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Lifting word by word: Ideologies of ...

Spencer Maor, Faye Emily.

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Lifting word by word: Ideologies of literacy, education and feminism in the rhetoric of two nineteenth century African-American women (Frances Jackson Coppin, Hallie Quinn Brown).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Lifting word by word: Ideologies of literacy, education and feminism in the rhetoric of two nineteenth century African-American women (Frances Jackson Coppin, Hallie Quinn Brown)./
作者:	Spencer Maor, Faye Emily.
面頁冊數:	152 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1353.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Language, Rhetoric and Composition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3131028
ISBN:	0496782762

Lifting word by word: Ideologies of literacy, education and feminism in the rhetoric of two nineteenth century African-American women (Frances Jackson Coppin, Hallie Quinn Brown).
Spencer Maor, Faye Emily.

Lifting word by word: Ideologies of literacy, education and feminism in the rhetoric of two nineteenth century African-American women (Frances Jackson Coppin, Hallie Quinn Brown). - 152 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1353.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.

This study examines and explores the lives, works and writings of two very important black women in the struggle for the literacy, respect and education of the masses of black people at the end of the nineteenth century and the beginning of the twentieth century. Frances Jackson Coppin, and Hallie Quinn Brown were both educators, literacy workers, who felt deep commitments to their "calls" to work for the race. They each valued the use and importance of language to the "uplift of the race".

ISBN: 0496782762Subjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

Lifting word by word: Ideologies of literacy, education and feminism in the rhetoric of two nineteenth century African-American women (Frances Jackson Coppin, Hallie Quinn Brown).
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245 1 0 $a Lifting word by word: Ideologies of literacy, education and feminism in the rhetoric of two nineteenth century African-American women (Frances Jackson Coppin, Hallie Quinn Brown).
300 $a 152 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1353.
500 $a Adviser: Gail Hawisher.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.
520 $a This study examines and explores the lives, works and writings of two very important black women in the struggle for the literacy, respect and education of the masses of black people at the end of the nineteenth century and the beginning of the twentieth century. Frances Jackson Coppin, and Hallie Quinn Brown were both educators, literacy workers, who felt deep commitments to their "calls" to work for the race. They each valued the use and importance of language to the "uplift of the race".
520 $a The institution of slavery, with its economic and social causes, concerns and divisiveness, made race a central issue for the country. As a result, African Americans developed a view of literacy and education as freedom and as a way to "uplift" the race. The word education often meant the same thing as literacy, the ability to read and write, and the pursuit of education/literacy was, and to some extent remains, vital to the survival and success of the race. Key to the development and attainment of the ideal of education were black women. In addition, slavery created a unique concept of what it meant to be a black woman, and when these women found themselves outside of slavery and in a free world with very different and distinct notions of who and what women were, black women began to develop, practice and promote a type of feminism that often contradicted notions of women's rights.
520 $a The rhetoric of these women reveals their dedication to the fulfillment of the ideal and philosophy of education as racial uplift. The distinct ideologies and philosophies can be traced and delineated through the lives and writings of these early black feminist teachers. Further, it can be argued that for black women, teaching was and is a political act.
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