Jarvis R Givens
Biographic Data
| ID | 102374 |
|---|---|
| NAME | Jarvis R Givens |
| GIVEN NAMES | Jarvis R |
| FAMILY NAME | Givens |
| SIGNATURE | GIVENS J R |
| AFFILIATIONS | Harvard University Press |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Black Education as the General Strike: The Radical Origins of African American Teaching and Learning
This essay interprets the development of Black educational politics from the slavery era into the early twentieth century through the frame of W.E.B. Du Bois’s conceptualization of “the general strike.” The author insists that fugitive literacy practices among enslaved people posed a direct challenge to the political economy of slavery, and such actions anticipated the grassroots educational movement African Americans led during the Civil War and…
We Will Just Have to Take It Underground: A Black Studies Approach to Teacher Education and Critical Professional Development
In the context of contemporary attacks on Diversity, Equity, and Inclusion (DEI) and curricula that critically interrogate race and power, as well as the Eurocentric nature of traditional teacher education, out-of-school spaces for the critical development of teachers seeking to bring Black studies into their classrooms are necessary. Informed by the historical approaches of Black educators, the authors of this essay partnered with high school an…
Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century
Histories of 19th-century U.S. education center White experiences, while formal education policy and practice pertaining to Black and Native Americans are treated as marginal phenomena that had little impact on schooling at a national level. Furthermore, current historical framings overwhelmingly analyze Native, White, and Black American education as separate entities, which conceals the political economic character of race as a relational phenom…
The Clearing: On Black Education Studies and the Problem of “Antiblackness”
In this essay, authors kihana miraya ross and Jarvis R. Givens make their case for a distinct field of education research—Black education studies, which builds on Black studies and education studies. They explore a key analytic in Black education studies, antiblackness, examining its early and more recent uses as an analytic in education research to forward a more holistic understanding of the concept. In doing so, they highlight the relationship…
Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching
I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children
Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show…
A Greater Truth than Any Other Truth You Know: A Conversation with Professor Sylvia Wynter on Origin Stories
Sylvia Wynter is an emeritus professor from Stanford University. She is also an essayist and creative writer whose work is deeply informed by the twentieth century Anti-Colonial Movement and the U
In This New Hour: Memory's Insistence in Black Study
In June of 1945, Zora Neale Hurston wrote to W.E.B. Du Bois with a proposition. Black people needed a resting place, a burial ground of sorts, for “the illustrious Negro dead.” She feared that the
There Would Be No Lynching If It Did Not Start in the Schoolroom”: Carter G. Woodson and the Occasion of Negro History Week, 1926–1950
This article analyzes Carter G. Woodson’s iconic Negro History Week and its impact on Black schools during Jim Crow. Negro History Week introduced knowledge on Afro-diasporic history and culture to schools around the country. As a result of teachers’ grassroots organizing, it became a cultural norm in Black schools by the end of the 1930s. This program reflected Woodson’s critique that anti-Black ideas in school knowledge were inextricably linked…
He was, undoubtedly, a wonderful character: Black Teachers' Representations of Nat Turner during Jim Crow
This article explores Black teachers’ representation of Nat Turner in textbooks published between 1890 and 1922. While conventional readings of Black teachers during Jim Crow present them to be staunch enforcers of the politics of respectability, their representations of Turner disrupt such readings and imply that the racial discourse deployed in their classrooms was more complicated than common narratives suggest. These schoolteachers represente…
Modeling Manhood: Reimagining Black Male Identities in School
This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti-school, and as disconnected from the domestic sphere) were reimagined in all-black, all-male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions o…
I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children
Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show…
Modeling Manhood: Reimagining Black Male Identities in School
This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti-school, and as disconnected from the domestic sphere) were reimagined in all-black, all-male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions o…
There Would Be No Lynching If It Did Not Start in the Schoolroom”: Carter G. Woodson and the Occasion of Negro History Week, 1926–1950
This article analyzes Carter G. Woodson’s iconic Negro History Week and its impact on Black schools during Jim Crow. Negro History Week introduced knowledge on Afro-diasporic history and culture to schools around the country. As a result of teachers’ grassroots organizing, it became a cultural norm in Black schools by the end of the 1930s. This program reflected Woodson’s critique that anti-Black ideas in school knowledge were inextricably linked…
Black Education as the General Strike: The Radical Origins of African American Teaching and Learning
This essay interprets the development of Black educational politics from the slavery era into the early twentieth century through the frame of W.E.B. Du Bois’s conceptualization of “the general strike.” The author insists that fugitive literacy practices among enslaved people posed a direct challenge to the political economy of slavery, and such actions anticipated the grassroots educational movement African Americans led during the Civil War and…
We Will Just Have to Take It Underground: A Black Studies Approach to Teacher Education and Critical Professional Development
In the context of contemporary attacks on Diversity, Equity, and Inclusion (DEI) and curricula that critically interrogate race and power, as well as the Eurocentric nature of traditional teacher education, out-of-school spaces for the critical development of teachers seeking to bring Black studies into their classrooms are necessary. Informed by the historical approaches of Black educators, the authors of this essay partnered with high school an…
In This New Hour: Memory's Insistence in Black Study
In June of 1945, Zora Neale Hurston wrote to W.E.B. Du Bois with a proposition. Black people needed a resting place, a burial ground of sorts, for “the illustrious Negro dead.” She feared that the
He was, undoubtedly, a wonderful character: Black Teachers' Representations of Nat Turner during Jim Crow
This article explores Black teachers’ representation of Nat Turner in textbooks published between 1890 and 1922. While conventional readings of Black teachers during Jim Crow present them to be staunch enforcers of the politics of respectability, their representations of Turner disrupt such readings and imply that the racial discourse deployed in their classrooms was more complicated than common narratives suggest. These schoolteachers represente…
Modeling Manhood: Reimagining Black Male Identities in School
This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti-school, and as disconnected from the domestic sphere) were reimagined in all-black, all-male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions o…
There Would Be No Lynching If It Did Not Start in the Schoolroom”: Carter G. Woodson and the Occasion of Negro History Week, 1926–1950
This article analyzes Carter G. Woodson’s iconic Negro History Week and its impact on Black schools during Jim Crow. Negro History Week introduced knowledge on Afro-diasporic history and culture to schools around the country. As a result of teachers’ grassroots organizing, it became a cultural norm in Black schools by the end of the 1930s. This program reflected Woodson’s critique that anti-Black ideas in school knowledge were inextricably linked…
A Greater Truth than Any Other Truth You Know: A Conversation with Professor Sylvia Wynter on Origin Stories
Sylvia Wynter is an emeritus professor from Stanford University. She is also an essayist and creative writer whose work is deeply informed by the twentieth century Anti-Colonial Movement and the U
In This New Hour: Memory's Insistence in Black Study
In June of 1945, Zora Neale Hurston wrote to W.E.B. Du Bois with a proposition. Black people needed a resting place, a burial ground of sorts, for “the illustrious Negro dead.” She feared that the
Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching
I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children
Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show…
Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century
Histories of 19th-century U.S. education center White experiences, while formal education policy and practice pertaining to Black and Native Americans are treated as marginal phenomena that had little impact on schooling at a national level. Furthermore, current historical framings overwhelmingly analyze Native, White, and Black American education as separate entities, which conceals the political economic character of race as a relational phenom…
The Clearing: On Black Education Studies and the Problem of “Antiblackness”
In this essay, authors kihana miraya ross and Jarvis R. Givens make their case for a distinct field of education research—Black education studies, which builds on Black studies and education studies. They explore a key analytic in Black education studies, antiblackness, examining its early and more recent uses as an analytic in education research to forward a more holistic understanding of the concept. In doing so, they highlight the relationship…
Black Education as the General Strike: The Radical Origins of African American Teaching and Learning
This essay interprets the development of Black educational politics from the slavery era into the early twentieth century through the frame of W.E.B. Du Bois’s conceptualization of “the general strike.” The author insists that fugitive literacy practices among enslaved people posed a direct challenge to the political economy of slavery, and such actions anticipated the grassroots educational movement African Americans led during the Civil War and…
We Will Just Have to Take It Underground: A Black Studies Approach to Teacher Education and Critical Professional Development
In the context of contemporary attacks on Diversity, Equity, and Inclusion (DEI) and curricula that critically interrogate race and power, as well as the Eurocentric nature of traditional teacher education, out-of-school spaces for the critical development of teachers seeking to bring Black studies into their classrooms are necessary. Informed by the historical approaches of Black educators, the authors of this essay partnered with high school an…
Sociology (11 works) · Gender Studies (7 works) · Political science (7 works) · Critical Race Theory in Education (6 works) · Law (5 works) · Diverse Education Studies and Reforms (4 works) · Pedagogy (4 works) · Politics (4 works) · Psychology (4 works) · Epistemology (3 works)