Review%22"><i>Harvard Educational Review</i></searchLink>. 2025 95(2):213-227.
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  Data: 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
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  Data: 15
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Freedom%22">Freedom</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+Rights%22">Civil Rights</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+History%22">African American History</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Change%22">Social Change</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink><br /><searchLink fieldCode="DE" term="%22Nontraditional+Education%22">Nontraditional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Aspiration%22">Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Poetry%22">Poetry</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Segregation%22">School Segregation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Mississippi%22">Mississippi</searchLink>
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  Data: 10.17763/1943-5045-95.2.213
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  Data: 0017-8055<br />1943-5045
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  Data: [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.]
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        Value: 10.17763/1943-5045-95.2.213
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      – Text: English
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        PageCount: 15
        StartPage: 213
    Subjects:
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Freedom
        Type: general
      – SubjectFull: Social Justice
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      – SubjectFull: Politics of Education
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      – SubjectFull: Civil Rights
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      – SubjectFull: African American History
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Social Change
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      – SubjectFull: Change Agents
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      – SubjectFull: Nontraditional Education
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      – SubjectFull: Aspiration
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Poetry
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      – SubjectFull: Secondary School Students
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      – SubjectFull: School Segregation
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      – SubjectFull: Mississippi
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      – TitleFull: Reprint: Mississippi's Freedom Schools: The Politics of Education
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