Marlee S. Bunch is an educator, author, researcher, and curriculum and research developer for K-12 initiatives at the University of Illinois Urbana-Champaign. She is the author of The Magnitude of Us: An Educator’s Guide to Creating Culturally Responsive Classrooms (Teachers College Press, 2024) and Unlearning the Hush (University of Illinois Press, 2025). You can find more of her work at https://www.marleebunch.com.
(Figure 1.1, page 15 from The Magnitude of Us)
My research involves documenting the oral histories of Black female educators who taught in Hattiesburg, Mississippi, between 1954 and 1971. These dates are significant because Brown v. Board occurred in 1954, but Hattiesburg did not desegregate schools until 1971. I aim to understand the interior lives of these women and the teaching practices they used in their classrooms. Bearing witness to these oral histories and gaining knowledge from firsthand participants has been life-changing. I have learned the many ways that these women laid the foundation for education and uplifted students and the community, all amidst violence and uncertainty, and with few resources. I had never learned this history in my teacher preparation program or history courses, and for the first time in my teaching career I realized the full depth of the history of education and the incredible contributions Black women made to the field. I felt immense pride that I was connected to this lineage, this legacy.
I wonder what impact it would have if this knowledge was readily available to all students and teachers. Perhaps it would help to begin shifting the teacher shortage, encourage more students of color to enter education, or provide another facet of pride for BIPOC (Black/Indigenous/People of Color) educators who might be feeling overlooked. Only positive outcomes can emerge from illuminating the histories of those often overlooked throughout history—those are the very stories that remind us that everyday people can bring out extraordinary change. Perhaps through knowing more about this history, we can better understand and navigate classrooms today.
In a previous post, I shared that one of the most impactful aspects of my research was discovering the degree to which Black educators were using progressive pedagogy in segregated schools. This realization reminded me that good pedagogy and impactful learning are steeped in human-centered learning and consistent practices. When a school lacked a mimeograph machine (similar to a copy machine), which prevented teachers from creating workbooks for students, teachers pooled their funds and raised money to purchase one. Innovative approaches like this one modeled for students how to problem solve, maintain autonomy, and leverage community efforts. When a school lacked a library and books for students to check out, teachers including my grandmother used their own money to create a school library. Teachers spoke about ensuring that students had access to books and materials. They discussed the importance of helping students see the power of education, and making sure that students never felt like second-class citizens (despite the realities of living in a segregated Jim Crow world). If a student was absent for a few days or needed extra academic support, it was not uncommon for teachers to make home visits to check on students, tutor, or check in with families. These actions helped forge relationships and build collective efforts towards equity.
The curriculum involved Black history and poetry, and educated students about being civically engaged. Teachers discussed the importance of voting and being involved in the movement (as the Civil Rights Movement was known). Additionally, teachers worked to teach the whole child, educating them not only about academics but also about social and emotional aspects of life (how to dress, washing behind your ears, etc.). The image below was shared with me by participant Charles Cooper, who was a student in Hattiesburg and sat in the classrooms of the women at the heart of my research. The image is from a 1939 school newsletter called the DePriest Herald, which illustrates the commitment to attending to the whole child (working to meet the entirety of a child’s needs).
(Image from the DePriest Herald, 1939)
The students I interviewed all shared that their teachers had high expectations, forged relationships with students and families, and worked to ensure that they received a quality education. Students also shared that learning about Black history and local history allowed them to feel validated and better prepared to enter a racialized world. Many stated that their teachers inspired them to go into the field of education, to carry forth the lessons they had learned. All the students that I interviewed cited the role of mentorship, and how educators worked to serve as guides and mentors through advocacy, support, and modeling.
These educators were practicing what we now call culturally responsive teaching, and instilling social-emotional learning (SEL) in their pedagogy, well before those terms were ever coined. Mrs. Jemye Heath, my mother’s 6th-grade teacher and mentor until her recent passing at 98 years old, would bring in magazines and say, “Students, today we are going to travel.” She would use the images and articles in the magazine to expose students to global awareness and other cultures. This simple act had an impact on students, reminding them that the vast world stretched beyond Hattiesburg, Mississippi, and that they had much to discover and learn. My own grandmother would speak to her students about classical music, igniting possibilities and a world that existed beyond the walls of that classroom. There was an understanding that through pedagogical practices of innovation and exposure, academic growth could be enhanced.
(Image above 1960s annual, featuring images of Hattiesburg, Mississippi teachers and principals)
It is worth noting that Hattiesburg is a bit of an anomaly, in that over 95% of the Black educators I interviewed had master’s degrees and were highly skilled. We know that not all areas of the South had those circumstances due to systemic barriers and lack of access, but Hattiesburg students were lucky in that Hattiesburg teachers went to great lengths to hone their teaching craft and upend barriers that could have prevented their success. Again, here, we see elements of culturally responsive teaching and leading in that these women used their advancement to advance their craft. Teachers in Hattiesburg identified as activists, and many said they viewed their role as teachers as connected to the imperative of social change. The heart of teaching is ultimately about helping to enact change and inspire future generations. Perhaps it is not a coincidence that, through the efforts and skills of educators, the community, and everyday people, Hattiesburg would help usher in movements such as Freedom Day, Freedom Summer, and more.
Culturally responsive teaching stretches beyond just diverse texts and curricula, building relationships, and creative teaching. That is one aspect of it, but at its core, culturally responsive teaching embodies not only culturally responsive content (e.g., texts and curricula) but also a deep commitment to continuous and intentional practice, implementation, and pedagogy that requires self-reflection, continuous self-development, and the belief that all students are capable and deserving of rigorous and intentional learning. Knowing that teachers were able to uphold these principles during unthinkable times can give us hope today that we can follow in their footsteps and ensure that our students reach their highest potential. Progressive pedagogy and culturally responsive teaching are great places to start to continue the important work that our elders and ancestors helped bring about, carrying forth their legacies and lessons into our classrooms today.
