Still Magnolias: The First Thematic Design

Principle Designer

Photography provided courtesy of Infinite Inquiry Inc., all rights reserved.

Freire's Methodology

Before the tenants of Critical Race Theory (CRT) became a frequent point of reference in educational research, Freire encouraged revolutionary leaders to pose the problems of society through educational projects. His methodology addresses the oppressed though challenges to deficit theories of the dominant ideology and commitments to social justice through experiential knowledge and trans-disciplinary collaboration. The earlier the dialogue begins he reminds, the more revolutionary the movement will be.

Still Magnolias by design, is necessary confrontation with the sights, sounds, smells, and tactile experiences in and around the township - Jonesboro, Georgia, established in 1859. It was inspiration for Margaret Mitchell's fictional plantation - Tara, in her international best-seller, Gone With The Wind. Two blocks east of Tara Boulevard sat base of operations for The Schoolhouse Project. Over the tracks, just beyond North Main Street is where the confederate dead of General Hardee’s Corps lay. They fought in the Battles at Jonesboro until Sherman stormed them down in a fury of fire. On the northernmost corner of the schoolhouse lot, front and center from the picture frame window, stands a stately magnolia.

This educational project themed, Still Magnolias, was the "big picture" from which all expeditionary themes were planned in reverse. Data for this effort was captured via: still images, video, audio, and other traditional measures. Following guidance from Joyce E. King's landmark publication, Black Education: A Transformative Research and Action Agenda for the New Century (2005), the concept of an antebellum plantation schoolhouse which would have excluded children of color was flipped into an alternative learning environment customized for their benefit and that of schools and society as a whole.

Spirited by John Dewey, the original schoolhouse design was not only set up as an indirect study of society, but, by discovering the laws of nature, pupils were themselves scientists and sociologists.

The Co-Investigators

Photography provided courtesy of Infinite Inquiry Inc., all rights reserved.

Mocha Moms, Inc., facilitates support for the journey that women of color take through every phase of motherhood. Their platform encourages the spirit of community activism and service. Many initial supporters of the first schoolhouse design were fellow Clayton County Chapter members who whole-heartedly adopted the organization's initiative entitled "Closing the Gap on Minority Achievement which focuses on the health, educational and financial disparities which currently exist in our country (2006, 2017)."

Beginning with the end in mind, join me at commencement with the button below.

Created By
M.A. Lucas-Green
Appreciate

Credits:

M.A. Lucas-Green (web arrangement) A.T. Lucas (Atlanta panoramic still) K.E. Green (footage of 2012 Air Force JROTC Armed Exhibition Champions - Mundy's Mill High School: Cadet Col. C.L. Swinney III D.R. Boyles (Considering Hermeneutics: Hermes, Teachers, and Intellectualism, 1994) L. Code (Ecological Thinking: The Politics of Epistemic Location, 2006) P. Freire (Pedagogy of the Oppressed, 1970) M. Mitchell (Gone with the Wind, 1936) W.E.B. DuBois (The Souls of Black Folk, 1903) J.E. King (Black Education: A Transformative Research and Action Agenda, 2005) Z. Muhammad (Faith and Courage to Educate Our Own: Reflections on Islamic Schools in the African American Community, 2005) C.D. Lee (The State of Knowledge About the Education of African Americans, 2005) J.J. Ellis (American Sphinx, 1996) A. Gordon-Reed (The Hemingses of Monticello) J.W. Loewen (Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. 1995) The Shop: Monticello (Magnolia Virginiana, 2010) S. Huff (Moonlight and Magnolias: Myth as Memory, 2000) T.D. Fallace (Dewey and the Dilemma of Race: An Intellectual History 1895-1922, 2011)

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