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Religious Capital of the Oppressed: The Black Church and Black Schooling in Antebellum Philadelphia 1783- 1861

Religious Capital of the Oppressed: The Black Church and Black Schooling in Antebellum Philadelphia 1783- 1861

Evan Willis
Copyright: © 2021 |Pages: 17
ISBN13: 9781799885474|ISBN10: 179988547X|EISBN13: 9781799886051
DOI: 10.4018/978-1-7998-8547-4.ch055
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MLA

Willis, Evan. "Religious Capital of the Oppressed: The Black Church and Black Schooling in Antebellum Philadelphia 1783- 1861." Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination, edited by Information Resources Management Association, IGI Global, 2021, pp. 1143-1159. https://doi.org/10.4018/978-1-7998-8547-4.ch055

APA

Willis, E. (2021). Religious Capital of the Oppressed: The Black Church and Black Schooling in Antebellum Philadelphia 1783- 1861. In I. Management Association (Ed.), Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination (pp. 1143-1159). IGI Global. https://doi.org/10.4018/978-1-7998-8547-4.ch055

Chicago

Willis, Evan. "Religious Capital of the Oppressed: The Black Church and Black Schooling in Antebellum Philadelphia 1783- 1861." In Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination, edited by Information Resources Management Association, 1143-1159. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-8547-4.ch055

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Abstract

Black advancement in Antebellum Philadelphia was not solely a byproduct of White philanthropy, but Black residents advocated for a more inclusive form of education. Scholars have considered the influence of the Black church in educational progress, but not the influence of religion on the educational advocates. This chapter analyzes religion as a form of capital on the antebellum Philadelphian Black Christian community. This chapter achieved this by conducting a socio-historical content analysis of primary sources such as sermon manuscripts and books, as well as secondary sources such as history books and journal articles. Ultimately, the chapter findings suggest that religion was a motivator of the educational advancement for the Black educational advocates and churches, whereas for the White Christian community Black education was informed by deficit-based perspectives. The author of this chapter suggest that Black Christian Education can serve as a useful educational alternative especially if it embraces a social justice orientation to empower Black students.

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