Black History is Every Month: Martin Luther King Jr. and the White Delusion of a 'Non-Racist' America; Ava DuVernay's Central
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*Queens North History Talk: Award Winning Author Tonya Bolden's M.L.K. Journey of a King
CTLE Credit available
... flyer attached
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As historian John Inscoe and sociologist Wilma Dunaway show us, this is not the case. According to Inscoe, slavery existed in “every county in Appalachia in 1860.” Dunaway—who collected data from county tax lists, census manuscripts, records from slaveholders, and slave narratives from the area—estimates that 18% of Appalachian households owned slaves, which compares to approximately 29% of Southern families, in general.
While enslaved people in the Appalachian region were less likely to work on large plantations, their experiences were no less harsh. They often tended small farms and livestock, worked in manufacturing and commerce, served tourists, and labored in mining industries. Slave narratives, legal documents, and other records all show that slaves in Appalachia were treated harshly and punitively, despite claims that slavery was more “genteel” in the area than the deep South."
"-- Two in three programs do not require a single science course that could be considered parallel to curricular expectations for elementary schools.
As if this weren't bad enough, the impact of this lack of alignment between what is taught in teacher-preparation programs and what is tested has an outsize effect on potential teachers of color. And, by extension, the very students who would benefit most from teachers who look like them.
It's shocking that, according to NCTQ, even in professions with a reputation for requiring challenging qualifying exams -- bar exams for lawyers, boards for psychiatrists and nurses, tests for civil and nuclear engineers -- first-time pass rates on those entry exams far exceed those achieved by elementary-teacher candidates.
This really puts potential teachers of color at a disadvantage. Only about 38 percent of black and 57 percent of Hispanic elementary subject-matter test takers pass, compared with 75 percent of white test takers. NCTQ estimates that approximately 8,600 candidates of color each year are likely not to qualify to teach because of low test performance.
The answer is definitely not to lower the testing standards for teachers -- but to demand that teacher-preparation programs adequately train candidates to demonstrate mastery of the subject matter that their states deem necessary for students to achieve high academic performance.
It also wouldn't hurt to publish the test-pass rates for all candidates enrolled in a teacher-prep program. Why not give prospective teacher candidates the information they deserve to choose a program where they are more likely to be successful?"
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