Beyond the Classroom: The Supervisory Leadership of Georgia’s Jeanes Teachers in Rural Black Education

During post-Reconstruction rural America, Black women educators known as Jeanes Teachers emerged as influential change agents. Funded by Anna T. Jeanes' $1,000,000 endowment, they revolutionized rural communities through education, health services, and social programs. Their curriculum, training, and community development approaches influence current teacher leadership and supervision practices. This research will broadly examine how Georgia Jeanes teachers impacted rural education and community development between 1908 and 1940. While exploring this information, this study employs Black feminist theory and historical narrative inquiry as theoretical frameworks, drawing on the work of Patricia Hill Collins and bell hooks. It utilizes innovative methodologies, including text mining techniques on digitized issues of The Georgia Teacher and Education Association Journals from 1908-1935 and primary resources from reputable archives. Additionally, this research will analyze the network of educators in urban and rural areas by investigating their role as teacher leaders and their roles in various professional organizations that assisted them in completing different initiatives in rural communities. Their efforts included establishing primary and secondary schools, implementing National Negro Health Week, and providing in-service education services that addressed community welfare inequalities. As this work is explored thoroughly, this study will address a critical gap in educational history literature by uncovering the multifaceted impact of Black women educators in rural Georgia, known as Jeanes Teachers. The research highlights how Jeanes Teachers' educational ingenuity, access strategies, and resistance to oppressive educational laws helped debunk myths about Black rural communities' illiteracy.

The significance of this study lies in drawing parallels between historical contexts and contemporary education challenges in diverse and underserved communities. By illuminating the contributions of Georgia Jeanes teachers, we gain valuable insights into practical, community-centered educational practices that can inform current and future educational policies and approaches. Furthermore, their story underscores the ongoing need for diverse representation in teaching.

This research aims to honor the work of Georgia Jeanes Teachers by exploring their educational and social impact in rural Black communities. By presenting historical accounts sourced from archives, various texts, and resources, this work addresses gaps in the literature and revives the legacy of Georgia Jeanes Teachers from untold Black women narratives. The study provides valuable information about their impact and offers insights for modern educators grappling with educational equity and community development issues in rural Black communities.