"This Is Love Down Here": Methodologies to Reclaim Unstoried Once-Childhoods in Rosenwald School History (1950–1963)

• In Event: “I, Too, Sing…”: Methodologies Centering Black Children’s Voice in Education Research

Abstract

This paper aims to show research methodologies can be used to reclaim and examine voices of black once-children (BOC) who attended pre-brown segregated schools. More specifically, I use ethnohistorical methods to draw data from archival sources, artifacts, photography, and the oral histories of BOC of Hopewell School; a Rosenwald School (RS) located in Pickens County, Alabama (1916-1973). Findings show the “interiorized self” (Steedman, 1998) of once-childhoods can be accessed using qualitative methodologies that foreground childhood voice. Steed (1998) defines interiority as one’s “emotional terrain rooted in history” (p. 4). I argue black children’s emotional terrain rooted in history is exactly what has been marginalized in RS research literature and archives; thus, minimalizing black children’s active presence in RS history.

Research on RS rightfully and robustly engage the voices of BOC to unearth the tremendous impact of RS teachers and administrators (Aaronson & Mazumder, 2011; Hanchett, 2004; Hansen, 2007; Outlaw, 2013; Reed, 2004; E. Siddle Walker, 1993; Walker, 1996, 2001); however, black children’s agency and personal histories (in and outside of school) are not apparent (Hansen, 2007; Walker, 1996). Furthermore, archival sources on the RS program fail to name black children or disclose their personal histories. Moreover, post-Brown many RS were demolished, destroying student records and school histories that might have provided valuable information on the presence of RS children. Both in research, and record, black children are rendered mere bit characters in RS histories—present but unstoried.

To story these childhoods, this study employs a critical childhood studies (CCS) framework which privileges what children do, say, think, and feel independent of adults (Dumas & Nelson, 2016; Orellana, 2009). CCS argues “children themselves act on their environment in ways that impact their own development and social world(s) around them (p. 31). Privileging BOC’s actions, this study aims to access living childhoods rooted in the “interiority” of adult participants.

For this presentation, I share findings that illuminate how researchers can access the voices of BOC – historic black childhoods that no longer presently exist, but rather live in the interiority of adult participants. Data collection spans a one-year period, and employs an ethnohistorical approach drawing upon “many kinds of testimony” (Simmons, 1988, p. 10) including archival and personal documents, photographs, ethnographic observations, artifacts, site visits and 17 of 29 oral histories. To help BOC access their childhood thinking, doing, feeling and saying, BOC reflect upon childhood photographs, school artifacts, participated in a group interview, and interviewed childhood peers.

This study illustrates useful methodologies to access black once-children’s voices and consequently reclaim their presence in the history of education. Findings show black children at Hopewell School play central roles in and out of school. As children, they possess innocence (Bernstein, 2011; Goff, 1950) and imbue school and community with play, humor and childhood shenanigans. As students, workers, and community members, Hopewell’s children are depended upon to help their school and community succeed, and to further the race. In short, Hopewell children are not bit characters within their Rosenwald School—they are actors.

Author

• Kimberly Charis Ransom, University of Michigan - Ann Arbor