Cunningham, Phyllis M.
Ed.D. (Doctor of Education)
Department of Counseling, Adult and Higher Education
African Americans--Education (Continuing education)--Illinois--Chicago||Adult education--Illinois--Chicago||Black power--Illinois--Chicago
This research presents an examination of Black Power movements in Chicago 1960s. Specifically, it examines the ways in which Black Power movements impacted the African-American community. The Africology Systematic theory is used to present a framework for understanding the evolution of Black Power movements in terms of why and how movements emerge. The perceived real and sustained impact of Black social movements is also presented in the research. This study is important for three reasons: (1) it incorporates an Afrocentric perspective into the traditional canon of adult education discourse; (2) community residents (oral historians) are given the shared authority to co-author their own history and experiences; and (3) it reveals the educative forces and outcomes inherent to social change movements. Oral history is the research methodology used in this study. The use of this form of qualitative research methodology is appropriate given the research question that guides this study. The researcher of this study is essentially interested in permitting the voices of community residents and participants and organizers of movement activities to speak their own truths regarding the events and effects of Black Power movements of the era. The implications for adult education are also presented in this study. The researcher contends that: (1) learning occurs naturally in the context of social movements and (2) adult educators must define what constitutes meaningful adult education based on the perspective of the movement developers, participants and learners.
Knight, Joy L., "Community empowerment and social action : an afrocentric perspective of adult learning in community settings" (2002). Graduate Research Theses & Dissertations. 1850.
vii, 200 pages
Northern Illinois University
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