The Harlem Renaissance: Nation, Physically and Mentally
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Teaching Digital Literacy in UK Museum Studies Programmes — Maria Paula Arias
What’s Emerging in the Field? What’s Emerging in the Field? Essays from the MCN 2020 VIRTUAL Scholarship Program Recipients MUSEUM COMPUTER NETWORK, NEW YORK MCN would like to thank the Kress Foundation for making the MCN 2020 Scholarship Program possible. Additional thanks to Elizabeth Bollwerk and Andrea Ledesma for their support in reviewing the papers, Donna Linden for editing the essays, and Greg Albers for guiding us through the publication process. This publication was created using Quire™, a multiformat publishing tool owned by the J. Paul Getty Trust. MCN Executive Director, Eric Longo MCN 2020 Scholarship Committee, Jessica BrodeFrank and Isabel Sanz © 2021 Museum Computer Network 228 Park Ave South, #32991, New York, NY 10003 https://mcn.edu/ This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit https://creativecommons.org/ licenses/by-nc/4.0/. Contents Foreword . vii Teaching Digital Literacy in UK Museum Studies Programmes — Maria Paula Arias . 1 The Art of Gathering Online: Glam Educators’ Self-Efficacy in the Age of Coronavirus — Emma C. Cantrell . 12 The Modernization of Museum Tools: Designing Technology with Sustainability in Mind — Emily Crum . 25 Citizen Science Can Improve Visitor Experiences and Research Outcomes in Museums and Cultural Institutions — Alexis Garretson . 38 Perspective: In the Time of COVID-19 | Still Black See — kYmberly Keeton . 57 A Theoretical Proposition for Art + Wellness in the Virtual Realm — Houghton Kinsman . 64 Open Access Mandates and Indigenous Materials: Ways to Ethically Collaborate — Dana Reijerkerk . 74 Reviving the Nineteenth Century 68mm Films with the Latest Digital Technologies — Paulina Reizi . -
Why the Ideas of Pioneering African- American Radical Hubert Harrison Matter More Than Ever
Books Why the Ideas of Pioneering African- American Radical Hubert Harrison Matter More Than Ever Harrison’s 'When Africa Awakes' has been reissued in an expanded edition. By Jeffrey B. Perry / AlterNet December 22, 2015 It was made clear that this “New Negro Movement" represented a breaking away of the Negro masses from the grip of old-time leaders…. --HUBERT H. HARRISON, “Launching the Liberty League,” The Voice, July 4, 1917 The problem of the twentieth century is the problem of the Color Line. But what is the Color Line? It is the practice of the theory that the colored and “weaker” races of the earth shall not be free to follow “their own way of life and allegiance,” but shall live, work and be governed after such fashion as the dominant white race may decide. Consider for a moment the full mean- ing of this fact. Of the seventeen hundred million people that dwell on our earth today more than twelve hundred million are colored – black and brown and yellow. The so-called white race is, of course, the superior race. That is to say, it is on top by virtue of its control of the physical force of the world – ships, guns, soldiers, money and other resources. By virtue of this control England rules and robs India, Egypt, Africa and the West Indies; by virtue of this control we of the United States can tell Haytians, Hawaiians, Filipinos, and Virgin Islanders how much they shall get for their labor and what shall be done in their lands; by virtue of this control Belgium can still say to the Congolese whether they shall have their hands hacked off or their eyes gouged out – and all without any reference to what Africans, Asiatics or other inferior members of the world’s major- ity may want. -
Alain Locke and the New Negro Movement Eugene C. Holmes
Alain Locke and the New Negro Movement Eugene C. Holmes Negro American Literature Forum, Vol. 2, No. 3, Protest and Propaganda Literature. (Autumn, 1968), pp. 60-68. Stable URL: http://links.jstor.org/sici?sici=0028-2480%28196823%292%3A3%3C60%3AALATNN%3E2.0.CO%3B2-8 Negro American Literature Forum is currently published by St. Louis University. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/slu.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Wed Oct 10 14:40:29 2007 ALAlN LOCKE AND THE NEW NEGRO MOVEMENT of the new Negro middle class. -
The Harlem Renaissance: a Handbook
.1,::! THE HARLEM RENAISSANCE: A HANDBOOK A DISSERTATION SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF ARTS IN HUMANITIES BY ELLA 0. WILLIAMS DEPARTMENT OF AFRO-AMERICAN STUDIES ATLANTA, GEORGIA JULY 1987 3 ABSTRACT HUMANITIES WILLIAMS, ELLA 0. M.A. NEW YORK UNIVERSITY, 1957 THE HARLEM RENAISSANCE: A HANDBOOK Advisor: Professor Richard A. Long Dissertation dated July, 1987 The object of this study is to help instructors articulate and communicate the value of the arts created during the Harlem Renaissance. It focuses on earlier events such as W. E. B. Du Bois’ editorship of The Crisis and some follow-up of major discussions beyond the period. The handbook also investigates and compiles a large segment of scholarship devoted to the historical and cultural activities of the Harlem Renaissance (1910—1940). The study discusses the “New Negro” and the use of the term. The men who lived and wrote during the era identified themselves as intellectuals and called the rapid growth of literary talent the “Harlem Renaissance.” Alain Locke’s The New Negro (1925) and James Weldon Johnson’s Black Manhattan (1930) documented the activities of the intellectuals as they lived through the era and as they themselves were developing the history of Afro-American culture. Theatre, music and drama flourished, but in the fields of prose and poetry names such as Jean Toomer, Langston Hughes, Countee Cullen and Zora Neale Hurston typify the Harlem Renaissance movement. (C) 1987 Ella 0. Williams All Rights Reserved ACKNOWLEDGEMENTS Special recognition must be given to several individuals whose assistance was invaluable to the presentation of this study. -
A Novel Way to Learn: Black Educational Fiction from Reconstruction to the Harlem Renaissance
A NOVEL WAY TO LEARN: BLACK EDUCATIONAL FICTION FROM RECONSTRUCTION TO THE HARLEM RENAISSANCE BY ARJA KAROLIINA ENGSTROM DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English in the Graduate College of the University of Illinois at Urbana-Champaign, 2014 Urbana, Illinois Doctoral Committee: Professor Dale M. Bauer, Chair Associate Professor Stephanie Foote Assistant Professor Nancy Castro Associate Professor Peter Mortensen ii Abstract A Novel Way to Learn examines the development of black fiction in tandem with black educational advancement from Reconstruction to the Harlem Renaissance. By reading education in the novels of Frances Ellen Watkins Harper, Sutton Griggs, W.E.B. Du Bois, and Jessie Redmon Fauset, I reveal an underexplored genealogy of black educational thought from initial calls for educational access to more independent, ideological, and pragmatic modes embodied in the texts of black fiction writers. Ultimately, I argue that black educational fiction constitutes a key strand of African American writing before the Harlem Renaissance. iii Acknowledgements It is only thanks to the wisdom, generosity, and guidance of many people in academia that I can write these pages of appreciation. I want to thank my doctoral committee: my director Dale Bauer, Stephanie Foote, Nancy Castro, and Peter Mortensen. I will always be grateful for Dale’s guidance, intellect, and vision as well as her kindness and patience. She is truly phenomenal, and I could not have completed this project had she not been my advisor. Stephanie Foote is second to none when it comes to seeing the potential for greatness in a draft, and I am very lucky to have had her read my work. -
Harlem Renaissance Special Points of Interest
Harlem Renaissance Special points of interest: The Harlem Renaissance was also know as the New Negro Movement. Plainfield Public Library Pathfinder September 2010 This captivating period of African American history began after Harlem Renaissance WWI and lasted until about 1935, in the mid- Do you have a special project for Black History dle of the Great involving ? Per- Depression. Month The Harlem Renaissance haps you are working on a college paper and are This great out flux of currently studying this very interesting and creative creativity, artistic period of American arts and letters. If you are start- expression, and ing a book club at home, and would like to begin it intellectualism repre- investing some time in this period of African Ameri- sented a marked can writing, can help concentration of pro- The Plainfield Public Library test, ideological you find the materials you need to form an outline advancement, and the for a discussion group. Or perhaps you saw a film furthering of civil rights or documentary on a title or author in this time peri- for African Americans. od, and you would like to simply find the printed ver- sion for your reading enjoyment. The goal of the move- ment was to create a Romare Bearden doubled disconnect between The Reference Department staff can help you find throughout his life as a social peoples’ perception of printed and electronic resources/items to enlighten worker by day and a visual African Americans and you about this time in American history, and the per- artist by night and weekends. those perpetuated by sonalities and talents that contributed to the flower- The prolific artist was a part mainstream American of the Harlem Artists Guild culture and its ing of African American arts and literature in the after studying art in NYC and institutions. -
Marijke Huisman 2475 Woorden Arthur A. Schomburg (1874-1938
Marijke Huisman 2475 woorden Arthur A. Schomburg (1874-1938) en de gekleurde grenzen tussen ‘amateurs’ en ‘professionals’ in de geschiedschrijving Eeuwenlang is de geschiedenis bestudeerd en beschreven door mensen die in de eerste plaats een ander beroep hadden, zoals legerleider, abt, diplomaat of staatsman. De professionele historicus ontstond immers pas in de negentiende eeuw, toen de geschiedschrijving onder leiding van figuren als Leopold von Ranke transformeerde tot een academische discipline die in theorie naar niets anders streefde dan een reconstructie van het verleden ‘wie es eigentlich gewesen’. Deze taakopvatting plaatste de ontsluiting en methodisch verantwoorde interpretatie van historische bronnen in het hart van de nieuwe wetenschap, maar verschafte de professionele historicus tegelijkertijd het profiel van een rechter. Hij beluistert op kritische en onpartijdige wijze verschillende historische getuigen, om vervolgens de feiten van de fictie te scheiden en een gezaghebbende uitspraak over de waarheid van het verleden te formuleren. Het positivistische wetenschapsideaal van de eerste generatie professionele historici is in de loop van de twintigste eeuw afgebrokkeld en afgebroken, maar het beeld van de historicus als een gedistantieerde scheidsrechter is geenszins verdwenen. Dat is goed zichtbaar in het werk van de Britse historicus John Tosh, wiens handboek The pursuit of history (1984) sinds jaar en dag wordt gebruikt om eerstejaarsstudenten te introduceren in de discipline. In de meest recente, vijfde editie (2010) maakt Tosh al direct in het eerste hoofdstuk een strikte scheiding tussen ‘social memory’ en ‘history as a disciplined enquiry’.1 De ‘popular knowledge of the past’ staat volgens hem in het teken van een ‘usable past’ die hedendaagse belangen en behoeften bevredigt, zoals het bieden van houvast in snel veranderende tijden of het verschaffen van een sociale identiteit. -
On the Postmodern Condition
1 Journal of Undergraduate Research and Scholarly Works Volume 7 December 2020 On the Postmodern Condition Sean Carroll Abstract University of Texas at San Antonio As a cultural movement, Postmodernism begun to solidify itself since the 1970s. Despite what some may say of its necessarily unstructured nature, coherent reflection about it is useful. While there is a growing literature on this topic, the present study, as suggested by David Harvey, seeks to use an historical, materialist framework, as developed by Karl Marx, to interpret postmodern culture. To do this, I began with the studies of the substructures of postmodern culture (political-economic and material conditions), and then sought to find reflective cohesion among its ‘aesthetic’ superstructures (social, philosophical, cinematic, literary, and musical) and their underlying conditions. As a result, from these studies, I found that the aesthetic sentiments of postmodern culture quite neatly map onto the material conditions, which inform its context. These sentiments imply a complicit disposition towards many aspects of late capitalism (such as consumerism and alienation). These findings are significant because it forces postmodernism to take a more honest look at itself, and become self-aware of its implications. My findings imply that if postmodern sentiments truly want to harbor an activism toward the status quo, it must first realign itself with more unifying attitudes. While a single resolution has yet to be concluded, the present study provides some general directions -
“A Grievous Necessity”: the Subject of Marriage in Transatlantic Modern Women’S Novels: Woolf, Rhys, Fauset, Larsen, and Hurston
UNIVERSITY OF CINCINNATI Date:___________________ I, _________________________________________________________, hereby submit this work as part of the requirements for the degree of: in: It is entitled: This work and its defense approved by: Chair: _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ “A GRIEVOUS NECESSITY”: THE SUBJECT OF MARRIAGE IN TRANSATLANTIC MODERN WOMEN’S NOVELS: WOOLF, RHYS, FAUSET, LARSEN, AND HURSTON A dissertation submitted to the Division of Research and Advanced Studies of the University of Cincinnati in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY (Ph.D.) in the Department of English and Comparative Literature of the College of Arts and Sciences 2004 by Kristin Kommers Czarnecki B.A., University of Notre Dame 1991 M.A., Northwestern University 1997 Committee Chair: Arlene Elder ABSTRACT “A GRIEVOUS NECESSITY”: THE SUBJECT OF MARRIAGE IN TRANSATLANTIC MODERN WOMEN’S NOVELS: WOOLF, RHYS, FAUSET, LARSEN, AND HURSTON My dissertation analyzes modern women’s novels that interrogate the role of marriage in the construction of female identity. Mapping the character of Clarissa in The Voyage Out (1915), “Mrs. Dalloway’s Party” (1923), and primarily Mrs. Dalloway (1925), I highlight Woolf’s conviction that negotiating modernity requires an exploratory yet protected consciousness for married women. Rhys’s early novels, Quartet (1929), After Leaving Mr. Mackenzie (1931), Voyage in the Dark (1934), and Good Morning, Midnight (1939), portray women excluded from the rite of marriage in British society. Unable to counter oppressive Victorian mores, her heroines invert the modernist impulse to “make it new” and face immutability instead, contrasting with the enforced multiplicity of identity endured by women of color in Fauset’s Plum Bun (1929) and Larsen’s Quicksand (1928) and Passing (1929). -
ABSTRACT Title of Document: the ANTI-CONFUCIAN CAMPAIGN
ABSTRACT Title of Document: THE ANTI-CONFUCIAN CAMPAIGN DURING THE CULTURAL REVOLUTION, AUGUST 1966-JANUARY 1967 Zehao Zhou, Doctor of Philosophy, 2011 Directed By: Professor James Gao, Department of History This dissertation examines the attacks on the Three Kong Sites (Confucius Temple, Confucius Mansion, Confucius Cemetery) in Confucius’s birthplace Qufu, Shandong Province at the start of the Cultural Revolution. During the height of the campaign against the Four Olds in August 1966, Qufu’s local Red Guards attempted to raid the Three Kong Sites but failed. In November 1966, Beijing Red Guards came to Qufu and succeeded in attacking the Three Kong Sites and leveling Confucius’s tomb. In January 1967, Qufu peasants thoroughly plundered the Confucius Cemetery for buried treasures. This case study takes into consideration all related participants and circumstances and explores the complicated events that interwove dictatorship with anarchy, physical violence with ideological abuse, party conspiracy with mass mobilization, cultural destruction with revolutionary indo ctrination, ideological vandalism with acquisitive vandalism, and state violence with popular violence. This study argues that the violence against the Three Kong Sites was not a typical episode of the campaign against the Four Olds with outside Red Guards as the principal actors but a complex process involving multiple players, intraparty strife, Red Guard factionalism, bureaucratic plight, peasant opportunism, social ecology, and ever- evolving state-society relations. This study also maintains that Qufu locals’ initial protection of the Three Kong Sites and resistance to the Red Guards were driven more by their bureaucratic obligations and self-interest rather than by their pride in their cultural heritage. -
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. -
Poets of the Harlem Renaissance
Poets of the Harlem Renaissance Curriculum Development Project Anne Dunkelberger ED 863: An Interpretive History of African-American Education, 1700-1950 December 1, 2009 Overview In the years following WWI America went through a time of great social and political transformation. This was the decade of women’s rights, prohibition, low unemployment, the Red Scare, and the Scopes Trial. It was also a decade of great artistic and intellectual contribution. The steady economy and sense of pride from the war led to a resurgence of creative expression throughout the United States. In New York City at this time, African-Americans experienced a revitalization if their culture. The new opportunities afforded to African-Americans in the 1920s gave them greater control over their lives. African-American artists and intellectuals portrayed their community’s unique position through their inspired work. The “roaring twenties,” as the decade is commonly referred to, is also known as the “Jazz Age,” due to the new form of music brought to the North by African-Americans from the South. After WWI thousands of African-Americans were moving to northern cities. In northern cities they saw more opportunity; the wages were higher in the North, there was less racism, and more educational opportunities. More importantly, however, there were more industrial jobs for African Americans due to WWI and immigration reform (United Streaming, “The Harlem Renaissance”). Many African- Americans migrating to the North ended up in New York City, particularly the Harlem section of Manhattan. Harlem began attracting African-Americans around 1904 when the Lennox Avenue subway stop was constructed.