The Co-Op That Changed the South
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Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism
Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism By Matthew W. Horton A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory in the Graduate Division of the University of California, Berkeley Committee in charge: Dr. Na’ilah Nasir, Chair Dr. Daniel Perlstein Dr. Keith Feldman Summer 2019 Working Against Racism from White Subject Positions Matthew W. Horton 2019 ABSTRACT Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism by Matthew W. Horton Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory University of California, Berkeley Professor Na’ilah Nasir, Chair This dissertation is an intervention into Critical Whiteness Studies, an ‘additional movement’ to Ethnic Studies and Critical Race Theory. It systematically analyzes key contradictions in working against racism from a white subject positions under post-Civil Rights Movement liberal color-blind white hegemony and "Black Power" counter-hegemony through a critical assessment of two major competing projects in theory and practice: white anti-racism [Part 1] and New Abolitionism [Part 2]. I argue that while white anti-racism is eminently practical, its efforts to hegemonically rearticulate white are overly optimistic, tend toward renaturalizing whiteness, and are problematically dependent on collaboration with people of color. I further argue that while New Abolitionism has popularized and advanced an alternative approach to whiteness which understands whiteness as ‘nothing but oppressive and false’ and seeks to ‘abolish the white race’, its ultimately class-centered conceptualization of race and idealization of militant nonconformity has failed to realize effective practice. -
Mack Studies
DOCUMENT RESUME ED 381 472 SO 024 893 AUTHOR Botsch, Carol Sears; And Others TITLE African-Americans and the Palmetto State. INSTITUTION South Carolina State Dept. of Education, Columbia. PUB DATE 94 NOTE 246p. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Area Studies; *Black Culture; *Black History; Blacks; *Mack Studies; Cultural Context; Ethnic Studies; Grade 8; Junior High Schools; Local History; Resource Materials; Social Environment' *Social History; Social Studies; State Curriculum Guides; State Government; *State History IDENTIFIERS *African Americans; South Carolina ABSTRACT This book is part of a series of materials and aids for instruction in black history produced by the State Department of Education in compliance with the Education Improvement Act of 1984. It is designed for use by eighth grade teachers of South Carolina history as a supplement to aid in the instruction of cultural, political, and economic contributions of African-Americans to South Carolina History. Teachers and students studying the history of the state are provided information about a part of the citizenry that has been excluded historically. The book can also be used as a resource for Social Studies, English and Elementary Education. The volume's contents include:(1) "Passage";(2) "The Creation of Early South Carolina"; (3) "Resistance to Enslavement";(4) "Free African-Americans in Early South Carolina";(5) "Early African-American Arts";(6) "The Civil War";(7) "Reconstruction"; (8) "Life After Reconstruction";(9) "Religion"; (10) "Literature"; (11) "Music, Dance and the Performing Arts";(12) "Visual Arts and Crafts";(13) "Military Service";(14) "Civil Rights"; (15) "African-Americans and South Carolina Today"; and (16) "Conclusion: What is South Carolina?" Appendices contain lists of African-American state senators and congressmen. -
A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement
Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 12-1994 A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement Michelle Margaret Viera Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the United States History Commons Recommended Citation Viera, Michelle Margaret, "A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement" (1994). Master's Theses. 3834. https://scholarworks.wmich.edu/masters_theses/3834 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A SUMMARY OF THE CONTRIBUTIONS OF FOUR KEY AFRICAN AMERICAN FEMALE FIGURES OF THE CIVIL RIGHTS MOVEMENT by Michelle Margaret Viera A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Master of Arts Department of History Western Michigan University Kalamazoo, Michigan December 1994 ACKNOWLEDGEMENTS My appreciation is extended to several special people; without their support this thesis could not have become a reality. First, I am most grateful to Dr. Henry Davis, chair of my thesis committee, for his encouragement and sus tained interest in my scholarship. Second, I would like to thank the other members of the committee, Dr. Benjamin Wilson and Dr. Bruce Haight, profes sors at Western Michigan University. I am deeply indebted to Alice Lamar, who spent tireless hours editing and re-typing to ensure this project was completed. -
More Than Mrs Robinson: Citizenship Schools in Lowcountry South Carolina and Savannah, Georgia, 1957-1970
More Than Mrs Robinson: Citizenship Schools in Lowcountry South Carolina and Savannah, Georgia, 1957-1970 (A Dissertation submitted in requirement for the Degree of Doctor in Philosophy, The University of Nottingham, October 2009) Clare Russell 1 Abstract The first ―citizenship school‖ (a literacy class that taught adults to read and write in order that they could register to vote) was established by Highlander Folk School of Monteagle, Tennessee on Johns Island, South Carolina in 1957. Within three years, the schools were extended across the neighboring Sea Islands, to mainland Charleston and to Savannah, Georgia. In 1961, after Highlander faced legal challenges to its future, it transferred the schools to the fledgling Southern Christian Leadership Conference (SCLC), who extended the program across the South. Historians have made far-reaching claims for the successes and benefits of the schools. For example, they claim that they recruited inexperienced but committed people and raised them to the status of community leaders; that they encouraged civic cooperation and political activism and formed the ―foundation on which the civil rights movement‖ was built and they argue that the schools were an unprecedented opportunity for women to develop as activists and as leaders. Yet, they base these claims on certain myths about the schools: that the first teacher Bernice Robinson was an inexperienced and uneducated teacher, that her class was a blueprint for similar ones and that Highlander bequeathed its educational philosophy to the SCLC program. They make claims about female participation without analyzing the gender composition of classes. This dissertation challenges these assumptions by comparing and contrasting programs established in Lowcountry South Carolina and in Savannah. -
Waveland, Mississippi, November 1964: Death of Sncc, Birth of Radicalism
WAVELAND, MISSISSIPPI, NOVEMBER 1964: DEATH OF SNCC, BIRTH OF RADICALISM University of Wisconsin – Eau Claire: History Department History 489: Research Seminar Professor Robert Gough Professor Selika Ducksworth – Lawton, Cooperating Professor Matthew Pronley University of Wisconsin – Eau Claire May 2008 Abstract: The Student Nonviolent Coordinating Committee (SNCC, pronounced Snick) was a nonviolent direct action organization that participated in the civil rights movement in the 1960s. After the Freedom Summer, where hundreds of northern volunteers came to participate in voter registration drives among rural blacks, SNCC underwent internal upheaval. The upheaval was centered on the future direction of SNCC. Several staff meetings occurred in the fall of 1964, none more important than the staff retreat in Waveland, Mississippi, in November. Thirty-seven position papers were written before the retreat in order to reflect upon the question of future direction of the organization; however, along with answers about the future direction, these papers also outlined and foreshadowed future trends in radical thought. Most specifically, these trends include race relations within SNCC, which resulted in the emergence of black self-consciousness and an exodus of hundreds of white activists from SNCC. ii Table of Contents: Abstract ii Historiography 1 Introduction to Civil Rights and SNCC 5 Waveland Retreat 16 Position Papers – Racial Tensions 18 Time after Waveland – SNCC’s New Identity 26 Conclusion 29 Bibliography 32 iii Historiography Research can both answer questions and create them. Initially I discovered SNCC though Taylor Branch’s epic volumes on the Civil Right Movements in the 1960s. Further reading revealed the role of the Student Nonviolent Coordinating Committee (SNCC, pronounced Snick) in the Civil Right Movement and opened the doors into an effective and controversial organization. -
Cleveland Sellers Oral-History Interview, 2013
Civil Rights History Project Interview completed by the Southern Oral History Program under contract to the Smithsonian Institution’s National Museum of African American History & Culture and the Library of Congress, 2013 Interviewee: Dr. Cleveland Sellers Interview Date: March 21, 2013 Location: Voorhees College, Denmark, South Carolina Interviewer: Dr. John Dittmer Videographer: John Bishop Length: 01:48:00 John Dittmer: My name is John Dittmer, and I am here in Denmark, South Carolina, with videographer John Bishop to interview Dr. Cleveland Sellers, the president of Voorhees College. This interview will become part of the Smithsonian’s National Museum of African American History and Culture in Washington, D.C. Dr. Sellers, we are delighted to be here today and we thank you for taking the time to talk with us. Cleveland Sellers: Thank you, thank you. JD: I would like to start with your early childhood. You were born and raised right here in Denmark, weren’t you? CS: Born and raised in Denmark. The irony is, is that it’s been pretty much a complete circle for me, in that I started out here as a mascot for the college in—when I was three years old. And I came back in 2008 as president of the college. So, it’s a very interesting experience returning home. Dr. Cleveland Sellers, March 21, 2013 2 JD: Yeah, must be. CS: Yes. JD: What was it like growing up in Denmark? Tell us something about your childhood, your family. CS: Well, the first bit of information is, is that the college here was the center, cultural center of and educational center for the community. -
Annual Report 2019/20 “We Are Here, Standing Strong, in Our Rightful Place.”
Annual Report 2019/20 “ We are here, standing strong, in our rightful place.” Over the last two years, Highlander has expand our reach to tens of thousands of new is alive and well, and we have been able to persevered in the face of the intersecting and returning Highlander friends and family. thrive because we are held up by a community crises of white supremacist violence, a global Highlander’s operations continued, providing of care. pandemic, climate disaster, the failures of administrative infrastructure for a robust the state, the rise of authoritarianism, police fiscal sponsorship program, offering a range violence, and the many other interlocking forms of movement accompaniment and support of oppression that impact our staff and the services to the uprisings of Summer 2020, and people we serve. giving extra attention to building democracy in (and beyond) election season and attending to After the March 2019 fire, the outpouring of capital improvements of Highlander’s land and support from Highlander’s movement family buildings. across the region, the United States, and globe meant that we could focus on recovering even After the fire, we shared a message inspired by while continuing to welcome thousands of the song, “Solid as a Rock,” with our supporters: people to Highlander for educational work “We are here, standing strong, in our rightful and radical hospitality. The fire required us to place.” That message remains true today. The quickly adapt and practice resilience, a posture fire that destroyed our main office did not that effectively prepared us for early 2020’s destroy us or our work. -
Progressive Club
Acknowledgements The Graduate program in Historic Preservation sponsored through Clemson Uni- versity and the College of Charleston would like to extend our thanks to the fol- lowing groups and individuals: The family of Esau Jenkins, The Progressive Club Board members, Wesley United Methodist Church, Craig Bennett with Bennett Preservation Engineering, Historic Charleston Foundation, Clemson University’s Graduate School of Architecture, Professor Amalia Leifeste, teaching assistants Sarah Sanders and Amber Anderson, and the community of John’s Island. Project Completed by: Jane Ashburn, Amanda Brown, Naomi Doddington, John Evangelist, Brent Fortenberry, Jessica Fortney, Haley Schriber, Anna Simpkins, Jean Stoll, Michelle Thompson, Rachel Walling, Meghan White, & Meredith Wilson 1 Introduction The Graduate Program in Historic Preservation with Clemson University/College of Charleston has spent one month researching and documenting the Progressive Club on Johns Island, South Carolina. We spent time researching the history of the Progressive Club so that we had a bet- ter understanding of the structure we would be studying and documenting. Our first day on site, the class divided into small teams, each focusing at a different section of the building and working on measured drawings. All interior and exterior walls have been measured to 1/8 inch per the Historic American Buildings Survey standards. The field drawings and measurements were then entered into AutoCAD software to create digital drawings. See the Progressive Club measured drawings section for the result of this work. Next our class assessed conditions of the Progressive Club. Groups looked at struc- tural concerns where walls are bowing outward, areas with bio growth, areas where chemical alterations have occurred and mechanical failures in the building material. -
Parker, Betty J. TITLE Myles Horton (1905-90) of Highlander:Adult Educator and Southern Activist
DOCUMENT RESUME ED 336 615 CE 059 031 AUTHOR Parker, Franklin; Parker, Betty J. TITLE Myles Horton (1905-90) of Highlander:Adult Educator and Southern Activist. PUB DATE 91 NOTE 17p. PUB TYPE W.storical Materials (060) EDRS PRICE ME01/PC01 Plus Postage. DESCRIPTORS *Activism; Adult Education; Biographies; *Black History; *Civil Rights; ConflictResolution; *Folk Schools; Labor Relations; Racial Discrimination; Racial Relations; *Social Change;Social Influences; Unions; Voting Rights IDENTIFIERS *Highlander Folk School TN; *Horton (Myles) ABSTRACT As a leader of social change in theSouth, Myles Horton (1) unionized southern textile workersand coal miners and advanced civil rights through hisHighlander school;(2) conducted Highlander workshops for black leaders; (3)first popularized the song "We Shall Overcome"; and (4) initiatedCitizenship Schools to help blacks register to vote. Asa youth, he questioned racial inequality. He was dismayed at unfairlabor practices in a Tennessee factory and urged workers to organize.Horton wanted to create a school that would serve poor people inlabor and racial strife and help them to gain freedom, dignity,and justice. Studying sociology at the University of Chicago in 1930-31,Horton recognized that conflict redirected tnin'e:ing. HighlanderFolk School, inspired by Danish folk schools, was opened inMonteagle, Tennessee in 1932. Horton's wife Zilphia introducedmany cultural programs at Highlander. During 1953-61,as Highlander's civil rights activities increased, so did segregationist attackson the school. Horton is remembered for his efforts to fight fora batter world.(A "Myles Horton Chronology 1905-1990" anda 35-item bibliography are Amcluded.) (NLA) *********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. -
GULLAH GEECHEE SUMMER SCHOOL South Carolina, Georgia and Florida — PART I: Origins and Early Development | June 6, 2018 from Pender County, North Carolina, to St
7/8/2018 + The Corridor is a federal National Heritage Area and it was established by Congress to recognize the unique culture of the Gullah Geechee people who have traditionally resided in the coastal areas and the sea islands of North Carolina, GULLAH GEECHEE SUMMER SCHOOL South Carolina, Georgia and Florida — PART I: Origins and Early Development | June 6, 2018 from Pender County, North Carolina, to St. Johns County, Florida. © 2018 Gullah Geechee Cultural Heritage Corridor Commission Do not reproduce without permission. + + Overview Overview “Gullah” or “Geechee”: Etymologies and Conventions West African Origins of Gullah Geechee Ancestors First Contact: Native Americans, Africans and Europeans Transatlantic Slave Trade through Charleston and Savannah Organization of Spanish Florida + England’s North Carolina, South Carolina, and Georgia Colonies The Atlantic Rice Coast Charter Generation of Africans in the Low Country Incubation of Gullah Geechee Creole Culture in the Sea Colonies Islands and Coastal Plantations ©Gullah Geechee Cultural Heritage Corridor Commission | Do not reproduce without permission. ©Gullah Geechee Cultural Heritage Corridor Commission | Do not reproduce without permission. + + “Gullah” or “Geechee”? “Gullah” or “Geechee”? Scholars are not in agreement as to the origins of the terms “Although Gullah and Geechee — terms whose “Gullah” and “Geechee.” origins have been much debated and may trace to specific African tribes or words — are often Gullah people are historically those located in coastal South used interchangeably these days, Mrs. [Cornelia Carolina and Geechee people are those who live along the Walker] Bailey always stressed that she was Georgia coast and into Florida. Geechee. And, specifically, Saltwater Geechee (as opposed to the Freshwater Geechee, who Geechee people in Georgia refer to themselves as “Freshwater lived 30 miles inland). -
Civil Rights Done Right a Tool for Teaching the Movement TEACHING TOLERANCE
Civil Rights Done Right A Tool for Teaching the Movement TEACHING TOLERANCE Table of Contents Introduction 2 STEP ONE Self Assessment 3 Lesson Inventory 4 Pre-Teaching Reflection 5 STEP TWO The "What" of Teaching the Movement 6 Essential Content Coverage 7 Essential Content Coverage Sample 8 Essential Content Areas 9 Essential Content Checklist 10 Essential Content Suggestions 12 STEP THREE The "How" of Teaching the Movement 14 Implementing the Five Essential Practices 15 Implementing the Five Essential Practices Sample 16 Essential Practices Checklist 17 STEP FOUR Planning for Teaching the Movement 18 Instructional Matrix, Section 1 19 Instructional Matrix, Section 1 Sample 23 Instructional Matrix, Section 2 27 Instructional Matrix, Section 2 Sample 30 STEP FIVE Teaching the Movement 33 Post-Teaching Reflection 34 Quick Reference Guide 35 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT // 1 TEACHING TOLERANCE Civil Rights Done Right A Tool for Teaching the Movement Not long ago, Teaching Tolerance issued Teaching the Movement, a report evaluating how well social studies standards in all 50 states support teaching about the modern civil rights movement. Our report showed that few states emphasize the movement or provide classroom support for teaching this history effectively. We followed up these findings by releasingThe March Continues: Five Essential Practices for Teaching the Civil Rights Movement, a set of guiding principles for educators who want to improve upon the simplified King-and-Parks-centered narrative many state standards offer. Those essential practices are: 1. Educate for empowerment. 2. Know how to talk about race. 3. Capture the unseen. 4. Resist telling a simple story. -
Photography and African American Education, 1957–1972
“A Matter of Building Bridges”: Photography and African American Education, 1957–1972 Connie H. Choi Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2019 © 2019 Connie H. Choi All rights reserved ABSTRACT “A Matter of Building Bridges”: Photography and African American Education, 1957–1972 Connie H. Choi This dissertation examines the use of photography in civil rights educational efforts from 1957 to 1972. Photography played an important role in the long civil rights movement, resulting in major legal advances and greater public awareness of discriminatory practices against people of color. For most civil rights organizations and many African Americans, education was seen as the single most important factor in breaking down social and political barriers, and efforts toward equal education opportunities dramatically increased following the Supreme Court’s 1954 Brown v. Board of Education decision. My dissertation therefore investigates photography’s distinct role in documenting the activities of three educational initiatives—the desegregation of Central High School in Little Rock, Arkansas, in 1957, the Mississippi Freedom Schools formed the summer of 1964, and the Black Panther liberation schools established in Oakland, California, in 1969—to reveal the deep and savvy understanding of civil rights and Black Power organizations of the relationship between educational opportunities and political power. TABLE OF CONTENTS List of Illustrations