A Reflection on Education in the Civil Rights Movement

By Melissa Luffman

AHTC Summer Institute 2010

As I reflect over the last several days of the Civil Rights Movement Summer Institute, I feel both overwhelmed and in awe of the vast amount of civil rights history presented. The keynote speakers were an actual vital part of our American history that has formed our country and its rights of citizens that we live in today. The significant and life-changing passion that causes people to rally and inform others is not as evident today in what I see in our community and through the media. Their methods and emotional drive was moving to me, but often life-threatening for them, their families, colleagues, and friends. This threat did not deter their need or desire to continue. Misconceptions of their methods and ideals are often presented in media venues and in the presentation of lecture materials. What I have learned through schooling, is not the same ideals and notions that were presented by these civil right icons through the week through their voice, materials, and video clips. The amount of resources and reflecting on the stories of the lives of the activists will be an ongoing event for quite some time, which I guess is the habit of an educator and a life-long learner.

While reviewing my notes of the mini-sessions, video clips, books and resources, and the keynote speakers: Ilyasah Shabazz, Malcolm X’s daughter, and Bobby Seale, co-founder of the Black Panther Party, a central theme continued to immerge though all the shared experiences: EDUCATION. Education for all and education to inform others about ways to achieve equality, to better understand heritage and history, inform others about ways some young citizens were being mistreated, educational training to resist violence against protestors, and inform others about the Constitutional rights they were being denied. Education was a key for the movement toward civil and equal rights for all citizens in the United States of America. This was shared by individual activists, movement organizations, and parents and families of young children. Even though there was many different goals, ideals, and programs that were mentioned, discussed, and these leaders participated in, education is the main connection I am going to reflect on in this paper.

In college, I was assigned to read “Malcolm X” in a 20^th century American history course. We discussed the militant “By Any Means Necessary” of his teaching and actions of his followers. In class, we discussed his life with the Nation of Islam and the effect of his assassination on the Civil Rights Movement and increased violent acts of the activists. On page 53 of Ilyasah Shabazz’s book, Growing Up X: A Memoir by the Daughter of Malcolm X she states, “To some degree the Autobiography itself is responsible for this myth.” The myth she is referring to is the one of her father being a militant radical who used violence as a way to fight for equality; the same myth that I believed. The stories and information told by his daughter during her keynote address reminded me of stories that I would tell of my dad: sharing oatmeal cookies after dinner, and enjoying the time in the evening when he was home and the whole house lit up. The Malcolm X that was discussed as part of the history course and the one presented by his daughter appeared to be two very different men. Through her sharing, she also discussed the her mother’s desire for education of African studies for her daughters, so each would better understand her heritage, her parents, and the life she was living. Even though Ms. Shabazz was surrounded by family and close, but influential, friends as a child, her mother continued to instill a need for formal education to allow her daughters to flourish into strong and empowered women that both of their parents hoped for their children and for all children. On page 55 of her book she notes, “She (her mother) believed arming us with education and self-knowledge was a necessity if we were to have sound and fulfilling futures in America.” Being a teacher, I also have those same goals for my children and all my students. After so many years of fighting for equality in this country, one would think that children in today’s society would be a priority, as well as their education.

Many misconceptions, and possibly just untruths, have been presented to me about The Black Panther Party through television, movies, and the small amount of formal education I have received about 20^th century America. The Black Panther Party was considered militant- always being photographed with large firearms, black clothing and mean looks on their faces. The co-founder of The Black Panther Party, Bobby Seale, shared a very different persona about the purpose and the philosophy of The Black Panther Party. On page 67 in Bobby Seale’s book Seize the Day: The Story of the Black Panther Party and Huey P. Newton, stated that one of the original points in the party’s plan was education. It states “We want education for our people that exposes the true nature of the decadent American society. We want education that teaches us our true history and our role in the present-day society”. The Black Panther Party also started a free breakfast program in a church, just one block from an elementary school. Programs like this one are still something seen in all schools in our community and Bobby Seale fought to better the lives of children.

Books and coursework are great ways to build background knowledge and to expose students to the history of our country. Nothing compares to hearing the stories and experiences from the actual icons in our history to be able to put a face and a voice to a name in a book. I did learn that it is crucial to see other perspectives of the same event, and to be sure that all views are taught and presented to students. This was something that I did not experience, and feel a bit cheated about hearing both or even multiple sides, so I can make my own opinions about the specific historical event. Being a teacher, I see the importance in education, both academic and life learning. Students need to connect to history and to see how others have fought to give them these rights so many take for granted each day. This experience has not only increased my content knowledge, but has also given me that personal connection that will help me connect the content for my students to encourage their growth and for them to strive to become better citizens. This summer institute was phenomenal and the rich experience I encountered will be remembered, cherished, and shared with my own children and my students.