By E. Franklin Frazier
A vintage research of the Black center classification stories its foundation and improvement, accentuating its habit, attitudes, and values through the Nineteen Forties and 1950s
Title: Black Bourgeoisie
Author: Frazier, Edward Franklin/ Wilson, William Julius (INT)
Publisher: Simon & Schuster
Publication Date: 1997/02/01
Number of Pages: 264
Binding variety: PAPERBACK
Library of Congress: 96029905
Read or Download Black Bourgeoisie: The Book That Brought the Shock of Self-Revelation to Middle-Class Blacks in America PDF
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Extra resources for Black Bourgeoisie: The Book That Brought the Shock of Self-Revelation to Middle-Class Blacks in America
Creating Mississippi Freedom Schools 25 Many of the students were from welfare-recipient families; after the parents filled out a form declaring themselves paupers, their daughters would be issued a lunch card entitling them to the Dickensian quota of one sandwich per day. My first patrol—that is, an assignment beyond classroom teaching duties—required me to go into the bathroom during their lunch period and poke my head into the stalls to see that the girls were not smoking. I was often chided for not showing sufficient zeal in performing this task.
Norma and I again dragged Mendy from a telephone and—at our insistence— with Penny, drove to a town where one of our centers would be located. A truck had arrived with cartons of books, and we helped people the unload them into the community center. On the way back to Jackson, Mendy described the possible locations for schools. We agreed on six, possibly seven locations (eventually there were eight) where the support of the black community was strong, where facilities and housing were available, and where the threat of Creating Mississippi Freedom Schools 49 harassment was not great.
Very little in the education courses I was taking at this time was memorable or helpful, but I learned how to plan a developmental lesson. According to this format, a teacher begins with a motivating question designed to elicit a keen response from the students that will lead directly to the “aim” of the lesson, usually stated in the form of a question. The teacher then proceeds to ask “pivotal questions” based on the material the students have been assigned to read. These questions are designed to promote “socialization”; that is, one student makes a statement relevant to the assigned material, and this comment provokes a strenuous response from another student, and then another, resulting in a stimulating discussion.