KeywordsAfrican American teachers -- South Carolina -- History -- 20th century
African Americans -- Civil rights -- South Carolina -- Charleston -- History -- 20th century
African Americans -- Education -- South Carolina -- Charleston -- History
African Americans -- Race identity -- South Carolina -- History -- 20th century
African Americans -- Social conditions -- South Carolina -- History -- 20th century
African Americans -- South Carolina -- Charleston -- History
African Americans -- South Carolina -- Interviews
African-Americans -- Education -- South Carolina Charleston
Avery Normal Institute -- History
Clark, Septima Poinsette, 1898-1987
Chicago (Ill.) -- Social conditions -- History
Civil rights workers -- South Carolina -- Charleston -- History -- 20th century
Cox, Benjamin F.
Highlander Folk School (Monteagle, Tenn.) -- History
Kelly, Anna D., 1913-2007
National Association for the Advancement of Colored People. Charleston Branch (Charleston, S.C.) -- History
YWCA of Greater Charleston, Inc. -- Officials and employees
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AbstractIn this interview, Anna D. Kelly (1913-2007) relates her life experiences as she grew up in Charleston, discussing her teaching career and involvement with the Young Womens Christian Association (YWCA). Kellys father originally ran a magazine shop, but began to work with the Presbyterian Church at the advent of the Great Depression. She recalls her early schooling, including her attendance at the Immaculate Conception school as well as her transition to Avery Normal Institute in 1928. While at Avery, Kelly attended the teacher training program and recalls the courses as well as teachers, including Dr. Benjamin Cox, which influenced her later years. She speaks fondly of her extra-curricular activities, and of the expectations that were placed on Avery students. Upon graduation in 1932, Kelly discusses her years of teaching in rural Colleton County and St. George Parish, and the difficulties she faced while teaching in impoverished and illiterate areas. She also describes the years of schooling at Fisk and Atlanta Universities, focusing on social work, and the teachers with whom she worked. To prepare for her Masters thesis from Atlanta University, Kelly performed field studies in Chicago. Upon graduation, she became heavily involved with the Charleston YWCA, first at the YWCA as Teenage Program Director then becoming Branch Executive until 1955. She recalls a specific instance with the Highlander Folk School, where she attended several workshops on race relations and community development (1952), and encouraged Septima Clark and Esau Jenkins to attend workshops and become involved with the Highlander Folk School. After moving several times, Kelly returned to Charleston to work with the YWCA building campaigns, leaving in 1966. Kelly became director of a foster grandparents program (1966 until 1978) and remained heavily involved in community development and social work during this time period.
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The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004)Horn, Irmhild Helene, 1945-; Horn, Irmhild Helene, 1945-; firstname.lastname@example.org; Baloyi, Colonel Rex (2009-08-25)Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004.
To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching.
The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future.