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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. -
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. -
African-American Writers
AFRICAN-AMERICAN WRITERS Philip Bader Note on Photos Many of the illustrations and photographs used in this book are old, historical images. The quality of the prints is not always up to current standards, as in some cases the originals are from old or poor-quality negatives or are damaged. The content of the illustrations, however, made their inclusion important despite problems in reproduction. African-American Writers Copyright © 2004 by Philip Bader All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For information contact: Facts On File, Inc. 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data Bader, Philip, 1969– African-American writers / Philip Bader. p. cm.—(A to Z of African Americans) Includes bibliographical references (p. ) and indexes. ISBN 0-8160-4860-6 (acid-free paper) 1. American literature—African American authors—Bio-bibliography—Dictionaries. 2. African American authors—Biography—Dictionaries. 3. African Americans in literature—Dictionaries. 4. Authors, American—Biography—Dictionaries. I. Title. II. Series. PS153.N5B214 2004 810.9’96073’003—dc21 2003008699 Facts On File books are available at special discounts when purchased in bulk quantities for businesses, associations, institutions, or sales promotions. Please call our Special Sales Department in New York at (212) 967-8800 or (800) 322-8755. You can find Facts On File on the World Wide Web at http://www.factsonfile.com Text design by Joan M. -
The City-Wide Citizens' Committee on Harlem
Social and Education History E-ISSN: 2014-3567 [email protected] Hipatia Press España Johnson, Lauri “Educating for Democratic Living”: The City-Wide Citizens’ Committee on Harlem (CWCCH), 1941 – 1947 Social and Education History, vol. 6, núm. 3, octubre, 2017, pp. 260-289 Hipatia Press Barcelona, España Available in: http://www.redalyc.org/articulo.oa?id=317053219002 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Instructions for authors, subscriptions and further details: http://hse.hipatiapress.com “Educating for Democratic Living”: The City-Wide Citizens’ Committee on Harlem (CWCCH), 1941 – 1947 Lauri Johnson 1 1) Lynch School of Education. Boston College (USA). Date of publication: October 23rd, 2017 Edition period: October 2017 – February 2018 To cite this article: Johnson, L. (2017). “Educating for Democratic Living”: The City-Wide Citizens’ Committee on Harlem (CWCCH), 1941 – 1947. Social and Education History, 6(3), 261-289. doi:10.17583/hse.2017.2871 To link this article: http://dx.doi.org/10.17583/hse.2017. 2871 PLEASE SCROLL DOWN FOR ARTICLE The terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License (CC-BY). HSE – Social and Education History Vol.6 No. 3 October 2017 pp. 261-289 “Educating for Democratic Living”: The City-Wide Citizens’ Committee on Harlem (CWCCH), 1941 – 1947 Lauri Johnson Boston College (USA) Abstract _________________________________________________________________ This historical case study focuses on the origins, educational goals, and school reform activities of the City-Wide Citizens’ Committee on Harlem (CWCCH), a political action group in Harlem in the 1940s. -
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. -
DOCUMENT RESUME New York City Board of Education, Brooklyn, N.Y
DOCUMENT RESUME ED 117 221 UD 015 611 TITLE A Report of Phase I: Comprehensive High 'School in Harlem. INSTITUTION New York City Board of Education, Brooklyn, N.Y. PUB DATE 8 Mar 72 NOTE 247p, EDRS PRICE MF-$0.76 HC-$12.05 Plus Postage DESCRIPTORS High School CurriCUlum; *High School Design; *High School Organization;: High School Role'; High School Students; *Negro Education; Negro Institutions; Negro Students; Negro You School Community CooPeration; School Community Relatio nship; School Cong&uction; School Location; Urban Areas; *Utban Education; Urban Environment; Urban Schools IDENTIFIERS *New York (Harlem) ABSTRACT This document resents the case for a new Harlem High School viewed in the larger co xt of a potential. Independent Harlem School System, created as a response to the Harlem Community's' sincere desire for quality eduCation and local control of schools. Twenty-one chapters, each fdrther subdivided into several categories, comprise the document as follows: a casefor a Harlem High School, preliminary educational prdgramming, objectives of the Harlem High School, an overview of the Harlem High School scheduling, curriculum planning, student program, electives, some sample student programs, all-school events, self development in the curriculum, arts in the curriculum, physical educktion in the curriculum, occupational education, evaluation of student and sch'ool progress, personnel, Harlem High school as a community education and service center, preliminary space requirements, a concept of community. participation, chronological report concerning/the development of the Harlem High School, and further studies needed in educational programming. , Several tables, figures, charts, maps, and illustrations are provided. (AM) *',Ici************************1c*****************************************i * Documents acquired by ERIC include many informal unpublished ** materials not available from other sources. -
Harlem's Schools in the Great Depression
Harlem’s Schools in the Great Depression 5 Harlem’s Schools in the Great Depression: The Promise of the Agenda for Education in a Democracy in an Educational Dystopia Dr. Richard L. Hughes Illinois State University Abstract: In the wake of a destructive urban riot in 1935, New York City conducted public hearings on the challenges of schools in Harlem during the Great Depression. The provocative glimpse of the intersection of race, class, and education combined with the recent conclusions of the Agenda for Democracy in Education Scholars reveal the unfulfilled potential for educational renewal in communities such as Harlem. They also suggest the current need for meaningful collaboration between schools, universities, and, most importantly, an engaged American public in the form of broad alliances that enrich democracy both within and beyond schools. On March 19, 1935 the New York City police arrived at a retail store in Harlem in response to an incident involving a teenager accused of shoplifting. Although the boy was soon released unhurt, confusion, anger, and cries of police brutality and racial injustice within Harlem quickly fueled a large urban riot that resulted in three deaths, over two hundred injured, and substantial arrests and property damage. The riot led to a massive police presence in Harlem and New York City mayor Fiorello La Guardia created the Mayor’s Commission on Conditions in Harlem (MCCH). After months of hearings and often controversial delays, the MCCH concluded in 1936 that the riot was the destructive result of “pent-up feelings of resentment and insecurity” tied to employment discrimination, poverty, and police 6 Dr. -
Friday, 02/25/2011 8:30Am - 9:45 Am Opening Keynote
Friday, 02/25/2011 8:30am - 9:45 am Opening Keynote The Challenges and Possibilities of Culturally Relevant Pedagogy for Diverse Immigrant Youth Houston Hall Hall of Flags Presenter: Stacey J. Lee, University of Wisconsin-Madison Introduction: Kathy Hall, University of Pennsylvania Convenor: Nancy H. Hornberger, University of Pennsylvania 10:15am - 11:30am Exploring Assessments and Technology for Empowering Teachers and Students to Reduce the Achievement Gap Through GSE 114 Collaborative Efforts David Falvo1, Elaine Marker1, Chandra Aleong1, Janet Hill1, Michael Urban2, Carole Kpota1, Cecil Clark1, Joseph Falodun1 1Delaware State University; 2Bemidji State University, Minnesota 10:15am - 11:30am Dialectics of Mutual Growth and Transformation: Re-Envisioning Educational Research Through International GSE 120 Collaborations Emergent Design in Applied Educational Leadership Development in Haiti: Early Lessons from the Field Sharon Ravitch, Laura Colket University of Pennsylvania Critically Conscious Innovation: A Participatory Action Research Approach to Technology Integration in Rural Nicaragua Matt Tarditi, Sharon Ravitch, Corey Metzman University of Pennsylvania Understanding Global Processes in Action: Educational Challenges and Opportunities in India Arjun Shankar, E. Gabriel Dattatreyan University of Pennsylvania 10:15am - 11:30am Promoting Creativity Through Encounters with Dance and Play GSE 121 Playwords for Sophomores: Promoting Agency and Meaning Making in Higher Education Settings Ana Marjanovic-Shane Chestnut Hill College, Pennsylvania Creativity Outside the Curriculum: The “Outsiders” Experience in Dance Imitation and Improvisation Sarah Jean Johnson University of California, Los Angeles Beyond Bueller: Improvisational Theatre in Teachers’ Professional Learning about Classroom Discourse Facilitation Lisa Barker Stanford University 10:15am - 11:30am Data Analysis Consultation: Sociolinguistics of Globalization Across International Contexts GSE 200 Consultant: Jan Blommaert, Tilburg University, The Netherlands Consultant: Nancy H. -
Application for Grants Under The
U.S. Department of Education Washington, D.C. 20202-5335 APPLICATION FOR GRANTS UNDER THE 2012 84.282M Charter Schools Program Grants for Replication and Expansion CFDA # 84.282M PR/Award # U282M120031 Gramts.gov Tracking#: GRANT11128199 OMB No. , Expiration Date: Closing Date: May 07, 2012 PR/Award # U282M120031 **Table of Contents** Form Page 1. Application for Federal Assistance SF-424 e3 2. Assurances Non-Construction Programs (SF 424B) e6 3. Disclosure Of Lobbying Activities (SF-LLL) e8 4. ED GEPA427 Form e9 Attachment - 1 (1235-GEPA provision document_CSP) e10 5. Grants.gov Lobbying Form e12 6. Dept of Education Supplemental Information for SF-424 e13 7. ED Abstract Narrative Form e14 Attachment - 1 (1234-ED Abstract) e15 8. Project Narrative Form e16 Attachment - 1 (1238-Project Narrative Final) e17 9. Other Narrative Form e77 Attachment - 1 (1237-Other Attachments Form Final) e78 10. Budget Narrative Form e226 Attachment - 1 (1236-Budget Narrative) e227 11. Form FaithBased_SurveyOnEEO-V1.2.pdf e233 12. Form ED_524_Budget_1_2-V1.2.pdf e235 This application was generated using the PDF functionality. The PDF functionality automatically numbers the pages in this application. Some pages/sections of this application may contain 2 sets of page numbers, one set created by the applicant and the other set created by e-Application's PDF functionality. Page numbers created by the e-Application PDF functionality will be preceded by the letter e (for example, e1, e2, e3, etc.). Page e2 OMB Number: 4040-0004 Expiration Date: 03/31/2012 Application for Federal Assistance SF-424 * 1. Type of Submission: * 2. Type of Application: * If Revision, select appropriate letter(s): Preapplication New Application Continuation * Other (Specify): Changed/Corrected Application Revision * 3. -
Instead Draws Upon a Much More Generic Sort of Free-Jazz Tenor Saxophone Musical Vocabulary
1 Funding for the Smithsonian Jazz Oral History Program NEA Jazz Master interview was provided by the National Endowment for the Arts. NAT HENTOFF NEA Jazz Master (2004) Interviewee: Nat Hentoff (June 10, 1925 - ) Interviewer: Loren Schoenberg with audio engineer Ken Kimery Date: February 17-18, 2007 Repository: Archives Center, National Museum of American History, Smithsonian Institution Description: Transcript, 80 pp. Schoenberg: It’s February 17th, 2007. We’re at 35 West 12th Street in New York City. My name is Loren Schoenberg. Our guest is Nat Hentoff. We’re interviewing him for the Smithsonian Oral History project. I start off by saying, Nat, this is something I’ve been looking forward to do for a long time. It’s an honor to be talking to you this afternoon. Hentoff: Thank you sir. It’s an honor to talk to somebody who’s an actual musician, not a jazz master without a horn. Schoenberg: We’re talking with Nat Hentoff. There are so many places to go in this interview. Before I ask a question – I’m going to hopefully disappear pretty soon as a voice on this tape, because you don’t need to hear me asking questions – I want to set a groundwork and context for the interview, the things that I would like to focus on, at least for a starter. We’re talking with someone here who was on a personal level friendship with, just to name a few people, Duke Ellington, Louis Armstrong, Charlie Parker, Thelonious Monk, John Coltrane, Charles Mingus, Frankie Newton, Jo Jones, and Sidney Bechet. -
Instead Draws Upon a Much More Generic Sort of Free-Jazz Tenor
1 Funding for the Smithsonian Jazz Oral History Program NEA Jazz Master interview was provided by the National Endowment for the Arts. NAT HENTOFF NEA Jazz Master (2004) Interviewee: Nat Hentoff (June 10, 1925 – January 7, 2017) Interviewer: Loren Schoenberg with audio engineer Ken Kimery Date: February 17-18, 2007 Repository: Archives Center, National Museum of American History, Smithsonian Institution Description: Transcript, 80 pp. Schoenberg: It’s February 17th, 2007. We’re at 35 West 12th Street in New York City. My name is Loren Schoenberg. Our guest is Nat Hentoff. We’re interviewing him for the Smithsonian Oral History project. I start off by saying, Nat, this is something I’ve been looking forward to do for a long time. It’s an honor to be talking to you this afternoon. Hentoff: Thank you sir. It’s an honor to talk to somebody who’s an actual musician, not a jazz master without a horn. Schoenberg: We’re talking with Nat Hentoff. There are so many places to go in this interview. Before I ask a question – I’m going to hopefully disappear pretty soon as a voice on this tape, because you don’t need to hear me asking questions – I want to set a groundwork and context for the interview, the things that I would like to focus on, at least for a starter. We’re talking with someone here who was on a personal level friendship with, just to name a few people, Duke Ellington, Louis Armstrong, Charlie Parker, Thelonious Monk, John Coltrane, Charles Mingus, Frankie Newton, Jo Jones, and Sidney Bechet. -
"The Whole Nation Will Move": Grassroots Organizing in Harlem and the Advent of the Long, Hot Summers
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses November 2018 "The Whole Nation Will Move": Grassroots Organizing in Harlem and the Advent of the Long, Hot Summers Peter Blackmer University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the African American Studies Commons, American Politics Commons, Political History Commons, Politics and Social Change Commons, United States History Commons, and the Urban Studies Commons Recommended Citation Blackmer, Peter, ""The Whole Nation Will Move": Grassroots Organizing in Harlem and the Advent of the Long, Hot Summers" (2018). Doctoral Dissertations. 1419. https://doi.org/10.7275/12480028 https://scholarworks.umass.edu/dissertations_2/1419 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. “THE WHOLE NATION WILL MOVE”: GRASSROOTS ORGANIZING IN HARLEM AND THE ADVENT OF THE LONG, HOT SUMMERS A Dissertation Presented by PETER D. BLACKMER Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2018 W.E.B. DU BOIS DEPARTMENT OF AFRO-AMERICAN STUDIES © Copyright by Peter D. Blackmer 2018