Chicago Black Renaissance Literary Movement
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Jews and African Americans: Slavery, Diaspora, Ghetto
University of California at San Diego Jews and African Americans: Slavery, Diaspora, Ghetto HITO 136 Fall 2018 Professor Deborah Hertz HSS 6024 Please refrain from emailing me unless it is an emergency. Better to catch me after class. In an absolute emergency contact me at [email protected]. Class meets Tuesdays and Thursdays from 12:30 to 1:50 in Pepper Canyon Hall 121 Office hours: Tuesdays 10-11:30 in HSS 6024 and by appointment. Class web site can be found on Triton Ed. Power Point slides will be posted up shortly before the class meets on Tuesday and Thursday mornings. You will be writing short blogs on the Discussion Forum. Check your UCSD email regularly as I often send reminder emails to the entire class. Manners in the Classroom. Please come to class on time and do not leave class before the class is over. If you must leave early, kindly let the instructor know before class begins and sit near the back. Although our class meets over the lunch hour, please do not eat during class, although it is fine to drink liquids. Attendance will not be taken but the sight of empty seats is extremely distressing to the instructor. No clickers!!! 1 Readings can be found in various places, in paper and digital form. All of the assigned texts have been ordered at the Price Center Bookstore and are also on reserve at the Library. The Reader for the class can be purchased in the bookstore and several copies of the Reader are also on reserve. -
Negroes Are Different in Dixie: the Press, Perception, and Negro League Baseball in the Jim Crow South, 1932 by Thomas Aiello Research Essay ______
NEGROES ARE DIFFERENT IN DIXIE: THE PRESS, PERCEPTION, AND NEGRO LEAGUE BASEBALL IN THE JIM CROW SOUTH, 1932 BY THOMAS AIELLO RESEARCH ESSAY ______________________________________________ “Only in a Negro newspaper can a complete coverage of ALL news effecting or involving Negroes be found,” argued a Southern Newspaper Syndicate advertisement. “The good that Negroes do is published in addition to the bad, for only by printing everything fit to read can a correct impression of the Negroes in any community be found.”1 Another argued that, “When it comes to Negro newspapers you can’t measure Birmingham or Atlanta or Memphis Negroes by a New York or Chicago Negro yardstick.” In a brief section titled “Negroes Are Different in Dixie,” the Syndicate’s evaluation of the Southern and Northern black newspaper readers was telling: Northern Negroes may ordain it indecent to read a Negro newspaper more than once a week—but the Southern Negro is more consolidated. Necessity has occasioned this condition. Most Southern white newspapers exclude Negro items except where they are infamous or of a marked ridiculous trend… While his northern brother is busily engaged in ‘getting white’ and ruining racial consciousness, the Southerner has become more closely knit.2 The advertisement was designed to announce and justify the Atlanta World’s reformulation as the Atlanta Daily World, making it the first African-American daily. This fact alone probably explains the advertisement’s “indecent” comment, but its “necessity” argument seems far more legitimate.3 For example, the 1932 Monroe Morning World, a white daily from Monroe, Louisiana, provided coverage of the black community related almost entirely to crime and church meetings. -
The Negro Press and the Image of Success: 1920-19391 Ronald G
the negro press and the image of success: 1920-19391 ronald g. waiters For all the talk of a "New Negro," that period between the first two world wars of this century produced many different Negroes, just some of them "new." Neither in life nor in art was there a single figure in whose image the whole race stood or fell; only in the minds of most Whites could all Blacks be lumped together. Chasms separated W. E. B. DuBois, icy, intellectual and increasingly radical, from Jesse Binga, prosperous banker, philanthropist and Roman Catholic. Both of these had little enough in common with the sharecropper, illiterate and bur dened with debt, perhaps dreaming of a North where—rumor had it—a man could make a better living and gain a margin of respect. There was Marcus Garvey, costumes and oratory fantastic, wooing the Black masses with visions of Africa and race glory while Father Divine promised them a bi-racial heaven presided over by a Black god. Yet no history of the time should leave out that apostle of occupational training and booster of business, Robert Russa Moton. And perhaps a place should be made for William S. Braithwaite, an aesthete so anonymously genteel that few of his White readers realized he was Black. These were men very different from Langston Hughes and the other Harlem poets who were finding music in their heritage while rejecting capitalistic America (whose chil dren and refugees they were). And, in this confusion of voices, who was there to speak for the broken and degraded like the pitiful old man, born in slavery ninety-two years before, paraded by a Mississippi chap ter of the American Legion in front of the national convention of 1923 with a sign identifying him as the "Champeen Chicken Thief of the Con federate Army"?2 In this cacaphony, and through these decades of alternate boom and bust, one particular voice retained a consistent message, though condi tions might prove the message itself to be inconsistent. -
White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with Myspace and Facebook.” in Race After the Internet (Eds
CITATION: boyd, danah. (2011). “White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook.” In Race After the Internet (eds. Lisa Nakamura and Peter A. Chow-White). Routledge, pp. 203-222. White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook danah boyd Microsoft Research and HarVard Berkman Center for Internet and Society http://www.danah.org/ In a historic small town outside Boston, I interViewed a group of teens at a small charter school that included middle-class students seeking an alternative to the public school and poorer students who were struggling in traditional schools. There, I met Kat, a white 14-year-old from a comfortable background. We were talking about the social media practices of her classmates when I asked her why most of her friends were moVing from MySpace to Facebook. Kat grew noticeably uncomfortable. She began simply, noting that “MySpace is just old now and it’s boring.” But then she paused, looked down at the table, and continued. “It’s not really racist, but I guess you could say that. I’m not really into racism, but I think that MySpace now is more like ghetto or whatever.” – Kat On that spring day in 2007, Kat helped me finally understand a pattern that I had been noticing throughout that school year. Teen preference for MySpace or 1 Feedback welcome! [email protected] CITATION: boyd, danah. (2011). “White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook.” In Race After the Internet (eds. -
Allyson Hobbs Cv June 2020
June 2020 ALLYSON VANESSA HOBBS Department of History, Stanford University 450 Serra Mall, Building 200, Stanford, CA 94305 [email protected] allysonhobbs.com CURRENT POSITIONS Stanford University, Associate Professor, Department of History, September 2008 - present Director, African and African American Studies, January 2017 – present Kleinheinz Family University Fellow in Undergraduate Education, 2019-2024 Affiliated with: American Studies (Committee-in-Charge Member) Center for Comparative Studies in Race and Ethnicity (Core Affiliated Faculty) Center for Spatial and Textual Analysis (Researcher) Center for Institutional Courage (Research Advisor) Ethics in Society (Faculty Affiliate) Feminist, Gender, and Sexuality Studies (Program Committee) Masters in Liberal Arts Program (Faculty Advisor) Michelle R. Clayman Institute for Gender Research (Faculty Fellow) Stanford Center for Law and History (Affiliated Member) Urban Studies (Faculty Affiliate) The New Yorker.com, Contributing Writer, November 2015 – present https://www.newyorker.com/contributors/allyson-hobbs EDUCATION University of Chicago, Ph.D., History, March 2009, with distinction Dissertation: “When Black Becomes White: The Problem of Racial Passing in American Life” Committee: Professors Thomas Holt (Chair; History, University of Chicago), George Chauncey (History, Yale University), Jacqueline Stewart (Cinema and Media Studies, University of Chicago) Harvard University, A.B., Social Studies, June 1997, magna cum laude Received magna cum laude distinction on senior honors -
Women by County
WOMEN BY COUNTY Albany County Maria Van Rensselaer, 1645-1688 (Colonial and Revolutionary Eras) “Mother” Ann Lee, 1736-1784 (Faith Leaders) Harriet Myers, 1807-1865 (Abolition and Suffrage) Columbia County Margaret Beekman Livingston, 1724-1800 (Entrepreneurs) “Mother” Ann Lee, 1736-1784 (Faith Leaders) Elizabeth Freeman, “Mumbet,” 1742-1829 (Abolition and Suffrage) Janet Livingston Montgomery, 1743-1828 (Colonial & Revolutionary War Eras) Flavia Marinda Bristol, 1824-1918 (Entrepreneurs) Ida Helen Ogilvie, 1874-1963 (STEM) Edna St. Vincent Millay, 1892-1950 (The Arts) Ella Fitzgerald, 1917-1996 (The Arts) Lillian “Pete” Campbell, 1929-2017 (Reformers, Activists, and Trailblazers) Dutchess County Cathryna Rombout Brett, 1687-1763 (Entrepreneurs) Janet Livingston Montgomery, 1743-1828 (Colonial & Revolutionary War Eras) Sybil Ludington, 1761-1839 (Colonial & Revolutionary War Eras) Lucretia Mott, 1793-1880 (Abolition and Suffrage) Maria Mitchell, 1818-1889 (STEM) Antonia Maury, 1866-1952 (STEM) Beatrix Farrand, 1872-1959 (STEM) Eleanor Roosevelt, 1884-1962 (Reformers, Activists, and Trailblazers) Inez Milholland, 1886-1916 (Abolition and Suffrage) Edna St. Vincent Millay, 1892-1950 (The Arts) Dorothy Day, 1897-1980 (Faith Leaders) Elizabeth “Lee” Miller, 1907-1977 (Reformers, Activists, and Trailblazers) Jane Bolin, 1908-2007 (Reformers, Activists, and Trailblazers) Katharine Graham, 1917-2001(Entrepreneurs) Frances “Franny” Reese, 1917-2003 (Reformers, Activists, and Trailblazers) Raquel Rabinovich, b. 1929 (The Arts) Greene County Sybil Ludington, 1761-1839 (Colonial and Revolutionary War Eras) Candace Wheeler, 1827-1923 (The Arts) Margaret Newton Van Cott, 1830-1914 (Faith Leaders) Elizabeth Cochrane Seaman “Nellie Bly,” 1864-1922 (Reformers, Activists…) Ruth Franckling Reynolds, 1918-2007 (Reformers, Activists, and Trailblazers) Orange County Jane Colden, 1724-1760 (STEM) Margaret “Capt. -
" to Be Young, Gifted, and Black." Cue Sheet for Students
DOCUMENT RESUME ED 442 171 CS 510 360 AUTHOR Jennings, Caleen Sinnette TITLE "To Be Young, Gifted, and Black." Cue Sheet for Students. INSTITUTION John F. Kennedy Center for the Performing Arts, Washington, DC SPONS AGENCY Department of Education, Washington, DC. PUB DATE 1996-00-00 NOTE 10p.; Additional funding provided by The Kennedy Center Corporate Fund and The Morris and Gwendolyn Cafritz Foundation. AVAILABLE FROM http://artsedge.kennedy-center.org/cuesheet/theater.html. PUB TYPE Guides - Classroom - Learner (051) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Audiences; Black Culture; Black History; Black Leadership; Class Activities; Cultural Activities; Elementary Secondary Education; Playwriting; Production Techniques; *Theater Arts; United States History IDENTIFIERS *Drama in Education; *Hansberry (Lorraine) ABSTRACT This performance guide is designed for teachers to use with students before and after a performance of "To Be Young, Gifted, and Black." The guide, called a "Cuesheet," contains seven activity sheets for use in class, addressing:(1) To Be Young, Gifted, and Black (a theatrical collage based upon the life and work of the African-American playwright Lorraine Hansberry, featuring scenes from her most famous plays, as well as excerpts from her speeches and letters);(2) Lorraine Hansberry: Her Life and Legacy (offering biographical material about Hansberry's life and work);(3) The World of Lorraine Hansberry (looking at important people who influenced Hansberry, and at historical, economic, and social changes that took place during her lifetime and that she was part of); and (4) Before and After the Play (presenting ideas for discussion topics and class activities before and after attending the play). -
Women in the Modern Civil Rights Movement
Women in the Modern Civil Rights Movement Introduction Research Questions Who comes to mind when considering the Modern Civil Rights Movement (MCRM) during 1954 - 1965? Is it one of the big three personalities: Martin Luther to Consider King Jr., Malcolm X, or Rosa Parks? Or perhaps it is John Lewis, Stokely Who were some of the women Carmichael, James Baldwin, Thurgood Marshall, Ralph Abernathy, or Medgar leaders of the Modern Civil Evers. What about the names of Septima Poinsette Clark, Ella Baker, Diane Rights Movement in your local town, city or state? Nash, Daisy Bates, Fannie Lou Hamer, Ruby Bridges, or Claudette Colvin? What makes the two groups different? Why might the first group be more familiar than What were the expected gender the latter? A brief look at one of the most visible events during the MCRM, the roles in 1950s - 1960s America? March on Washington, can help shed light on this question. Did these roles vary in different racial and ethnic communities? How would these gender roles On August 28, 1963, over 250,000 men, women, and children of various classes, effect the MCRM? ethnicities, backgrounds, and religions beliefs journeyed to Washington D.C. to march for civil rights. The goals of the March included a push for a Who were the "Big Six" of the comprehensive civil rights bill, ending segregation in public schools, protecting MCRM? What were their voting rights, and protecting employment discrimination. The March produced one individual views toward women of the most iconic speeches of the MCRM, Martin Luther King Jr.’s “I Have a in the movement? Dream" speech, and helped paved the way for the Civil Rights Act of 1964 and How were the ideas of gender the Voting Rights Act of 1965. -
A Mediagraphy Relating to the Black Man
racumEN7 RESUME ED 033 943 IE 001 593 AUTHOR Parker, James E., CcmF. TITLE A Eediagraphy Relating to the Flack Man. INSTITUTION North Carclina Coll., Durham. Pub Date May 69 Note 82F. EDRS Price EDRS Price MF-$0.50 BC Not Available from EDRS. Descriptors African Culture, African Histcry, *Instructional Materials, *Mass Media, *Negro Culture, *Negro Histcry, Negro leadership, *Negro Literature, Negro Ycuth, Racial Eiscriminaticn, Slavery Abstract Media dealing with the Black man--his history, art, problems, and aspirations--are listed under 10 headings:(1) disc reccrdings,(2) filmstrips and multimedia kits, (3) microfilms, (4) motion pictures, (5) pictures, Fcsters and charts,(6) reprints,(7) slides, (8) tape reccrdings, (9) telecourses (kinesccFes and videotapes), and (10) transparencies. Rentalcr purchase costs of the materials are usually included, andsources and addresses where materials may be obtainedare appended. [Not available in hard cecy due tc marginal legibility of original dccument.] (JM) MEDIA Relatingto THE BLACKMAN by James E. Parker U.). IMPARIMUll OF !ULM,tOUGAI1011 &WINE OfFKE OF EDUCATION PeN THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON 02 ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS Ci STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION re% POSITION OR POLICY. O1 14.1 A MEDIAGRAPHY RELATING TO THE BLACK MAN Compiled by James E. Parker, Director Audiovisual-Television Center North Carolina College at Durham May, 1969 North Carolina College at Durham Durham, North Carolina 27707 .4 TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ii FOREWORD iii DISC RECORDINGS 1-6 FILMSTRIPS AND MULTIMEDIA KITS 7- 18 MICROFILMS 19- 25 NOTION PICTURES 26- 48 PICTURES, POSTERS, CHARTS. -
Race, Gender, “Redlining,” and the Discriminatory Access to Loans, Credit, and Insurance: an Historical and Empirical Analys
Digital Commons at St. Mary's University Faculty Articles School of Law Faculty Scholarship 1996 Race, Gender, “Redlining,” and the Discriminatory Access to Loans, Credit, and Insurance: An Historical and Empirical Analysis of Consumers Who Sued Lenders and Insurers in Federal and State Courts, 1950-1995 Willy E. Rice St. Mary's University School of Law, [email protected] Follow this and additional works at: https://commons.stmarytx.edu/facarticles Part of the Law Commons Recommended Citation Willy E. Rice, Race, Gender, “Redlining,” and the Discriminatory Access to Loans, Credit, and Insurance: An Historical and Empirical Analysis of Consumers Who Sued Lenders and Insurers in Federal and State Courts, 1950-1995, 33 San Diego L. Rev. 583 (1996). This Article is brought to you for free and open access by the School of Law Faculty Scholarship at Digital Commons at St. Mary's University. It has been accepted for inclusion in Faculty Articles by an authorized administrator of Digital Commons at St. Mary's University. For more information, please contact [email protected]. QUESTIONABLE SUMMARY JUDGMENTS, APPEARANCES OF JUDICIAL BIAS, AND INSURANCE DEFENSE IN TEXAS DECLARATORY-JUDGMENT TRIALS: A PROPOSAL AND ARGUMENTS FOR REVISING TEXAS RULES OF CIVIL PROCEDURE 166A(A), 166A(B), AND 166A(I) WILLY E. RICE* I. Introduction ........................................... 536 II. Brief Overview-Federal and Texas's Summary- Judgm entRules ........................................ 570 A. Federal Motions for Summary Judgment .......... 570 B. Texas's "Traditional" Summary-Judgment Motion-Texas Rules of Civil Procedure 166a(a) and 166a(b) ........................................ 574 C. Texas's "No-Evidence" Summary-Judgment Motion-Texas Rule of Civil Procedure 166a(i) . -
The Iconic Ghetto, Color-Blind Racism and White Masculinities: a Content and Discourse Analysis of Black Twitter On
JULIEN, CHRISTOPHER M., M.A. The Iconic Ghetto, Color-Blind Racism and White Masculinities: A Content and Discourse Analysis of Black Twitter on www.Imgur.com. (2017) Directed by Dr. Steven Kroll-Smith. 202 pp. In this research, I investigate Black Twitter on www.Imgur.com. I identify the general contours of Black Twitter images on Imgur as well as the reception and response to this content by the individuals who use this website. I first categorize the images of Black Twitter in order to describe their main features. Second, I describe the various ways that the individuals on Imgur respond to Black Twitter through a thematic content analysis and critical discourse analysis of the written comments. I conclude that Black Twitter on Imgur reproduces the same racist stereotypes that have been present in decades of media coverage of African Americans in the United States. Furthermore, the responses of individuals on Imgur to Black Twitter evidence anti-Ebonics ideologies, SIDE theory for group identity and participation, and the ongoing development of competing white, masculine identities in a color-blind space. THE ICONIC GHETTO, COLOR-BLIND RACISM AND WHITE MASCULINITIES: A CONTENT AND DISCOURSE ANALYSIS OF BLACK TWITTER ON WWW.IMGUR.COM by Christopher M. Julien A Thesis Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Master of Arts Greensboro 2017 Approved by Committee Chair To my wife, Nicole, my constant companion through trials and triumphs, who encourages and believes in me, even when I do not. -
William Morris & Andy Warhol
MODERN ART EVENTS OXFORD THE YARD TOURS The Factory Floor Wednesday 7 January, 1pm Wednesday to Saturday, 12-5pm, weekly Sally Shaw, Head of Programme at Modern Art Oxford For the duration of Love is Enough, the Yard will discusses the development of the exhibition and be transformed into a ‘Factory Floor’ in homage to introduces key works. William Morris and Andy Warhol’s prolific production techniques. Each week a production method or craft Wednesday 21 January, 1pm skill will be demonstrated by a specialist. Ben Roberts, Curator of Education & Public Programmes at Modern Art Oxford discusses The Factory Floor is a rare opportunity to see creative education, collaboration and participation in relation to processes such as metal casting, dry stone walling, the work of Morris and Warhol. bookbinding, weaving and tapestry. LOVE IS Wednesday 4 February, 1pm These drop-in sessions provide a chance to meet Paul Teigh, Production Manager at Modern Art Oxford makers and craftspeople working with these processes discusses manufacturing and design processes today. Please see website for further details. inherent in the work of Morris and Warhol. TALKS Wednesday 18 February, 1pm Artist talk Ciara Moloney, Curator of Exhibitions & Projects Saturday 6 December, 6pm Free, booking essential at Modern Art Oxford discusses key works in the ENOUGH Jeremy Deller in conversation with Ralph Rugoff, exhibition and their influence on artistic practices Director, Hayward Gallery, London. today. Perspectives: Myth Thursday 15 January, 7pm BASEMENT: PERFORMANCE A series of short talks on myths and myth making from Live in the Studio the roots of medieval tales to our collective capacity December 2014 – February 2015 for fiction and how myths are made in contemporary A short series of performance projects working with culture.