Please enable JavaScript.

Coggle requires JavaScript to display documents.

Walker-Erickson (Erickson (When African Americans were slaves, they…

- - - - “In this view, teachers assumed the responsibility of interacting with students beyond the confined class periods and interceding when external difficulties could prohibit the objectives they held for a particular child. Teachers held extracurricular tutoring sessions, visited homes and churches in the community where they taught, even when they did not live in the community, and provided guidance about "life" responsibilities.” (Walker, 2000, p. 265)
        
        “While the definitions for what is meant by their "high expectations" and being "demanding" are somewhat elusive in the literature, the language describing their behaviors is remarkably consistent.” (Walker, 2000, p. 265)
    - - “These parents were most frequently involved in school desegregation suits as ways to assure equal educational opportunities.” (Walker, 2000, p. 272)
        
        “By sending their children to school each day, many parents made a financial sacrifice to support education (Hundley, 1965), since the absence of a child, especially for a tenant farmer, had a direct influence on the family's working capacity.” (Walker, 2000, p. 272)
    - - “The single central figure in the segregated school was the principal. Although the school board employed the principal to be the administrator of the school, in the segregated high schools the principal also served in several other capacities.” (Walker, 2000, p. 274)
        
        “The principal also served as a model for the service attributes he sought to instill in children.” (Walker, 2000, p. 274)
    - - "The available literature indicates that the segregated schools in the South appear to have certain characteristics" (276)
      - "Indeed, many of the schools' characteristics appear to have been a direct response to the challenges they faced and intimately connected to the oppressive circumstances in which they operated" (276)
- - - - “Ignorance was the major control instrument of slavery, every master realized that he had to know almost everything, and the slaves had to know almost nothing.” (Erickson, 1997, 206)
        
        “An educated Black might realize how horribly he was treated and revolt. Slavery was always more successful on the large rice or cotton plantations where the Blacks could be isolated from outside influence.” (Erickson, 1997, 206)
        
        “West Africa alone lost 6.2 million persons in the Eighteenth Century.” (Erickson, 1997, 206)
        
        “Having had little time to learn the tribal crafts and traditions, they soon lost these values completely.” (Erickson, 1997, 206)
        
        “Often captives or different tribes, languages, homelands, and religions, would be grouped and sold together to lessen the likelihood of cooperation and resistance.” (Erickson, 1997, 206)
        
        “That great Black orator writer, Frederick Douglass, was taught to read and write by his Southern mistress.” (Erickson, 1997, 207)
        
        1 more item...