The ‘hidden injuries’ of school desegregation: Cultural trauma and transforming African American identities
The ‘hidden injuries’ of school desegregation: Cultural trauma and transforming African American identities
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学校废除种族隔离的“隐性伤害”：文化创伤和非洲裔美国人身份的转变
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发表时间：
2016
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通讯作者：
Karida L Brown
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作者：
Karida L Brown
1954年美国最高法院在布朗诉托皮卡教育委员会一案中裁定“隔离但平等”原则不适用于公立学校制度，标志着世纪美国民权运动的开始。这一决定引发了国家教育体系的重大变革--学校废除种族隔离--这一进程在某些情况下需要几十年才能取得成果。关于这一具有里程碑意义的决定所产生的社会和经济结果已经写了很多，但是关于学校废除种族隔离对经历这一过程的一代非洲裔美国人的心理社会后果的研究却很少。采用文化创伤的理论框架，本研究采取了后一个问题，通过分析的方式，在错位的“有色学校”系统影响了非裔美国人社区的社会结构和整合的儿童的集体身份。我分析了这一现象在当地的背景下，通过使用口述历史的采访数据收集的一群非洲裔美国人谁录取通过“有色学校”系统在哈兰县，肯塔基州。这些社区的学校系统在1960年至1963年之间废除了种族隔离，并分享了相似的文化，区域和政治背景。指导这项研究的主要问题是（一）这一代非洲裔美国人如何理解他们的种族化的主体性之前，学校废除种族隔离？(ii)对于这群非裔美国人来说，学校废除种族隔离的本地化经验是什么？以及（iii）学校废除种族隔离对经历融合的儿童的集体认同有什么影响？
The 1954 Supreme Court ruling against the applicability of the ‘separate but equal’ doctrine in the public school system in Brown vs. Board of Education of Topeka augured the dawning of the Civil Rights Movement in twentieth century America. This decision sparked a major transformation in the nation’s educational system – school desegregation – a process that in some cases took decades to come to fruition. Much has been written about the social and economic outcomes that have resulted from this landmark decision, but research on the psychosocial consequences of school desegregation on the generation of African Americans who experienced this process is sparse. Employing a cultural trauma theoretical framework, this study takes up the latter issue by analyzing the ways in which the dislocation of the ‘colored school’ system affected the social structures of the African American community and the collective identity of the children of integration. I analyzes this phenomenon in a local context by using oral history interview data collected on a cohort of African Americans who matriculated through the ‘colored school’ system in Harlan County, Kentucky. The school systems in these communities desegregated between 1960 and 1963, and share similar cultural, regional and political contexts. The primary questions guiding this research are (i) How did this generation of African Americans understand their racialized subjectivity prior to school desegregation? (ii) What was the localized experience with school desegregation for this cohort of African Americans? and (iii) What impact did school desegregation have on the collective identity of the children who experienced integration?