African-American studies core list of resources: an annotated list of selected resources used by teachers of African-American studies at colleges and universities in the United States during the 1998-99 academic year

2005 ◽  
Vol 43 (01) ◽  
pp. 43-0068-43-0068
Afrika Focus ◽  
2011 ◽  
Vol 24 (2) ◽  
Author(s):  
Paul Tiyambe Zeleza

The study of Africa and its peoples in the United States has a complex history. It has involved the study of both an external and internal other, of social realities in Africa and the condition of people of African descent in the United States. This paper traces and examines the complex intellectual, institutional, and ideological histories and intersections of African studies and African American studies. It argues that the two fields were founded by African American scholar activists as part of a Pan-African project before their divergence in the historically white universities after World War II in the maelstrom of decolonization in Africa and civil rights struggles in the United States. However, from the late 1980s and 1990s, the two elds began to converge, a process captured in the development of what has been called Africana studies. The factors behind this are attributed to both demographic shifts in American society and the academy including increased African migrations in general and of African academics in particular fleeing structural adjustment programs that devastated African universities, as well as the emergence of new scholarly paradigms especially the field of diaspora studies. The paper concludes with an examination of the likely impact of the Obama era on Africana studies. Key words: African studies, African American studies, African diaspora studies, Africana studies 


Afrika Focus ◽  
2011 ◽  
Vol 24 (2) ◽  
pp. 9-31
Author(s):  
Paul Tiyambe Zeleza

The study of Africa and its peoples in the United States has a complex history. It has involved the study of both an external and internal other, of social realities in Africa and the condition of people• of African descent in the United States. This paper traces and examines the complex intellectual, institutional, and ideological histories and intersections of African studies and African American studies. It argues that the two fields were founded by African American scholar activists as part of a Pan-African project before their divergence in the historically white universities after World War II in the maelstrom of decolonization in Africa and civil rights struggles in the United States. However, from the late 1980s and 1990s, the two fields began to converge, a process captured in the development of what has been called Africana studies. The factors behind this are attributed to both demographic shifts in American society and the academy including increased African migrations in general and of African academics in particular fleeing structural adjustment programs that devastated African universities, as well as the emergence of new scholarly paradigms especially the field of diaspora studies. The paper concludes with an examination of the likely impact of the Obama era on Africana studies.


NASPA Journal ◽  
2004 ◽  
Vol 41 (3) ◽  
Author(s):  
Barbara Kasper

This article reports on the findings of a study of campus based women’s centers in the United States during academic year 1999–2000. The study’s purpose was to create a benchmark of the current structure of women’s centers as well as their administrative and programmatic practices. The research was based on a survey of 75 women’s centers housed in both private and public 4-year colleges and universities. Responses to the portions of the survey questions devoted to women’s centers’ structure, administration, and resources are summarized; and specific data related to center budgets and salaries of center directors are documented. Themes related to the survey respondents’ perception of administrative obstacles are also reported.


2009 ◽  
Vol 2 (3) ◽  
pp. 1-8 ◽  
Author(s):  
Ravindra R. Kamath ◽  
Heidi Hylton Meier ◽  
Edward G. Thomas

In this article, the academic and personal characteristics of Accounting faculty members at Colleges and Universities in the United States are analyzed to determine the demographics of the Accounting Professorate. Data on 12 variables were collected for the 2004-2005 academic year as a means of constructing a professional profile of the typical accounting professor teaching at todays universities. Given that there are anticipated shortages of accounting faculty, this information should be of interest to students who are considering accounting as a major, those contemplating entering the profession, and those faculty members who are engaged in educating the next generation of accounting faculty members.


Author(s):  
Tat-siong Benny Liew

Minoritized criticism of the New Testament refers generally to academic and critical interpretations of biblical texts by people of color in the United States of America, where they are often called “minorities.” The word “minoritized” signifies that the issue in question is less about number but more about power, as minoritization is a state-sanctioned and ideologically supported process—including using the Bible for justification—of racialization and marginalization against particular persons or communities because of their race/ethnicity and their migration history. With the civil rights movement and James Cone’s development of black liberation theology in the late 1960s, African American biblical scholars began to protest white supremacy by highlighting racial/ethnic relations and tensions in biblical writings and by making their biblical interpretation explicitly contextual to their communities’ histories, experiences, and concerns. Since then, with the model provided by their black colleagues and the emphasis on “social location” within biblical studies, Asian American and Latinx American scholars have also developed their respective hermeneutics to challenge racial discrimination and address issues of identity, representation, inclusion, exclusion, exploitation, oppression, and resistance, among others, both in the biblical texts that they read and in the contemporary situations that their communities face. Given this criticism’s concern with minoritized communities, practitioners often engage African American studies, Asian American studies, or Latinx American studies to inform their work. Because of minoritization’s connection with migration and its dynamics as a form of internal colonialism, there are also often overlaps between minoritized criticism and postcolonial criticism of the New Testament. While minoritized criticism started with a focus on race/ethnicity, subsequent works, upon acknowledgment that there are other identity factors besides race (such as gender, class, sexuality) and recognition that race and other identity factors are often mutually co-constitutive, have been giving greater emphasis on diversities and keener attention to intersectional realities within each minoritized community. Recently, there is a move to understand minoritized criticism as work that engages across racially/ethically minoritized communities (as opposed to scholarship that works exclusively within a critic’s own minoritized community). This understanding emphasizes the reality that minoritized groups are racialized not in isolation but in relation to one another, and the need to decenter whiteness by prioritizing critics of other minoritized communities as one’s interlocutors. Since minoritization as a result of migration may take place in various countries, minoritized criticism of the New Testament can also be practiced and developed outside of the United States.


2006 ◽  
Vol 7 (3) ◽  
pp. 520-549 ◽  
Author(s):  
Eric J. Morgan

This article examines the Polaroid Corporation’s “experiment” in South Africa during the 1970s, which began after African American workers pressured the company to pull its operations out of South Africa in protest of the white minority government’s apartheid policies. It argues that Polaroid’s initiatives, little studied until now, led other American companies to question their presence in South Africa and inspired both student divestment movements at Harvard and other colleges and universities and the efforts of Leon Sullivan, whose 1977 “Sullivan Principles” urged American companies to treat their workers in South Africa as they would treat their counterparts in the United States in an effort to battle racism and apartheid. Despite Polaroid’s efforts, engagement with South Africa and apartheid proved futile, which initiated a larger movement to completely disengage from South Africa.


2021 ◽  
pp. 002193472199929
Author(s):  
Christel N. Temple

With the publication of Black Cultural Mythology (2020), the discipline of Africology and African American Studies has a better resource that answers the call for methodological and theoretical tools to institutionalize Africana cultural memory studies as a robust subfield. This content analysis tests the applicability of the critical framework of Black cultural mythology—which emerges from a study of the African American Diaspora of the United States—with the Afroeuropean Diaspora, namely the Black British experience. A feature of this study’s methodology is evaluating the efficacy of the genre of anthology—in this case Kwesi Owusu’s Black British Culture and Society: A Text Reader (2000)—as a comprehensive source suitable for content analysis and from which to infer a sense of the region’s approaches to cultural memory and memory-adjacent worldviews.


Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison


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