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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. -
The Politics of Charter School Growth and Sustainability in Harlem
REGIMES, REFORM, AND RACE: THE POLITICS OF CHARTER SCHOOL GROWTH AND SUSTAINABILITY IN HARLEM by Basil A. Smikle Jr. 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 Basil A. Smikle Jr. All Rights Reserved ABSTRACT REGIMES, REFORM, AND RACE: THE POLITICS OF CHARTER SCHOOL GROWTH AND SUSTAINABILITY IN HARLEM By Basil A. Smikle Jr. The complex and thorny relationship betWeen school-district leaders, sub-city political and community figures and teachers’ unions on the subject of charter schools- an interaction fraught with racially charged language and tactics steeped in civil rights-era mobilization - elicits skepticism about the motives of education reformers and their vieW of minority populations. In this study I unpack the local politics around tacit and overt racial appeals in support of NeW York City charter schools with particular attention to Harlem, NeW York and periods when the sustainability of these schools, and long-term education reforms, were endangered by changes in the political and legislative landscape. This dissertation ansWers tWo key questions: How did the Bloomberg-era governing coalition and charter advocates in NeW York City use their political influence and resources to expand and sustain charter schools as a sector; and how does a community with strong historic and cultural narratives around race, education and political activism, respond to attempts to enshrine externally organized school reforms? To ansWer these questions, I employ a case study analysis and rely on Regime Theory to tell the story of the Mayoral administration of Michael Bloomberg and the cadre of charter leaders, philanthropies and wealthy donors whose collective activity created a climate for growth of the sector. -
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. -
PROPOSAL SUMMARY and TRANSMITTAL FORM Proposed School Information Charter School Name: Harlem Village Academy West 2 Charter School Education Corp
PROPOSAL SUMMARY AND TRANSMITTAL FORM Proposed School Information Charter School Name: Harlem Village Academy West 2 Charter School Education Corp. Name: Harlem Village Academies Education Corp. Status: Existing Education Corporation Proposal Type: Standard New School Proposal School District (or NYC CSD): CSD 5 in New York City Opening Date: 8/10/2019 Proposed Grades and Enrollment Proposed Affiliations (if any) Charter Charter Management Grades Enrollment Year Company (“CMO”): Year 1 K-1 50 CMO Public Contact Info Year 2 K-2 73 (Name, Phone): Year 3 K-3 94 Partner Organization: Harlem Village Academies Network Year 4 K-4 114 Partner Public Contact Info Year 5 K-5 134 (Name, Phone): Lead Applicant Contact Information First Lead Applicant Name: David Zwiebel Applicant is a: Parent Teacher School Administrator District Resident Education Corp./Charter School Organization Name: Harlem Village Academy Applicant Mailing Address: Primary Secondary Email: Phone #: Phone #: Second Lead Applicant Name: Applicant is a: Parent Teacher School Administrator District Resident Education Corp./Charter School Organization Name: Applicant Mailing Address: Primary Secondary Email: Phone #: Phone #: List additional lead applicants in the “Other” section. Not Applicable Additional Applicants Listed in “Other” Media/Public Contact Information (required) Name: Phone #: Email: Lead Applicant Signature Signature: Date: By signing this Proposal Transmittal Form, the Lead Applicant certifies that the information contained in this proposal to establish a charter -
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. -
Stop Stealing Dreams Free Printable Edition 2 If You Don’T Underestimate Me, I Won’T Underestimate You
This edition is designed to be printed, copied and shared. If you’d like the on-screen edition, click here. Stop Stealing Dreams Free Printable Edition 2 if you don’t underestimate me, I won’t underestimate you Bob Dylan Stop Stealing Dreams Free Printable Edition 3 Dedicated to every teacher who cares enough to change the system, and to every student brave enough to stand up and speak up. Specifically, for Ross Abrams, Jon Guillaume, Beth Rudd, Steve Greenberg, Benji Kanters, Patti Jo Wilson, Florian Kønig, and that one teacher who changed everything for you. Stop Stealing Dreams Free Printable Edition 4 1. Preface: Education transformed As I was finishing this manifesto, a friend invited me to visit the Harlem Village Academies, a network of charter schools in Manhattan. Harlem is a big place, bigger than most towns in the United States. It’s difficult to generalize about a population this big, but household incomes are less than half of what they are just a mile away, unemployment is significantly higher and many (in and out of the community) have given up hope. A million movies have trained us about what to expect from a school in East Harlem. The school is supposed to be an underfunded processing facility, barely functioning, with bad behavior, questionable security and most of all, very little learning. Hardly the place you’d go to discover a future of our education system. For generations, our society has said to communities like this one, “here are some teachers (but not enough) and here is some money (but not enough) and here are our expectations (very low) … go do your best.” Few people are surprised when this plan doesn’t work. -
Partnership P5 Wellness
APRIL 03 - APRIL 09, 2019 • VOL. 20 • No. 14 WASHINGTON HEIGHTS • INWOOD • HARLEM • EAST HARLEM NORTHERN MANHATTAN’S BILINGUAL NEWSPAPER EL PERIODICO BILINGUE DEL NORTE DE MANHATTAN NOW EVERY WEDNESDAY TODOS LOS MIERCOLES “Every year we go through this”p8 “Cada año pasamos por esto”p8 Photo: Gregg McQueen Partnership p5 Wellness p12 ¡CELEBRANDO 18 AÑOS DE SERVICIO A LA COMUNIDAD! Venga a celebrar con nosotros: del 8 al 12 de Abril del 2019 LUNES 8 DE ABRIL • 11 AM - 3 PM Día de Familia y Amistades Música y entretenimiento proporcionado por La Mega desde el mediodía hasta las 2 PM, rifas, refrigerios y regalos (hasta agotar existencias) MARTES 9 DE ABRIL • 11 AM - 2 PM Día para los Seniors Música y entretenimiento proporcionado por Amor desde las 11:30 AM hasta la 1:30 PM, actividades de baile y regalos (hasta agotar existencias) MIÉRCOLES 10 DE ABRIL • 3 - 6 PM Transmisión en Vivo con Radio Univision Música y entretenimiento proporcionado por Univision JUEVES 11 DE ABRIL • 11 AM - 2 PM Charla de Temporada de Alergias, con la Dra. Moreno Conversación especial con Dra. Moreno, Alergista y Directora Médica de Fidelis Care; refrigerios y regalos (hasta agotar existencias) VIERNES 12 DE ABRIL • 2 - 5 PM Lea en Voz Alta con Literacy, Inc. La escritora Raquel M. Ortiz leerá y autografiará copias gratis de su libro, “Sofi and the Magic, Musical Mural / Sofi y el mágico mural musical” (hasta agotar existencias); manualidades, identificaciones de seguridad para niños proporcionadas por el Departamento de Policía de Nueva York, y más En nuestra recientemente expandida Oficina Comunitaria de Inwood 100 Post Avenue, NY, NY 10034 1-888-FIDELIS • fideliscare.org (1-888-343-3547) TTY: 711 2 APRIL 03, 2019 • MANHATTAN TIMES • www.manhattantimesnews.com Space and Spirit A half-century at By Sherry Mazzocchi 001: A Space Odyssey routinely the Palace 2 makes the list of greatest films of all time. -
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.