DOCSLIB.ORG

Between Protest, Compromise, and Education for Radical Change

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Between Protest, Compromise, and Education for Radical Change Between Protest, Compromise, and Education for Radical Change: Black Power Schools in Harlem in the Late 1960s Viola H. Huang Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2019 © 2019 Viola H. Huang All rights reserved ABSTRACT Between Protest, Compromise, and Education for Radical Change: Black Power Schools in Harlem in the Late 1960s Viola H. Huang In response to stalled struggles for equal and integrated education by African American students, parents, teachers, and activists, Harlem in the late 1960s saw a number of independent schools emerge that drew inspiration and rhetoric from Black Power ideas. This dissertation investigated the reasons for these schools’ emergence in Harlem; what goals these institutions pursued; how they translated their goals, purposes, and ideas into pedagogical practices and curricula; and how these were adapted to the specific challenges faced by the schools by closely examining three such initiatives: West Harlem Liberation School; the storefront academies run by the New York Urban League; and West Side Street Academy, later renamed Academy for Black and Latin Education (ABLE). All of these schools incorporated values and ideas that were central to the philosophy of Black Power, such as an emphasis on self-determination, self- sufficiency, self-reliance, Black history, and cultural pride. However, the ways in which these core ideas of Black Power were interpreted and put into practice varied significantly between different initiatives, especially as they had to navigate daily necessities such as applying for funding or making compromises with corporate donors, foundations, or the New York City Board of Education. Thus, while some of these educational institutions explicitly pursued activist agendas—by positioning themselves as a means to pressure the public school system into fundamental change or by conceptualizing education explicitly as a tool for collectively dismantling systems of oppression—others came to favor approaches designed to uplift individual students rather than pursue more radical social change. While scholars have extensively studied the fights for desegregation and community control of public schools in Harlem and New York City, the establishment of these Black alternative educational initiatives outside of the public school system as an extension of the movement for quality and equitable education—and as a part of social justice movements, including the Black Power Movement, more broadly—has rarely been considered. These schools and their approaches also provide a unique lens through which to study and re-evaluate Black Power ideas: They reflect the diversity and contradictions of the movement, the different goals and avenues for change that activists within that movement envisioned, and how the theories and ideas of Black Power were translated into practice on the local level in specific issues. TABLE OF CONTENTS Chapter I – INTRODUCTION .................................................................................................... 1 Chapter II – EDUCATION IN POST-WAR HARLEM ............................................................... 20 Introduction ...................................................................................................................... 20 Educational Reforms in Harlem’s Public Schools ........................................................... 26 Educational Activism in Harlem’s Public Schools .......................................................... 32 Chapter III – BLACK POWER AND EDUCATION .................................................................. 47 Introduction ...................................................................................................................... 47 Black Power ..................................................................................................................... 49 Black Power and Education ............................................................................................. 60 Black Power Schools I: The Black Panther Party ............................................................ 65 Black Power Schools II: Pan-Africa Nationalism ........................................................... 85 Chapter IV – BLACK POWER SCHOOLS IN HARLEM ......................................................... 91 Introduction ...................................................................................................................... 91 West Harlem Liberation School ....................................................................................... 92 Urban League Street Academies ......................................................................................107 West Side Street Academy and Academy for Black and Latin Education ....................... 119 Intersections, Similarities, and Differences .....................................................................132 Chapter V – CONCLUSION .......................................................................................................141 BIBLIOGRAPHY ........................................................................................................................153 APPENDIX ..................................................................................................................................167 i ACKNOWLEDGEMENTS A dissertation is really a communal effort and without my very own community of excellent scholars, mentors, archivists, family, and friends, this dissertation would not have been realized. The tremendous support, flexibility, engagement, and expertise of my dissertation committee not only helped to improve my research but their passion about this research and the scholarship more broadly is what I will take with me as a scholar and more so as an educator. It was an honor and a pleasure to work with Professors James Alford, Megan Laverty, and Yolanda Sealey-Ruiz. Professor Fevronia “Nia” Soumakis has read numerous drafts of my dissertation. Being an invested, curious, and caring scholar, she constantly raised brilliant questions which made my work so much better. I envy everyone who gets to work with her and am more than grateful to have had the opportunity to learn from her. Finally and most importantly, Professor Cally Waite: Although my particular research topic was beyond her immediate scholarly interest, Professor Waite has been an invaluable mentor and her wide-ranging expertise has pushed and motivated me. While she has pushed me to do better and has held me accountable, Professor Waite also trusted me and treated me like a researcher in my own right, and thus found the perfect balance between challenge and support. Thanks to her I have grown intellectually but just as importantly personally, critically reflecting my role and positionality both as a scholar and a human being. In addition to my committee, a number of scholars have provided me with opportunities and support. Courses and conversations about the Black Freedom Struggle, education, and Harlem with Professor Ansley Erickson have contributed to my intellectual growth. In addition ii to crucial intellectual exchange, Professor Britta Waldschmidt-Nelson also provided me with the opportunity to present and discuss my research in public both in the U.S. at the German Historical Institute in Washington D.C. and in Germany at the University of Augsburg, thus enriching my research, but also allowing me to tell and spread this important history. Professor Ira Katznelson has provided feedback on my research and writing repeatedly from afar. Professor Yohuru Williams not only welcomed me into the field of Black Power Studies, but also helped me become a better educator with his advice. Professor Bette Weneck – teacher, mentor, and ultimately one of my dearest friends in New York City. One of the things I have missed most since I left NYC are our weekly meetings, discussing my research. She is an amazing scholar, critically challenging my every thought and holding me accountable, while providing strength and supporting me to grow at the same time. Spending time with Jennifer Boyle, Dr. Deidre B. Flowers, Jean Park, Antonia Abram Smith, and Eric Strome has always brought me joy and given me support. They made me feel home away from home. At the same time, it was a humbling experience to get to know and work with these aspiring scholars who have all so many different phenomenal scholarly projects. I will miss my somewhat regular get-togethers with “my cohort” Jen and Jean, and I especially appreciate that our relationship was never one of competition – so easy to fall into in academia – but of mutual support. Deidre has always been a superwoman to me, completing her PhD while working full-time and raising a family; she has also been my greatest cheerleader. Antonia organized a TC panel at the History of Education Society in 2013 and thus not only gave me a great first-conference-experience but also provided me with an amazing role model of a scholarly colleague. And last but definitely not least, there is Eric. He was the first colleague I met at TC and despite a sprained ankle and working several jobs in addition to pursuing his PhD, iii he took the time and endured the pain while showing me around the maze that is Teachers College. In the following years he was never too busy to drive up from Brooklyn to TC to discuss the history of education, particularly his expertise in
Load more

Recommended publications
  • Black Women As Activist Intellectuals: Ella Baker and Mae Mallory Combat Northern Jim Crow in New York City's Public Schools During the 1950S
    City University of New York (CUNY) CUNY Academic Works Publications and Research Hostos Community College 2019 Black Women as Activist Intellectuals: Ella Baker and Mae Mallory Combat Northern Jim Crow in New York City's Public Schools during the 1950s Kristopher B. Burrell CUNY Hostos Community College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/ho_pubs/93 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] £,\.PYoo~ ~ L ~oto' l'l CILOM ~t~ ~~:t '!Nll\O lit.ti t~ THESTRANGE CAREERS OfTHE JIMCROW NORTH Segregation and Struggle outside of the South EDITEDBY Brian Purnell ANOJeanne Theoharis, WITHKomozi Woodard CONTENTS '• ~I') Introduction. Histories of Racism and Resistance, Seen and Unseen: How and Why to Think about the Jim Crow North 1 Brian Purnelland Jeanne Theoharis 1. A Murder in Central Park: Racial Violence and the Crime NEW YORK UNIVERSITY PRESS Wave in New York during the 1930s and 1940s ~ 43 New York www.nyupress.org Shannon King © 2019 by New York University 2. In the "Fabled Land of Make-Believe": Charlotta Bass and All rights reserved Jim Crow Los Angeles 67 References to Internet websites (URLs) were accurate at the time of writing. Neither the author nor New York University Press is responsible for URLs that may have expired or John S. Portlock changed since the manuscript was prepared. 3. Black Women as Activist Intellectuals: Ella Baker and Library of Congress Cataloging-in-Publication Data Mae Mallory Combat Northern Jim Crow in Names: Purnell, Brian, 1978- editor.
    [Show full text]
  • African-American Parents' Experiences in a Predominantly White School
    Syracuse University SURFACE Dissertations - ALL SURFACE June 2017 Opportunity, but at what cost? African-American parents' experiences in a predominantly white school Peter Smith Smith Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons Recommended Citation Smith, Peter Smith, "Opportunity, but at what cost? African-American parents' experiences in a predominantly white school" (2017). Dissertations - ALL. 667. https://surface.syr.edu/etd/667 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract National measures of student achievement, such as the National Assessment of Educational Progress (NAEP), provide evidence of the gap in success between African- American and white students. Despite national calls for increased school accountability and focus on achievement gaps, many African-American children continue to struggle in school academically, as compared to their white peers. Ladson-Billings (2006) argues that a deeper understanding of the legacy of disparity in funding for schools serving primarily African- American students, shutting out African-American parents from civic participation, and unfair treatment of African-Americans despite their contributions to the United States is necessary to complicate the discourse about African-American student performance. The deficit model that uses student snapshots of achievement such as the NAEP and other national assessments to explain the achievement gap suggests that there is something wrong with African-American children. As Cowen Pitre (2104) explains, however, “the deficit model theory blames the victim without acknowledging the unequal educational and social structures that deny African- American students access to a quality education (2014, pg.
    [Show full text]
  • THE CONNERS of WACO: BLACK PROFESSIONALS in TWENTIETH CENTURY TEXAS by VIRGINIA LEE SPURLIN, B.A., M.A
    THE CONNERS OF WACO: BLACK PROFESSIONALS IN TWENTIETH CENTURY TEXAS by VIRGINIA LEE SPURLIN, B.A., M.A. A DISSERTATION IN HISTORY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved ~r·rp~(n oj the Committee li =:::::.., } ,}\ )\ •\ rJ <. I ) Accepted May, 1991 lAd ioi r2 1^^/ hJo 3? Cs-^.S- Copyright Virginia Lee Spurlin, 1991 ACKNOWLEDGMENTS This dissertation is a dream turned into a reality because of the goodness and generosity of the people who aided me in its completion. I am especially grateful to the sister of Jeffie Conner, Vera Malone, and her daughter, Vivienne Mayes, for donating the Conner papers to Baylor University. Kent Keeth, Ellen Brown, William Ming, and Virginia Ming helped me immensely at the Texas Collection at Baylor. I appreciated the assistance given me by Jene Wright at the Waco Public Library. Rowena Keatts, the librarian at Paul Quinn College, deserves my plaudits for having the foresight to preserve copies of the Waco Messenger, a valuable took for historical research about blacks in Waco and McLennan County. The staff members of the Lyndon B. Johnson Library and Texas State Library in Austin along with those at the Prairie View A and M University Library gave me aid, information, and guidance for which I thank them. Kathy Haigood and Fran Thompson expended time in locating records of the McLennan County School District for me. I certainly appreciated their efforts. Much appreciation also goes to Robert H. demons, the county school superintendent.
    [Show full text]
  • Black History, 1877-1954
    THE BRITISH LIBRARY AFRICAN AMERICAN HISTORY AND LIFE: 1877-1954 A SELECTIVE GUIDE TO MATERIALS IN THE BRITISH LIBRARY BY JEAN KEMBLE THE ECCLES CENTRE FOR AMERICAN STUDIES AFRICAN AMERICAN HISTORY AND LIFE, 1877-1954 Contents Introduction Agriculture Art & Photography Civil Rights Crime and Punishment Demography Du Bois, W.E.B. Economics Education Entertainment – Film, Radio, Theatre Family Folklore Freemasonry Marcus Garvey General Great Depression/New Deal Great Migration Health & Medicine Historiography Ku Klux Klan Law Leadership Libraries Lynching & Violence Military NAACP National Urban League Philanthropy Politics Press Race Relations & ‘The Negro Question’ Religion Riots & Protests Sport Transport Tuskegee Institute Urban Life Booker T. Washington West Women Work & Unions World Wars States Alabama Arkansas California Colorado Connecticut District of Columbia Florida Georgia Illinois Indiana Kansas Kentucky Louisiana Maryland Massachusetts Michigan Minnesota Mississippi Missouri Nebraska Nevada New Jersey New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina Tennessee Texas Virginia Washington West Virginia Wisconsin Wyoming Bibliographies/Reference works Introduction Since the civil rights movement of the 1960s, African American history, once the preserve of a few dedicated individuals, has experienced an expansion unprecedented in historical research. The effect of this on-going, scholarly ‘explosion’, in which both black and white historians are actively engaged, is both manifold and wide-reaching for in illuminating myriad aspects of African American life and culture from the colonial period to the very recent past it is simultaneously, and inevitably, enriching our understanding of the entire fabric of American social, economic, cultural and political history. Perhaps not surprisingly the depth and breadth of coverage received by particular topics and time-periods has so far been uneven.
    [Show full text]
  • Private Schools for Blacks in Early Twentieth Century Richmond, Virginia
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2016 Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Smith College of William and Mary, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the History Commons Recommended Citation Smith, Sharron, "Private Schools for Blacks in Early Twentieth Century Richmond, Virginia" (2016). Dissertations, Theses, and Masters Projects. Paper 1477068460. http://doi.org/10.21220/S2D30T This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Renee Smith Richmond, Virginia Master of Liberal Arts, University of Richmond, 2004 Bachelor of Arts, Mary Baldwin College, 1989 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Department of History The College of William and Mary August, 2016 © Copyright by Sharron R. Smith ABSTRACT The Virginia State Constitution of 1869 mandated that public school education be open to both black and white students on a segregated basis. In the city of Richmond, Virginia the public school system indeed offered separate school houses for blacks and whites, but public schools for blacks were conducted in small, overcrowded, poorly equipped and unclean facilities. At the beginning of the twentieth century, public schools for black students in the city of Richmond did not change and would not for many decades.
    [Show full text]
  • National Implications: Historical View of Black School Board Members of the State of Texas Until 1985
    NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL VOLUME 23, NUMBER 4, 2006 National Implications: Historical View of Black School Board Members of the State of Texas Until 1985 Dr. James E. Ginn Dr. J D Gregory, Jr. Texas Southern University Prairie View A&M University Dr. Henry North Dr. Leola Robinson Scott Texas Southern University Southern University ABSTRACT This study is an examination of the historical, social, economic, and political profile of the state of Texas and their opinions concerning the educational issues of school integration, segregation or desegregation, staff assignment and the overall participation of Black School Board members on their perspective school boards. It indicates an enhanced growth of board members and their concerns of all students comprising the school district. Introduction lacks experienced the horrors of slavery, the war between the states of the United States to preserve the Union and the abolishment of slavery, the Reconstruction BEra, the dismantling of Reconstruction and the introduction of “Jim Crowism”, the dismantling of the “Separate but Equal” doctrine, and the emergence of Blacks into she political arena. The Black electorate, however, experienced appreciable political activity prior to the Reconstruction Era. 1 The advent of the Reconstruction Era facilitated the awareness of the Black freedmen and provided a support system which ensured the inclusion of Blacks in the political process of Texas and other southern states. 2,3 During this period, many Blacks were elected to numerous political positions and held significant positions in the Republican Party. 4 Democrats, on the other hand, made numerous 1 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL 2___________________________________________________________________________________ attempts to destroy the Republican Party and the accompanying political influence of Black Texans during Reconstruction and the subsequent years.
    [Show full text]
  • In the Spirit of St. Peter Claver: Social Justice and Black Catholicism in San Antonio
    Verbum Incarnatum: An Academic Journal of Social Justice Volume 8 Essays in Honor of Philip Lampe Article 1 4-29-2021 In the Spirit of St. Peter Claver: Social Justice and Black Catholicism in San Antonio Philip Lampe Ph.D. University of the Incarnate Word, [email protected] Follow this and additional works at: https://athenaeum.uiw.edu/verbumincarnatum Part of the Architecture Commons, Business Commons, Critical and Cultural Studies Commons, Education Commons, English Language and Literature Commons, History Commons, Law Commons, Life Sciences Commons, Medicine and Health Sciences Commons, Physical Sciences and Mathematics Commons, Religion Commons, and the Sociology Commons Recommended Citation Lampe, Philip Ph.D. (2021) "In the Spirit of St. Peter Claver: Social Justice and Black Catholicism in San Antonio," Verbum Incarnatum: An Academic Journal of Social Justice: Vol. 8 , Article 1. Available at: https://athenaeum.uiw.edu/verbumincarnatum/vol8/iss1/1 This Article is brought to you for free and open access by The Athenaeum. It has been accepted for inclusion in Verbum Incarnatum: An Academic Journal of Social Justice by an authorized editor of The Athenaeum. For more information, please contact [email protected]. Lampe: In the Spirit of St. Peter Claver In the Spirit of St. Peter Claver: Social Justice and Black Catholicism in San Antonio Philip E. Lampe University of the Incarnate Word Abstract The editors want to take the space reserved for the abstract to say that this is the final piece of research that Phil Lampe completed before his passing. We publish it here posthumously in tribute to Phil’s tireless work for social justice, as editor of Verbum Incarnatum, as researcher of social- justice efforts in South Texas and Mexico, and as an educator committed to inspiring students to pursue justice in their lives outside the academy.
    [Show full text]
  • Supreme Court of the United States
    No. 14-981 IN THE Supreme Court of the United States ABIGAIL NOEL FISHER, Petitioner, v. UNIVERSITY OF TEXAS AT AUSTIN, et al., Respondents. ON WRIT OF CERTIORARI TO THE UNITED STATES CouRT OF APPEALS FOR THE FIFTH CIRcuIT BRIEF OF AMICI CURIAE UNITED NEGRO COLLEGE FUND AND NATIONAL URBAN LEAGUE IN SUPPORT OF RESPONDENTS DEsiREÉ C. BOYkiN DAVid E. SCHWARTZ General Counsel Counsel of Record UNITED NEGRO COLLEGE FUND RICHARD W. Kidd 1805 Seventh Street, NW MELINDA M. HIGHTOWER Washington, DC 20001 ASHLY NikkOLE DAVis TATUM JI NICOLE LAZARRE CHRisTINE A. KUVEKE General Counsel Four Times Square NATIONAL URBAN LEAGUE New York, New York 10036 120 Wall Street, 8th Floor (212) 735-3000 New York, New York 10005 [email protected] Counsel for Amici Curiae 262430 A (800) 274-3321 • (800) 359-6859 i TABLE OF CONTENTS Page TABLE OF CONTENTS..........................i TABLE OF CITED AUTHORITIES ..............iv INTEREST OF AMICI CURIAE ..................1 United Negro College Fund .....................1 National Urban League .........................5 SUMMARY OF ARGUMENT .....................5 ARGUMENT....................................9 IT IS NOT IN THE NATION’S INTEREST TO EXPLICITLY OR IMPLICITLY END RACE-CONSCIOUS ADMISSIONS IN HIGHER EDUCATION ..........................9 A. THE EFFECTS OF STATE-SPONSORED DISCRIMINATION ARE NOT MERE HISTORICAL FOOTNOTES................9 1. Lingering Effects of Discrimination: Limited Educational Opportunities ......10 2. Lingering Effects of Discrimination: Limited Employment Opportunities .....12 ii Table of Contents Page 3. Lingering Effects of Discrimination: Racially Biased Police and Judicial Practices.............................15 4. Lingering Effects of Discrimination: Police Brutality and Extrajudicial Killings ..............................17 5. Lingering Effects of Discrimination: Violence Against Black Churches ........20 B. THE RAMIFICATIONS OF EXPLICITLY OR IMPLICITLY ELIMINATING RACE-CONSCIOUS DECISION MAKING IN HIGHER EDUCATION ARE SIGNIFICANT .........22 1.
    [Show full text]
  • Killing in the Name of Struggle: Amiri Baraka's Revolutionary Theatre
    KILLING IN THE NAME OF STRUGGLE: AMIRI BARAKA’S REVOLUTIONARY THEATRE DOUGLAS KERN PhD THE UNIVERSITY OF YORK DEPARTMENT OF THEATRE, FILM AND TELEVISION JANUARY 2014 ABSTRACT This study explores representations of murder, killing, and death in the revolutionary drama of Amiri Baraka. After a brief Introduction, Chapter 1 serves as an introduction to Baraka’s birth as an activist and provides background regarding the U.S. racial climate in the 1960s as it relates to his activism. Moreover, it presents Baraka’s Black Arts Repertory Theatre School and how it helped establish the Black Arts Movement. Chapter 2 provides a detailed study of Dutchman, Baraka’s first success, to initiate an analysis of killing and murder within his plays. In addition, it examines The Slave and Slave Ship, which present revolutionary models whereby Black Power is sought, and in the case of Slave Ship achieved through the killing of whites. Chapter 3 offers a detailed look at Baraka’s move towards Third World Marxism. After categorically denouncing Nationalism, Baraka’s public embrace of Marxism in 1974 isolated him from the Black theatre he had helped establish. Case studies examine representations of Capitalist killers in What Was the Relationship of the Lone Ranger to the Means of Production? and Song. Chapter 4 begins with a brief introduction to Baraka’s activism in the early 1990s, along with details of his son’s tragic shooting, and culminates with in-depth analyses of Jack Pot Melting: A Commercial, The Election Machine Warehouse, and General Hag’s Skeezag, all published in the ‘90s and performed together for the Nuyorican Poets Café Theater in 1996.
    [Show full text]
  • African-American Education in Indiana State of Indiana Researcher: John Taylor
    African-American Education in Indiana State of Indiana Researcher: John Taylor African-American Education in Indiana The African-American experience in the United Stated includes a vast array of social, cultural and political injustices during the past four-hundred years. Slavery most famously represents the hardships African-Americans faced, but their plight went beyond the typified southern plantation fields. African Americans endured the rigors of an unequal social system in various forms, such as the absence of suffrage. Indiana never legally installed slavery as an institution, but the state tolerated slave owning, and blacks still suffered from racist attitudes and unfair laws within its boundaries.1 An example of Indiana’s racial bias is this short case study of the state’s educational legislation and school segregation. Since the state’s admission to the union in 1816 to the present day African- American education has been an issue debated in numerous township halls, school board meetings and the Indiana General Assembly. The 1816 Constitution of Indiana stated “as soon as circumstances will permit, to provide by law for a general system of education, ascending in a regular gradation from township schools to a State University, wherein tuition shall be gratis, and equally open to all.”2 In theory, a vast systemized educational system was a much needed program in the budding new state, but little progress materialized. Instead, according to historian Emma Lou Thornbrough, Indiana became one of the most backward states in providing necessary resources for public schools before the Civil War. White children received limited educational opportunities: while colored children were denied antiquate public educational facilities.3 In 1850, once Indiana outgrew the 1816 State Constitution, members of the constitutional convention debated about the needed revisions to the state’s governmental system.
    [Show full text]
  • The Easton Family of Southeast Massachusetts: the Dynamics Surrounding Five Generations of Human Rights Activism 1753--1935
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2006 The Easton family of southeast Massachusetts: The dynamics surrounding five generations of human rights activism 1753--1935 George R. Price The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Price, George R., "The Easton family of southeast Massachusetts: The dynamics surrounding five generations of human rights activism 1753--1935" (2006). Graduate Student Theses, Dissertations, & Professional Papers. 9598. https://scholarworks.umt.edu/etd/9598 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University of Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No" and provide signature** Yes, I grant permission No, I do not grant permission ___________ Author's Signature: Date: 7 — 2 ~ (p ~ O b Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. 8/98 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
    [Show full text]
  • The First Labor History of the College of William and Mary
    1 Integration at Work: The First Labor History of The College of William and Mary Williamsburg has always been a quietly conservative town. Throughout the first half of the twentieth century to the time of the Civil Rights Act, change happened slowly. Opportunities for African American residents had changed little after the Civil War. The black community was largely regulated to separate schools, segregated residential districts, and menial labor and unskilled jobs in town. Even as the town experienced economic success following the restoration of Colonial Williamsburg in the early 1930s, African Americans did not receive a proportional share of that prosperity. As the Colonial Williamsburg Foundation bought up land in the center of town, the displaced community dispersed to racially segregated neighborhoods. Black residents were relegated to the physical and figurative margins of the town. More than ever, there was a social disconnect between the city, the African American community, and Williamsburg institutions including Colonial Williamsburg and the College of William and Mary. As one of the town’s largest employers, the College of William and Mary served both to create and reinforce this divide. While many African Americans found employment at the College, supervisory roles were without exception held by white workers, a trend that continued into the 1970s. While reinforcing notions of servility in its hiring practices, the College generally embodied traditional southern racial boundaries in its admissions policy as well. As in Williamsburg, change at the College was a gradual and halting process. This resistance to change was characteristic of southern ideology of the time, but the gentle paternalism of Virginians in particular shaped the College’s actions.
    [Show full text]