Let the Enslaved Testify

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Slavery and Freedom in Savannah

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Black Women’s History in the US: Past & Present

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The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools

Teacher attrition is costly for districts, both financially and in terms of student achievement. Districts often address teacher attrition by focusing on recruitment practices or by offering induction support for novice teachers. However, new teachers continue to leave the profession at alarming rates. This qualitative case study provides insight into how new teachers cope with the frustrations and challenges of entry-level teaching. The study examines the entry-level experiences of twelve novice teachers from urban secondary schools, including the perceptions of teaching they developed prior to entry, the aspects of teaching they found most frustrating, how they made sense of what was happening to them, and how they adapted their own behaviors in response to what they experienced. Viewed within a theoretical framework for examining the "newcomer experience" developed by Meryl Reis Louis in 1980, the data suggest that traditional group approaches to supporting novices fail to address the highly individual way in which newcomers "make sense" of teaching as they progress through a series of stages from anticipation through adaptation. From the data, implications may be drawn in terms of "what matters" in the design of support systems for new teachers

Guided play and free play in an enriched environment: impact on motor development

The purpose of this study was to investigate the effects of guided play and free play in an enriched environment intervention programs using motor skill development in kindergarten children. Seventy-one children attending kindergarten classes were assigned to two experimental groups and one control group. Participants performed the Test of Gross Motor Development-2 before and after the intervention period. Results revealed that both boys and girls in the guided play group showed motor skill improvement, whereas no changes were observed in motor development in the boys and girls assigned to the free play in enriched environment group, nor in those in the control group. These findings indicate that the teacher’s role in the guided play intervention was crucial to help preschool children to improve their performance.CIEC – Research Centre on Child Studies, UM (FCT R&D 317

Race, Slavery, and the Expression of Sexual Violence in Louisa Picquet, The Octoroon

Historically, victims of sexual violence have rarely left written accounts of their abuse, so while sexual violence has long been associated with slavery in the United States, historians have few accounts from formerly enslaved people who experienced it first-hand. Through a close reading of the narrative of Louisa Picquet, a survivor of sexual violence in Georgia and Louisiana, this article reflects on the recovery of evidence of sexual violence under slavery through amanuensis-recorded testimony, the unintended evidence of survival within the violent archive of female slavery, and the expression of “race” as an authorial device through which to demonstrate the multigenerational nature of sexual victimhood

Reflections on the 'History and Historians' of the black woman's role in the community of slaves: enslaved women and intimate partner sexual violence

Taking as points of inspiration Peter Parish’s 1989 book, Slavery: History and Historians, and Angela Davis’s seminal 1971 article, “Reflections on the black woman’s role in the community of slaves,” this probes both historiographically and methodologically some of the challenges faced by historians writing about the lives of enslaved women through a case study of intimate partner violence among enslaved people in the antebellum South. Because rape and sexual assault have been defined in the past as non-consensual sexual acts supported by surviving legal evidence (generally testimony from court trials), it is hard for historians to research rape and sexual violence under slavery (especially marital rape) as there was no legal standing for the rape of enslaved women or the rape of any woman within marriage. This article suggests enslaved women recognized that black men could both be perpetrators of sexual violence and simultaneously be victims of the system of slavery. It also argues women stoically tolerated being forced into intimate relationships, sometimes even staying with “husbands” imposed upon them after emancipation

Margarita de Sossa, Sixteenth-Century Puebla de los Ángeles, New Spain (Mexico)

Margarita de Sossa’s freedom journey was defiant and entrepreneurial. In her early twenties, still enslaved in Portugal, she took possession of her body; after refusing to endure her owner’s sexual demands, he sold her, and she was transported to Mexico. There, she purchased her freedom with money earned as a healer and then conducted an enviable business as an innkeeper. Sossa’s biography provides striking insights into how she conceptualized freedom in terms that included – but was not limited to – legal manumission. Her transatlantic biography offers a rare insight into the life of a free black woman (and former slave) in late sixteenth-century Puebla, who sought to establish various degrees of freedom for herself. Whether she was refusing to acquiesce to an abusive owner, embracing entrepreneurship, marrying, purchasing her own slave property, or later using the courts to petition for divorce. Sossa continued to advocate on her own behalf. Her biography shows that obtaining legal manumission was not always equivalent to independence and autonomy, particularly if married to an abusive husband, or if financial successes inspired the envy of neighbors

Slavery in America: Back in the Headlines

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Teaching the Truth: Race and Slavery in the Modern Classroom

Dr. Daina Ramey Berry will discuss her findings at 6 p.m. Tuesday (Sept. 13), during this year’s Gilder-Jordan Lecture in Southern Studies at the University of Mississippi. Her lecture, “Teaching the Truth: Race and Slavery in the Modern Classroom,” is free and open to the public in Nutt Auditorium. Berry is the author of six books, including The Price for their Pound of Flesh: The Value of the Enslaved, from Womb to Grave, in the Building of a Nation (Beacon Press, 2017). She is the Michael Douglas Dean of Humanities and Fine Arts at the University of California at Santa Barbara. She previously was the Oliver H. Radkey Regents Professor of History and chair of the history department at the University of Texas, where she also served as associate dean of the Graduate School. Besides her work as a university administrator and internationally recognized scholar of slavery, Berry is one of the most sought-after consultants for public-facing projects offered by museums, historical sites, K-12 educational initiatives, syndicated radio programs, online podcasts and public television. Berry completed her bachelor’s, master’s and doctoral degrees in African American studies and U.S. history at the University of California at Los Angeles. She is a scholar of the enslaved and a specialist on gender and slavery as well as Black women’s history in the United States.https://egrove.olemiss.edu/gilder-jordan/1000/thumbnail.jp