This work examines the counter-narratives of social actors that may be used as resources to promote and create social change, particularly racial change. A policy implication emanating from this research is to institute an educational component for the North Carolina public school curriculum that addresses the racial violence in Wilmington in 1898. A model syllabus is provided.
This work examines the counter-narratives of social actors that may be used as resources to promote and create social change, particularly racial change. A policy implication emanating from this research is to institute an educational component for the North Carolina public school curriculum that addresses the racial violence in Wilmington in 1898. A model syllabus is provided.
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