Self-Determination in Recent Writings on Black Virginians
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Historical Origins of the One-Drop Racial Rule in the United States
Historical Origins of the One-Drop Racial Rule in the United States Winthrop D. Jordan1 Edited by Paul Spickard2 Editor’s Note Winthrop Jordan was one of the most honored US historians of the second half of the twentieth century. His subjects were race, gender, sex, slavery, and religion, and he wrote almost exclusively about the early centuries of American history. One of his first published articles, “American Chiaroscuro: The Status and Definition of Mulattoes in the British Colonies” (1962), may be considered an intellectual forerunner of multiracial studies, as it described the high degree of social and sexual mixing that occurred in the early centuries between Africans and Europeans in what later became the United States, and hinted at the subtle racial positionings of mixed people in those years.3 Jordan’s first book, White over Black: American Attitudes Toward the Negro, 1550–1812, was published in 1968 at the height of the Civil Rights Movement era. The product of years of painstaking archival research, attentive to the nuances of the thousands of documents that are its sources, and written in sparkling prose, White over Black showed as no previous book had done the subtle psycho-social origins of the American racial caste system.4 It won the National Book Award, the Ralph Waldo Emerson Prize, the Bancroft Prize, the Parkman Prize, and other honors. It has never been out of print since, and it remains a staple of the graduate school curriculum for American historians and scholars of ethnic studies. In 2005, the eminent public intellectual Gerald Early, at the request of the African American magazine American Legacy, listed what he believed to be the ten most influential books on African American history. -
Negro Historiography with Special Emphasis on Negro Historians of the New School
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-1968 Negro Historiography With Special Emphasis on Negro Historians of the New School Ella D. Lewis Douglas Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Sociology Commons Recommended Citation Douglas, Ella D. Lewis, "Negro Historiography With Special Emphasis on Negro Historians of the New School" (1968). All Graduate Plan B and other Reports. 689. https://digitalcommons.usu.edu/gradreports/689 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. NEGROHISTORIOGRA PHY WITH SPECIAL EMPHASIS ON NEGROHISTORIANS OF THE NEWSCHOOL by Ella D. Lewis Douglas Report No. 1 submitted in partial fulfillment of the requirements for the degree of MASTEROF SCIENCE in Socia l Scie nc e Plan B UTAH STATE UNIVERSITY Logan , Uta h 1968 ii ACKNOWLEDGMENTS Special attention is given here to the racial leaders of twenty years ago who spoke of developing race-pride an d stimulating race consciousness, and of the desirability of rac e solidarity. This report is a special tribute to them. The writer is also indebted to Dr s. G, S. Huxford and Douglas D. Alder for the courtesy and encourageme nt which they extended in the construct ing of this report. Ella D. Lewis Douglas TABLE OF CONTENTS Page ACKNOWLEDGMENTS ii Chapter I. -
Litigating the Lash: Quaker Emancipator Robert Pleasants, the Law
LITIGATING THE LASH: QUAKER EMANCIPATOR ROBERT PLEASANTS, THE LAW OF SLAVERY, AND THE MEANING OF MANUMISSION IN REVOLUTIONARY AND EARLY NATIONAL VIRGINIA By William Fernandez Hardin Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in History May, 2013 Nashville, Tennessee Approved: Richard J.M. Blackett David L. Carlton Daniel J. Sharfstein Daniel H. Usner Copyright © by William Fernandez Hardin All Rights Reserved To Jessica, for loving a grumpy man, and to Ainsley, for making him less grumpy. ii ACKNOWLEDGMENTS I would like to thank the Virginia Historical Society and the John D. Rockefeller Jr. Library at Colonial Williamsburg for their support in the research of this dissertation—both collections proved invaluable and the staff helped a fledging graduate student navigate unfamiliar terrain. I would also like to thank the Folger Institute’s Center for the History of British Political Thought in Washington D.C. and my fellow participants in the “Changing Conceptions of Property” seminar for the opportunity to spend a summer discussing the relationship between English property law and colonial governance. I would also like to thank the Vanderbilt history department for its generous support. It has been a pleasure to learn the craft from such a distinguished group of historians. Professors Michael Bess, Bill Caferro, Katie Crawford, Dennis Dickerson, and Elizabeth Lunbeck, each—in vastly different ways—helped me discover new ways of considering the past and the people who lived there and I thank them for it. I would also like to thank the Vanderbilt Americanist Works-in-Progress Seminar for graciously allowing me to present my work and the invaluable comments and critiques provided. -
The Rise of the New Racism
The Rise of the New Racism Paul Finkelman On December 7, 1995 two white soldiers from Fort Bragg went into nearby Fayetteville, North Carolina with semi-automatic weapons, "hunting for blacks."' The two soldiers succeeded in their intended goal. They shot Michael James, age 36, and Jackie Burden, age 27, in the head at close range, killing them. In the soldiers' rooms the police found a Nazi flag, racist literature, a bombmaking book, and white supremacist paraphernalia.2 News of this event appeared in papers and on television as I was reading Dinesh D'Souza's The End of Racism.' The brutal murders in North Carolina, and other incidents,4 underscore the fundamental problem with D'Souza's book. To put it bluntly, D'Souza does not take seriously anti-black racism in the United States. Furthermore, while acknowledging that a few bad things may once have happened, here and there, he rejects history in favor of polemical and inaccurate statements about the past. He concludes that while 'racism undoubtedly exists,"' it "no longer has the power to thwart blacks or any other group in achieving their economic, political, and social aspira- tions."6 Rather, D'Souza trivializes racism in the United States, asserting: "African Americans suffer slights in terms of taxidrivers who pass them by, pedestrians who treat them as a security risk, banks that are reluctant to invest in black neighborhoods, and other forms of continued discrimination."7 Such a view is only possible if we ignore the soldiers who murdered Michael James and Jackie Burden, the resurrection of the Ku Klux Klan, the torching of black churches throughout the South, the attitudes of urban police officers such as the t Distinguished Visiting Professor, Hamline Law School. -
Robert Cowley: Living Free During Slavery in Eighteenth-Century Richmond, Virginia
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2020 Robert Cowley: Living Free During Slavery in Eighteenth-Century Richmond, Virginia Ana F. Edwards Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the African American Studies Commons, Other American Studies Commons, Social History Commons, and the United States History Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/6362 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Robert Cowley: Living Free During Slavery in Eighteenth-Century Richmond, Virginia A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts from the Department of History at Virginia Commonwealth University. by Ana Frances Edwards Wilayto Bachelor of Arts, California State Polytechnic University at Pomona, 1983 Director of Record: Ryan K. Smith, Ph. D., Professor, Department of History, Virginia Commonwealth University Adviser: Nicole Myers Turner, Ph. D., Professor, Department of Religious Studies, Yale University Outside Reader: Michael L. Blakey, Ph. D., Professor, Department of Anthropology, College of William & Mary Virginia Commonwealth University Richmond, Virginia June 2020 © Ana Frances Edwards Wilayto 2020 All Rights Reserved 2 of 115 For Grandma Thelma and Grandpa Melvin, Grandma Mildred and Grandpa Paul. For Mom and Dad, Allma and Margit. For Walker, Taimir and Phil. Acknowledgements I am grateful to the professors--John Kneebone, Carolyn Eastman, John Herman, Brian Daugherty, Bernard Moitt, Ryan Smith, and Sarah Meacham--who each taught me something specific about history, historiography, academia and teaching. -
Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 by Jarvis R
Culture, Curriculum, and Consciousness: Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 By Jarvis R. Givens A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in African American Studies in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Ula Y. Taylor, Chair Professor Na’ilah Suad Nasir Professor Daniel H. Perlstein Spring 2016 Culture, Curriculum, and Consciousness: Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 © 2016 by Jarvis R. Givens Abstract Culture, Curriculum, and Consciousness: Resurrecting the Educational Praxis of Dr. Carter G. Woodson, 1875-1950 by Jarvis Ray Givens Doctor of Philosophy in African American Studies University of California, Berkeley Professor Ula Y. Taylor, Chair While Black educational history generally centers the infamous debate between Booker T. Washington and W.E.B. Du Bois, this dissertation re-conceptualizes this framing through an innovative exploration of the work of Dr. Carter G. Woodson (1875-1950). Culture, Curriculum, and Consciousness analyzes Woodson’s argument that the ideological foundations of schools relied on a human history of the world that centered Whiteness and distorted the humanity of Black people. He not only advocated for a transformation that would supplant the ideological stronghold White supremacy had on Black education, but he simultaneously created an alternative model that centered Black humanity and cultural achievements. Coupling archival methods with critical text analysis and coding schemes, I examine how Woodson institutionalized his educational praxis through the Association for the Study of Negro Life and History (ASNLH), self- published textbooks, and his close relationship with Black teacher networks. -
"Summary of the Argument of the Invention of the White Race," Part 1
Summary of the Argument of The Invention of the White Race1 by its author, Theodore W. Allen Part One The two-volume work presents a historical treatment of a few precisely defined concepts: of the essential nature of the social control structure of class societies; of racial oppression without reference to "phenotype" factors; of racial slavery in continental Anglo-America as a particular form of racial oppression; of the "white race" --an all-class association of European- Americans held together by "racial" privileges conferred on laboring-class European-Americans relative to African-Americans--as the principal historic guarantor of ruling-class domination of national life. I On the misleading concept of "race" The concept of "race," in the scientific sense of particular group- identifying characteristics resulting from aeons of inbreeding in isolation, has nothing to do with "race relations," whatever that term may be taken to mean, in the four thousand years of recorded human history; certainly not in the nano-second of evolutionary time represented by the four hundred years since the founding of Jamestown in 1607. We have the assurance of eminent authorities in the fields of physical anthropology, genetics and biology, such as Stanley M. Garn and Theodosius Dobzhansky, that the study of evolution has nothing but disclaimers to contribute to the understanding of "racism" as a historical phenomenon; as Dobzhansky puts it: "The mighty vision of human equality belongs to the realm of ethics and politics, not to that of biology."2 With greater particularity, Garn writes that Race "has nothing to do with racism, which is simply the attempt to deny some people deserved opportunities simply because of their origin, or to accord other people certain undeserved opportunities only because of their origin."3 Copyright © 1998 by Theodore W. -
Omega Psi Phi Fraternity and the Fight for Civil Rights
6 LAYBOURN_PARKS_FINAL.DOCX (DO NOT DELETE) 2/20/2016 4:48 PM OMEGA PSI PHI FRATERNITY AND THE FIGHT FOR CIVIL RIGHTS WENDY MARIE LAYBOURN† & GREGORY S. PARKS†† I. INTRODUCTION he narrative of African Americans’ quest for racial equality T and social justice in the twentieth century is typically construed in the context of main-line civil rights organizations— NAACP, SCLC, SNCC, and the like. However, for decades, black fraternal networks helped lay the groundwork for the major civil rights campaigns that culminated in the Civil Rights Act of 1964.1 Much of this history emerged from the efforts of the predecessors to black Greek-letter collegiate organizations—black secret societies. Black secret societies were created in response to the racialization and racism experienced by blacks in the late eighteenth and nineteenth centuries.2 Blacks were subjected to legal, political, financial, and social exclusion, and this marginalization was institutionalized, which allowed for its perpetuation.3 As a result, black secret societies formed, not only as an act of self- and race-consciousness, but also to combat these oppressions.4 † Sociology Doctoral Student, University of Maryland-College Park. †† Assistant Professor of Law, Wake Forest University School of Law; National Chair, Commission on Racial Justice for Alpha Phi Alpha Fraternity, Incorporated. This was a massive undertaking. Thank you to the Wake Forest Journal of Law & Policy staff for the incredible work. Also, thank you to my research assistants for the tremendous effort: Alena Baker, Ashley Escoe, Steven Franklin, Ashlee Johnson, Brian Kuppleweiser, Eli Merger, Ryan McIntrye, Adam Nyenhuis, Hannah Rudder, and Sarah Walton. -
Jefferson School and Carver Recreation Center Other Names/Site Number ------~~VD=H=R~#~L~0~4-~5~0~8~7
{Rrv. I 0·90) NPS Form 10·900 0MB No. 1024-0018 United States Department of the Interior National Park Service NATIONAL REGISTER OF HISTORIC PLACES REGISTRATION FORM This form is for use in nominating Or requesting deterniinations frir indi'viduaI piOpertie's and districts. See instructions in How to Complete the National Reglster ofHistoric Places Registration Form (National Register Bulletin 16A). Complete each item by marking "x" in the appropriate box or by entering the information requested. If any item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form l0·900a). Use a typewriter, word processor, or computer, to complete all items. I. Name of Property historic name Jefferson School and Carver Recreation Center other names/site number --------~~VD=H=R~#~l~0~4-~5~0~8~7 2. Location street & number --~2~3~3~F~o~u~r~t~h~S~t~re~e~t~NW~~--------------not for publication N/ A city or town Charlottesville vicinity state Virginia code VA county_______ code 540 Zip 22901 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act of 1986, as amended, I hereby certify that this _X~- nomination __ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. -
The First Generation: Thirty Years of the Office of African-American Affairs at the University of Virginia”
“The First Generation: Thirty Years of the Office of African-American Affairs at the University of Virginia” An abridgement of a lecture by Professor Ervin L. Jordan Jr. (University of Virginia Records Manager & Research Archivist), for the Office of African-American Affairs’ 30th Anniversary Kickoff Celebration, Minor Hall Auditorium, University of Virginia, 7 November 2006 This lecture, derived from a forthcoming history of African-Americans at UVA, is copyrighted © 2006 by Prof. Ervin L. Jordan Jr. and reproduced here by permission. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means without his written permission. African-American males survive and succeed within a double consciousness as blacks and as men. Five have served as deans of the Office of African-American Affairs and its story is reflected by this generation of excellence: Dr. William L. Harris (1976-1981); Dr. Paul L. Puryear (1981-1986); Father Joseph A. Brown (1986-1988); Dr. M. Rick Turner (1988-2006), and, Dr. Maurice Apprey (August 2006-present). During this lecture I will differentiate their tenures as the Harris Era, the Puryear Period, the Brown Years, the Turner Age, and the Apprey Interregnum. THE 19TH CENTURY BLACK UVA EXPERIENCE The OAAA’s antecedents are based on slavery. A farm bequeathed to the University in 1835 by Martin Dawson, university commissioner of accounts, was sold at public auction for $19,500 and six faculty houses constructed during 1859 were later converted into dormitories. Dawson’s sixty-two slaves were housed in two “Negro quarters” near the Grounds while employed at UVA. -
How Slaves Used Northern Seaports' Maritime Industry to Escape And
Eastern Illinois University The Keep Faculty Research & Creative Activity History May 2008 Ports of Slavery, Ports of Freedom: How Slaves Used Northern Seaports’ Maritime Industry To Escape and Create Trans-Atlantic Identities, 1713-1783 Charles Foy Eastern Illinois University, [email protected] Follow this and additional works at: http://thekeep.eiu.edu/history_fac Part of the United States History Commons Recommended Citation Foy, Charles, "Ports of Slavery, Ports of Freedom: How Slaves Used Northern Seaports’ Maritime Industry To Escape and Create Trans-Atlantic Identities, 1713-1783" (2008). Faculty Research & Creative Activity. 7. http://thekeep.eiu.edu/history_fac/7 This Article is brought to you for free and open access by the History at The Keep. It has been accepted for inclusion in Faculty Research & Creative Activity by an authorized administrator of The Keep. For more information, please contact [email protected]. © Charles R. Foy 2008 All rights reserved PORTS OF SLAVERY, PORTS OF FREEDOM: HOW SLAVES USED NORTHERN SEAPORTS’ MARITIME INDUSTRY TO ESCAPE AND CREATE TRANS-ATLANTIC IDENTITIES, 1713-1783 By Charles R. Foy A dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Graduate Program in History written under the direction of Dr. Jan Ellen Lewis and approved by ______________________ ______________________ ______________________ ______________________ ______________________ New Brunswick, New Jersey May, 2008 ABSTRACT OF THE DISSERTATION PORTS OF SLAVERY, PORTS OF FREEDOM: HOW SLAVES USED NORTHERN SEAPORTS’ MARITIME INDUSTRY TO ESCAPE AND CREATE TRANS-ATLANTIC IDENTIES, 1713-1783 By Charles R. Foy This dissertAtion exAmines and reconstructs the lives of fugitive slAves who used the mAritime industries in New York, PhilAdelphiA and Newport to achieve freedom. -
Dr. Luther Porter Jackson Luther Porter
Dr. Luther Porter Jackson Luther Porter Jackson, Sr. (1892-1950) was born on July 11, 1892 in Lexington, Kentucky, the ninth of twelve children born to former slaves Edward and Delilah Culverson Jackson. He began teaching in 1913 at Topeka Industrial and Educational Institute in Kansas as an Instructor of History and Music. He also taught and served as Director of the Academic Department at Voorhees Industrial School (now HBCU Voorhees College) in Denmark, South Carolina from 1915 to 1918. While teaching in South Carolina Jackson researched his first two articles that eventually appeared in the Journal of Negro History. He was instrumental in helping his good friend Carter G. Woodson establish the Association for the Study of Negro Life and History in 1916. Desiring more education, he entered Columbia University in 1920; however, Columbia did not consider his degrees from Fisk up to their standards. He enrolled for one year at New York City College and returned to Columbia in 1921, graduating from their Teachers College in 1922. After completing his second Master’s degree, Jackson joined the faculty of Virginia Normal and Industrial Institute (now Virginia State University) and married Johnella M. Frazer (1896 - 1981), a music professor whom he met while they were students at Fisk University. Johnella Frazer, a native of Shelbyville, Kentucky, was the daughter of Laura and Patterson Tilford Frazer, President of Hopkinsville College in Kentucky. She completed the conservatory course at Fisk University at the age of seventeen and toured with the Fisk Jubilee Singers for two years. In 1915, a concert was given in Richmond and a few Fisk graduates on the faculty at Virginia Normal and Industrial Institute came to hear it.