Countering Brown v. Board: Examining the Wilmington Ten Using the Black Historical Consciousness Framework

• In Event: Examining How Teacher Thinking and Knowledge Impact History Classrooms: Studies with Preservice Teachers

Abstract

The teaching of school desegregation is frequently framed using the landmark 1954 Brown v. Board federal ruling which declared state-sponsored segregation of public schools unconstitutional. Lauded as a pivotal event, Brown is named in most K-12 state social studies history and/or civics standards, and widely incorporated into secondary sources that recount the plight of school segregation. Lesser known, however, is the lasting impact of the transition for many Black communities. Like many Black schools, Williston High School in Wilmington, North Carolina, was closed following the ruling. This study examines how teacher candidates perceive Brown and the larger context of civil rights, including how teachers design instruction about Brown. Implications for educator preparation and social studies education are discussed.

Authors

• Cara Ward, University of North Carolina - Wilmington

• Lisa Buchanan, Elon University

• Denise M. Ousley-Exum, University of North Carolina - Wilmington

• Donyell L. Roseboro, University of North Carolina - Wilmington