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Bibliography: Harriet Tubman (page 3 of 4)

This bibliography is selected and organized by the Black Lives & Me website.  Some of the authors featured on this page include Deborah Gore, Abiodun Oyewole, Don Adams, Kelli Adams, Rockville National Oceanic and Atmospheric Administration (DOC), Susan Washburn Buckley, Linda M. Perkins, Dorothy L. Denniston, Inc. Women's Support Network, and Liza Schafer.

Buckley, Susan Washburn (1996). American History Time Lines. Grades 4-8. Big, Reproducible, Easy-To-Use. This resource is designed to enhance learning about topics in United States history. The reproducible time lines are easy to use and is designed to encourage students to research other dates and events of the era under study. Suggestions are given for classroom use. The introduction has instructional subjects, such as: "12 Great Ways To Use These Time Lines"; "5 Ways To Teach Your Kids about Time"; and "Resources." Themes addressed in the time lines include: (1) "American History"; (2) "Exploration"; (3) "Growth of the Nation"; (4) "American Women"; (5) "African American History"; (6) "Science & Technology"; (7) "Space"; (8) "Sports and Games"; (9) "Getting the Vote"; (10) "Kids in History"; (11) "Ben Franklin 'Mini Time Line'"; (12) "Harriet Tubman 'Mini Time Line'"; (13)"Thomas Edison 'Mini Time Line'"; (14) "Eleanor Roosevelt 'Mini Time Line'"; and (15) "Martin Luther King, Jr., 'Mini Time Line.'" Descriptors: Black History, Elementary Education, History Instruction, Instructional Materials

Denniston, Dorothy L. (1977). Sable Queens in Bondage: Reading, Independent Study, and Research on the American Slave Narrative. This paper examines the scope and historical significance of biographies and autobiographies of ex-slaves. The document focuses primarily on accounts of black women published from 1820-1860, but also discusses several narratives from colonial times. Exploits of famous women slaves including Harriet Tubman and Sojourner Truth are analyzed along with accounts of lesser-known black women who made major contributions to black kinship and cultural ties. Primary sources such as "Twelve Years a Slave," by Solomon Northrup, and "Aunt Sally: The Cross Way of Freedom," author unknown, characterize the conflicting roles played by black women in plantation life. Roles included mother, wife, sister, aunt, grandmother, family member, propagator of the black race, field laborer, domestic slave, transmitter of values to black children, and concubine to white slave owners. The body of slave narratives reveals a cross-section of relatively contented, well-treated and cooperative slaves and bitterly rebellious ones. Review of the literature indicates that black women were often able to help maintain stable family relationships and that black familial bonds were too strong to be completely severed by white oppression. Descriptors: American Culture, Autobiographies, Biographies, Black Culture

Adams, Kelli (1992). People from the Past: Writing Biographies, Insights into Open Education. Teachers have allowed the social studies and science areas of instruction to become isolated from vibrant language arts skills, resulting in deficiencies in reading and writing skills within the different content areas. An 8- to 10-week biography unit was developed for a fourth-grade social studies course in an attempt to give students a stronger personal connection with social studies. Such a personal involvement fosters self-expression, the ability to make inferences and think critically, and the promotion of student interest and involvement in learning. A major challenge in teaching biographical research is finding some way of organizing a vast amount of material. This can be done by using the "snapshot" approach, which emphasizes a common theme among the materials studied.  The choice for a first biographical subject demanded some emotional involvement, suggesting Martin Luther King, Jr. Reading aloud from various biographies, class and small group discussion, and sharing questions and feelings about the material were the main activities. Student groups were asked to select eight important events in King's life and try to determine a common bond among all of them. The next step in the unit involved having each student choose a person to research on his/her own. Similar activities followed, resulting in some excellent work, as a student sample about Harriet Tubman demonstrates. In short, such a biography unit develops language skills, a knowledge of narrative, and invites critical thinking and analysis.   [More]  Descriptors: Biographies, Classroom Techniques, Content Area Reading, Content Area Writing

Hurwitz, Suzanne, Ed.; And Others (1980). In Search of Our Past: Units in Women's History. U.S. History Student Manual. Designed to supplement what is customarily taught in junior high school United States History courses, this student manual contains three units which focus on women's history. Unit I concerns Native American women in Pre-Columbian America. Readings include The Story of a Zuni Girl–Blue Corn, Native American legends, Women as Leaders, and Native American Woman and Art. Unit II examines the role of Southern women from 1820 to 1860. Students read The Story of a Slave Girl; The Diary of Olivia Crawford, based on accounts of plantation life; Harriet Tubman, the Moses of Her People; and Fight and if You Can't Fight, Kick (from Black Women in White America). Unit III, Women in Struggle: Immigration and Labor 1820-1940, includes an essay on women immigrants, an excerpt from Jewish Grandmothers, Chinese Women Immigrants: Expectations and Arrivals, Women in the Labor Movement, and The Garment Worker's Strike. Each unit provides discussion questions and suggests activities. The major activity consists of students' recording oral histories about the topics they are studying. Other activities include role playing and creating a chart of the real and ideal woman. For the teacher's guide see SO 013 232.   [More]  Descriptors: American Indians, Employed Women, Females, Immigrants

Gore, Deborah, Ed. (1989). Iowa Folklife, Goldfinch. This issue of the "Goldfinch" is devoted to Iowa folklife. The first article explores what "folklife" is and provides several examples. The second article is about artwork and poetry done by Mesquakie Indian children from the Sac and Fox Settlement School near Tama, Iowa. Dome-shaped structures, called "wickiups," in which the Mesquakie Indians used to live are also examined. The third article discusses traditional games and the reasons why children play them. Storytelling is the subject of the fourth article. There is a section to help students discover their own family folklife. Activities enable children to explore their own lives and those of other family members. They are encouraged to look through family photographs, find recipes that have been handed down over several generations, and find family "treasures" that have historical or sentimental value. Instructions are included for a "Family Folklore" card game. The fifth article is about folk songs. Traditional songs, like "Go Tell Aunt Rhody," are discussed and two songs by Iowa elementary students are included. The sixth article describes quilting and the "Quilt Game." Festivals are the subject of the seventh article. A Folklife crossword puzzle, a BASIC computer program, an essay on Harriet Tubman written by a sixth grader, and suggestions for reading and summer sightseeing are also included. A number of pictures and illustrations complement the articles. Descriptors: Art, Childrens Games, Elementary Education, Folk Culture

Women's Support Network, Inc., Santa Rosa, CA. (1983). National Women's History Week Curriculum Guide. Designed for elementary and secondary level use, the ideas, materials, and resources in this guide are intended to facilitate teachers' first efforts at expanding the study of women in U.S. history. The cross-cultural guide provides introductory information and suggestions to help develop classroom observances for the National Women's History Week Project. Included in the guide are: annotated bibliographies of guides and references, services and catalogs, records, journals, posters, and other miscellaneous materials; learning activities for grades 1-12; personal and family history questionnaires; two dramatic enactments; arts, research, and discussion ideas; a potpourri of women's historic accomplishments; biographies of seven women; puppet/paper doll cutouts of three women; a biography of Harriet Tubman and a songsheet containing a song sung by slaves using the underground railroad; a scramble puzzle; a sample library bibliography and game; a bibliography of elementary and secondary level books dealing with women's history; and a listing of state and regional sex-desegregation centers. Descriptors: Annotated Bibliographies, Art Activities, Audiovisual Aids, Biographies

Toro, Leonor; And Others (1983). What's Happening in May? A Salute to Women Educators in Connecticut. Brief information is given on May events celebrated by Puerto Ricans: May Day; Mother's Day; World Red Cross Day; Armed Forces Day; Memorial Day; and the birthdays of Horace Mann ("Father of the Common Schools"), Harry S. Truman, Luis Llorens Torres (poet), Ralph Waldo Emerson (poet), and Patrick Henry (stateman and orator). Designed as a teacher resource, the booklet provides brief information on the contributions of 14 famous Black women to American history: Lorraine Hansberry, playwright; Florence Mills, actress; Mary Church Terrell, fighter for equal rights for women and Blacks; Billie Holiday and Sissiretta Jones, singers; Sojourner Truth and Harriet Tubman, leaders against slavery; Mary E.P. Mahoney, first professional Black nurse; Maggie L. Walker; Augusta Savage, among the first professional Black sculptors; Laura Wheeling Waring, painter; Mary McLeod Bethune, advisor to President Roosevelt in the 1930's and 1940's; Shirley Chisholm, first Black woman in Congress; and Phillis Wheatley, poet. Other famous women discussed include Felisa Rincon de Gautier (Mayoress of San Juan, 1946-1968), Lola Rodriguez de Tio (writer), Antonia Bonilla (Sister Carmelita–civic-religious leader), and Clara Barton (founder of the American Red Cross). The booklet includes a list of 29 historical May happenings, several Mother's Day poems, instructions for making 8 gifts and 3 cards for mom, a short essay on kite flying–including instructions for making an octagonal kite, and several word game and math activities.   [More]  Descriptors: Black Achievement, Black History, Cultural Activities, Cultural Awareness

National Oceanic and Atmospheric Administration (DOC), Rockville, MD. (1979). For the Dignity of Humanity. 2nd Annual Commemoration of Black History. This booklet contains selected background materials, biographical information, anecdotes, and statements documenting contributions made by blacks to American history. Objectives are to call attention to information about blacks which has been systematically excluded from United States history books and to help people understand the life, heritage, culture, and problems of Americans of African descent. Organized in chronological order, the 22 sections focus on black individuals including Dred Scott, Harriet Tubman, Sojourner Truth, Frederick Douglass, Blanche K. Bruce, George H. White, Homer Plessy, W.E.B. Du Bois, Booker T. Washington, Ralph J. Bunche, Mary McLeod Bethune, and Percy L. Julian. For each biographical example, information is presented on personal data, the historical period in which the individual lived and worked, types of difficulties overcome by the individual in question, and major contributions. Major topics throughout the biographical sketches focus on the slavery system, prejudice and discrimination, and the civil rights movement. A concluding section presents civil rights-related quotations from Martin Luther King, President John F. Kennedy, and President Lyndon B. Johnson.   [More]  Descriptors: Affirmative Action, Bias, Biographical Inventories, Black History

Julian, Nancy B. (1979). Treatment of Women in United States History Textbooks. A Presentation in the College of Education Dialogue Series. This study examined the portrayal of women in current U.S. history textbooks which are used in the classroom. Among the questions explored were the following: who among outstanding women is or is not noted, what topics are covered or omitted, how are average women of selected eras treated, and how are women who fought for currently controversial issues handled. Selection of texts was based on input from the 50 largest school districts in the United States concerning their junior and senior high school American history textbooks. From this list ten texts were chosen for analysis. The texts are not identified in this paper but are named in the dissertation on which this paper is based. Content analysis and descriptive review of the texts produced (1) ratings in terms of equal treatment of the sexes, sex role stereotyping, male supremacy, and no mention of women; and (2) codings on depth of discussion on certain topics. Findings were that certain women and topics were noted by most of the texts (Queen Elizabeth I, Harriet Tubman, factory work, women's rights activities), and the texts tended to omit women who fought for issues which are still controversial. The texts presented much objective material (written and illustrations) on women, but some passages were misleading. Conclusions are that most texts need more careful editing and additional information in order to correctly portray women's lives and roles. Descriptors: Content Analysis, Educational Problems, Females, Research Methodology

Adams, Don, Ed. (1989). Partnerships That Work!, Partnerships in Education Journal. This theme issue of the monthly Partnerships in Education (PIE) journal focuses on new collaborations, new educational challenges, and some examples of exemplary partnership programs at work in school districts across the country. Each of the 22 chapters was written by those who either direct or coordinate a partnership program. Partnership programs are a tool used to support school improvement efforts. The following businesses or institutions have formed partnerships and are included in the book: (1) ARCO; (2) New York City School Volunteer Program; (3) World Book Encyclopedia; (4) Portland (Oregon) Investment; (5) Rochester (New York) Brainpower; (6) Houston (Texas) Business Promise; (7) Hartford (Connecticut) Early Learning Partnership; (8) Ounce of Prevention Fund (Chicago businesses); (9) Harriet Tubman Elementary School (Newark, New Jersey); (10) Pizza Hut; (11) San Francisco (California) School Volunteers; (12) Time Inc.; (13) Security Pacific Corporation; (14) Career Beginnings; (15) IBM; (16) Dade Partners (Miami, Florida); (17) Los Angeles (California) Adopt-A-School-Program; (18) Memphis (Tennessee) Adopt-A-School-Program; (19) Private Initiatives in Public Education; (20) Purchase Westchester (New York) School Partnership; (21) National Foundation for Improvement of Education; and (22) Exxon Education Foundation. A resource guide is included that provides the name, title, address, and telephone number of the contact person for each of the programs highlighted in the book. Descriptors: Cooperation, Cooperative Programs, Corporate Support, Educational Improvement

Perkins, Linda M. (1980). Black Women and the Philosophy of "Race Uplift" Prior to Emancipation. Working Paper. The pre-emancipation (1830-1865) black woman reformer was concerned with race "uplift," a sense of duty and obligation to her race. Black women in the North formed mutual aid societies for the economic survival of the destitute. Regardless of economic status, free blacks consistently sought to aid slaves in the South; the poor often saved for years to purchase their relatives. Some black women, Harriet Tubman, for example, worked toward helping slaves escape to the North. While both white and black women formed charitable organizations, it is commonly agreed that black women organized for survival and self-improvement while white women's organizations were mainly self-serving. Even though the women's rights movement began at this time, black women were excluded from it. Education became a primary concern of race "uplift" as blacks sought to erase the myth of intellectual inferiority. Because whites were reluctant to teach blacks anything but rudimentary skills, black teachers for black students became an important issue. Black women worked both toward the establishment of formal schools and of educational organizations which provided for adult education. In fact, education became the major force in creating black nationalism.   [More]  Descriptors: Black Attitudes, Black Education, Black Employment, Black History

Toro, Leonor; Pla, Myrna (1982). Eventos de Febrero (February Events). Designed as a resource for teachers, the booklet contains brief information on eight events celebrated by Puerto Ricans in the month of February: La Candelaria; Abraham Lincoln; Black History; Valentine's Day; Julia de Burgos; Luis Munoz Marin; George Washington; and the Carnaval. Written in Spanish, the booklet discusses the orgin and ways of celebrating "Las Candelarias" and provides directions for the children's game "Hay Candela." A short biographical sketch of Abraham Lincoln is provided, along with the Gettysburg Address in Spanish and English. Along with various suggested activities are short biographical sketches of Jackie Robinson, athlete; Thurgood Marshall, Supreme Court judge; George Washington Carver, scientist; Harriet Tubman, "the Moses of her people"; Marian Anderson, concert artist; Federick Douglass, abolitionist and orator; Rafael Cordero, founder of a free school for all students; Jose Celso Barbosa, founder of the Partido Republicano Puertorriqueno; Ernesto Ramos Antonini, politician; Julia de Burgos, poet; Luis Munoz Marin, founder of Puerto Rico's Partido Popular Democratico; and George Washington. The next section includes a discussion of the origin, beliefs, and customs of Valentine's Day; three sketches for making Valentine cards; three poems; and a rhyming activity. A description of the Carnaval concludes the booklet. Descriptors: Black History, Blacks, Cultural Activities, Cultural Background

Schafer, Liza, Comp. (1994). Famous Americans: 22 Short Plays for the Classroom. Suggesting that reading plays aloud is an effective way to promote literacy and history in the grade 4-8 classroom, this book presents 22 short, readers' theater plays about extraordinary American men and women. The plays in the book are designed to enrich classroom learning by building oral literacy, fostering a knowledge of American heritage, encouraging an appreciation of acting and the theater, drawing out quiet or at-risk students, and providing an exciting, hands-on, student-centered format for learning. Extension activities (organized into "Talk about It,""Write about It," and "Report about It" sections) are at the end of every play in the book. The famous Americans featured in the plays are: Christopher Columbus, Ben Franklin, George Washington, Phillis Wheatley, Merriweather Lewis and William Clark, Davy Crockett, Abraham Lincoln, Susan B. Anthony, Harriet Tubman, John Muir, Thomas Edison and Alexander Graham Bell, George Washington Carver, Susan LaFlesche Picotte, Nellie Bly, Orville and Wilbur Wright, Franklin Delano Roosevelt, Amerlia Earhart, Langston Hughes, Rosa Parks and Martin Luther King, Jr., Jackie Robinson, Cesar Chavez, and Neil Armstrong. Descriptors: Acting, Biographies, Class Activities, Creative Dramatics

Oyewole, Abiodun (1981). Teaching at Harriet Tubman Public School, Teachers and Writers Magazine. First impressions of the well-behaved students in a fourth/fifth grade classroom located in Harlem, New York City. Descriptors: Black Community, Classroom Environment, Creative Writing, Discipline

Ruthsdotter, Mary, Ed.; Eisenberg, Bonnie, Ed. (1996). Women's History Curriculum Guide. This curriculum guide is designed to facilitate teachers' first efforts to introduce information about women in U.S. history. The guide promotes a multicultural awareness of women's history beginning with the Native Americans and proceeding to current issues of diversity. Activities are divided for grades 1-6 and 7-12 but may be adapted as appropriate. Activities for grades 1-6 include a play about the life of Maria Tallchief; biographies of Susan B. Anthony, Elizabeth Cady Stanton, Jade Snow Wong, Dolores Huerta, Mary McLeod Bethune, and Harriet Tubman that can be read and used for class discussions and projects; cut-out puppets of the above women; and a "She Did It" wordsearch puzzle. Activities for grades 7-12 include Women's History news reports; research on Women and Work; a poster design contest; a family history; a mock trial for Susan B. Anthony; a dramatic re-enactment of Sojourner Truth's 1851 speech; and a Women's History biography study. Specific strategies for implementation of a women's history focus in the classroom are offered, as well as resource information and addresses of where to receive additional help on the topic. Descriptors: Civil Rights, Cultural Differences, Elementary Secondary Education, Females

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Bibliography: W. E. B. Du Bois (page 03 of 10)

This bibliography is independently curated for the Black Lives & Me website.  Some of the authors featured on this page include Kamau Rashid, Catherine B. Hill, Marybeth Gasman, Richard M. Breaux, Denise Taliaferro Baszile, V. Evans, Janis Sanchez-Hucles, Phillip Luke Sinitiere, Earl Wright, and Derrick P. Alridge.

Breaux, Richard M. (2010). "To the Uplift and Protection of Young Womanhood": African-American Women at Iowa's Private Colleges and the University of Iowa, 1878-1928, History of Education Quarterly. This essay examines the college lives of two generations of Iowa's black college women in the late nineteenth and early twentieth centuries. It focuses on the experiences of black women at Iowa's private colleges and the University of Iowa (UI) from 1878 to 1928. The experiences of black women in Iowa's colleges and universities are important for a number of reasons, but two in particular stand out. The first is that in 1900, Iowa Wesleyan College (IWC) had more black women graduates than any other Predominantly White Institution (PWI) in the North, Midwest, or West excluding Oberlin College. The second reason is that by 1910 famed sociologist W. E. B. Du Bois had singled out PWIs in Iowa, along with Oberlin College in Ohio and the University of Kansas, as exceptional in their contribution to the college-bred Negro American during this era. What is more, between 1878 and 1928, two generations of black women collegians in Iowa (1878-99) and (1900-28), tested the state's racial and gender progressiveness in higher education. The historical record reveals that black women of the first generation and one half faced much less white student resistance to their involvement in campus social activities than their second-generation counterparts, at the publicly supported University of Iowa.   [More]  Descriptors: Private Colleges, Females, White Students, African American Students

Baszile, Denise Taliaferro (2008). Beyond All Reason Indeed: The Pedagogical Promise of Critical Race Testimony, Race, Ethnicity and Education. Critical race testimony is the act of bearing witness–from a critical perspective–to the ways in which racism is inflicted on and inflected in one's life experiences. In this article, the author begins her process of theorizing within the context of a classroom dilemma, which compels her to expand on the meaning and value of critical race testimony to a socially just pedagogy of race. She provides a brief historical analysis of critical race testimony, locating it within the Black autobiographical tradition, and most notably within the work of W.E.B. DuBois, who insinuated throughout his body of work that a "purely" rational approach to race was an incomplete and thus to some extent ineffective approach to redressing notions of race and practices of racism. This tradition, the author suggests, has been revived and reasserted within the context of critical race theory's use of the Black (Latino, Native, Asian, and European) autobiographical voice through counter-storytelling–not as an alternative extant of reasoning, but as epistemological and pedagogical intervention, working to reveal the socially constructed and contextually dependent nature of reasoning itself. She concludes by returning to her classroom dilemma to suggest that the pedagogical promise of critical race testimony lies in its ability to move beyond Reason as we have come to know it, to reveal the ways in which rationality (unchecked) itself reinforces racist attitudes and practices.   [More]  Descriptors: Racial Bias, Beliefs, Epistemology, Minority Groups

Bauman, M. Garrett (2007). The Double Consciousness of Community Colleges, Chronicle of Higher Education. In this article, the author traces the development of community colleges, from their ignominious beginnings in the middle of the 20th century to their current status as a valuable part of the higher education community. Likening this development to the progress made by the civil rights movement of the late 19th and early 20th centuries and applying W.E.B. DuBois's idea of a "double consciousness" to community colleges' current divided sense of themselves as institutions, he asks that now that community colleges have the muscle to be more equal partners with legislatures, business, and four-year colleges and universities, they assert themselves more boldly and move up the hierarchy of needs.   [More]  Descriptors: Civil Rights, Community Colleges, Colleges, Higher Education

Wetschler, Ed (2011). After 50 Years, Ethnic Studies Still Controversial, District Administration. In the early 1900s, sociologist and civil-rights activist W.E.B. DuBois advocated the teaching of African-American studies in American schools. The goal was to teach a history and heritage that was being ignored, not just so blacks would better understand their own past, but so white society would be more respectful. But by 1968, when students demanding ethnic studies classes at San Francisco State University (SFSU) went on strike, essentially shutting down campus, the goals had shifted from DuBois' aim of engendering more respect from whites. As explained on the SFSU Africana Studies Department History Web page, the nonintegrationist Black Students Union, Third World Liberation Front, and their allies in the Black Panthers saw ethnic studies as part of a campaign for broad reform of the university, including open admissions for minority students and courses that would "serve as a counter to white value and white attitudinal courses." SFSU hurriedly set up a division of ethnic studies, offering black, Chicano, Asian and Native American studies. This article discusses how recent events in school districts and some states show how divisive this 1960s phenomenon may prove to be in the 21st century.   [More]  Descriptors: American Indian Studies, Black Studies, American Indians, Open Enrollment

Sanchez-Hucles, Janis; Jones, Nneka (2005). Breaking the Silence Around Race in Training, Practice, and Research, Counseling Psychologist. W. E. B. Du Bois (1903) commented that the color line would be the problem of the 20th century. Indicators from many sources, including the three Major Contribution articles, suggest that race continues to be an unsolved challenge for the 21st century. These articles offer provocative examinations of race issues in counselor training and empirical research and in diagnosing, understanding, and treating racist incident?based trauma. Each utilizes a different methodology and includes qualitative, quantitative, and literature review approaches. This reaction will offer discussion points and conclude with a brief discussion of common themes.   [More]  Descriptors: Counselor Training, Theory Practice Relationship, Research Methodology, Racial Bias

Akom, A. A. (2008). Black Metropolis and Mental Life: Beyond the "Burden of "Acting White"" Toward a Third Wave of Critical Racial Studies, Anthropology & Education Quarterly. In this article, I reflect on Signithia Fordham and John Ogbu's classic research on the "burden of "acting White"" to develop a long overdue dialogue between Africana studies and critical white studies. It highlights the dialectical nature of Fordham and Ogbu's philosophy of race and critical race theory by locating the origins of the "burden of "acting White"" in the work of W.E.B. Du Bois, who provides some of the intellectual foundations for this work. Following the work of F. W. Twine and C. Gallagher (2008), I then survey the field of critical whiteness studies and outline an emerging third wave in this interdisciplinary field. This new wave of research utilizes the following five elements that form its basic core: (1) the centrality of race and racism and their intersectionality with other forms of oppression; (2) challenging white supremacy, patriarchy, heteronormativity, and other dominant ideologies; (3) a critical reflexivity that addresses how various formulations of whiteness are situated in relation to contemporary formulations of Black/people of color identity formation, politics, and knowledge construction; (4) innovative research methodologies including asset-based research approaches; and, finally, (5) a racial elasticity that identifies the ways in which white racial power and pigmentocracy are continually reconstituting themselves in the color-blind era and beyond (see A. A. Akom 2008c).   [More]  Descriptors: African American Students, Race, Research Methodology, Ideology

Palmer, Robert; Gasman, Marybeth (2008). "It Takes a Village to Raise a Child": The Role of Social Capital in Promoting Academic Success for African American Men at a Black College, Journal of College Student Development. Historically Black colleges and universities (HBCUs) were created to provide educational opportunities for African Americans when other higher education venues restricted their participation. HBCUs are credited with nurturing and producing leaders who embraced W. E. B. Du Bois's concept of the "Talented Tenth," and exhibiting fortitude in advancing social equality for all. Over the years, as legalized segregation was overturned and efforts were made to expand opportunities for African Americans, some have questioned the continuing need for HBCUs. A study of 11 African American men attending a public, urban HBCU, indicated that the university's rich supply of social capital (a direct consequence of its mission and history) makes it a unique fixture in the landscape of higher education, one whose special features have not been replicated by historically White institutions.   [More]  Descriptors: African Americans, Higher Education, Black Colleges, Educational Opportunities

Hussain, Khuram (2014). Against the "Primers of White Supremacy": The Radical Black Press in the Cause of Multicultural History, American Educational History Journal. In the 1960s, "Muhammad Speaks" and "Black Panther" were widely known for their sensational rhetoric and calls for radical social reform. Yet they also served as a distinct voice in Black communities, providing critical and creative perspectives on a range of social issues–from education reform to police reform–that received little coverage in the mainstream press (Streitmatter 2001). Akin to earlier generations of the militant Black press they sought to define Black liberation struggles through discussion and debate on the fundamental purpose and meaning of education for Black Americans (Fultz 1995). The papers protested the "mis-education" of Black children in public schools, while illustrating progressive alternatives to improving educational opportunity for historically marginalized communities (Kashif 1973). In doing so, they raised important and difficult questions about the purpose of education, the politics of knowledge and the relationship between culture, history and liberation. This essay explores the role of "Muhammad Speaks" and "Black Panther" in framing public discourse on the teaching of history during their peak periods of circulation: 1961 to 1974 and 1967 to 1973, respectively. Over 5,000 articles were reviewed for their education related content, with an eye toward coverage of history education. The study illustrates two salient aspects of the papers' discourse. First, the papers protested the endemic character of racism in history textbooks while framing historical knowledge within a wider conversation about power, privilege, and liberation. Second, the papers attempted to counterbalance misrepresentations of Black history by building historical content into their pages–highlighting histories on people like Fredrick Douglas, events like Nat Turner's revolt, and critical Black historiographies by scholars like W.E.B Du Bois. In doing so they modeled an approach to multicultural history education that resisted superficial "heroes and holidays" style history toward a critical conception of the past that was both troubled and hopeful and engaged with the lived experience of school children.   [More]  Descriptors: Whites, African Americans, Racial Discrimination, Social Change

Guy, Talmadge C.; Brookfield, Stephen (2009). W. E. B. Du Bois's Basic American Negro Creed and the Associates in Negro Folk Education: A Case of Repressive Tolerance in the Censorship of Radical Black Discourse on Adult Education, Adult Education Quarterly: A Journal of Research and Theory. W. E. B. Du Bois, one of the brightest lights in African American history, wrote a sparkling critique of the American social and economic system originally planned as part of the Bronze Booklets series, edited and published by Alain Locke and the Associates in Negro Folk Education. The piece was never published and has, until now, been lost to the annals of adult education history. Using historical evidence, the authors examine Du Bois's Basic American Negro Creed and the circumstances that led to its exclusion from the series. It is argued that the Creed was far too radical for the liberal minded Carnegie Corporation and its leaders who were only interested in accommodating adult education for Blacks through the AAAE funded Bronze Booklets. The exclusion of the Creed represents an example of repressive tolerance by the AAAE.   [More]  Descriptors: United States History, Adult Education, African American History, African Americans

Battle, Juan; Wright, Earl, II (2002). W.E.B. Du Bois's Talented Tenth: A Quantitative Assessment, Journal of Black Studies. Investigated whether the Talented Tenth (college-educated African Americans) currently engaged in community leadership activities related to W.E.B. Du Bois' charge to provide leadership for the masses. Data from the 1993 National Black Politics Study indicated that Talented Tenth members currently and significantly engaged in political and community leadership and were suspect of black middle class motives. Descriptors: Blacks, Leadership Responsibility, Middle Class, Social Responsibility

Sinitiere, Phillip Luke (2012). Of Faith and Fiction: Teaching W. E. B. Du Bois and Religion, History Teacher. W. E. B. Du Bois (1868-1963) is widely known as a champion for the political rights of African Americans, founder of the National Association for the Advancement of Colored People (NAACP), aggressive advocate of Pan-Africanism, staunch supporter of female suffrage, and one of the creative forces behind the Harlem Renaissance. Further still, Du Bois is known for his storied debates with Booker T. Washington and his magisterial "Souls of Black Folk" (1903). Those who study Du Bois and religion uniformly show how religion constituted a major part of his social scientific analysis of the world. Others document how a latent spirituality informed Du Bois's outlook on politics, economics, and society. Most of this work analyzes Du Bois's major studies and only minimally makes use of Du Bois's creative writing, with even less attention on what he wrote for "The Crisis," the NAACP's magazine that he edited from 1910 to 1934. This essay complements the existing scholarship on Du Bois and religion by attempting to more fully utilize what the author calls his "Crisis corpus." More specifically, by utilizing the latest scholarly perspectives, the author offers pedagogical strategies by sharing document-based lessons on Du Bois and religion from his own experience teaching in a secondary setting and university classroom. He discusses how he incorporates columns from the NAACP's "The Crisis" magazine into lessons on early twentieth-century America. Reading the contents of "The Crisis"–in particular the appearance of religion on its pages–can provide a more nuanced understanding of the rapid changes that defined the first few decades of twentieth-century American history.   [More]  Descriptors: African American Leadership, African Americans, Reputation, Religion

Evans, A.L.; Lamikanra, A.E.; Jones, O.S.L.; Evans, V. (2004). Hallie Quinn Brown (1845-Or 1850-1949): Educator, Author, Lecturer, Founder, and Reformer, Education. Most black educators are aware of black pioneers, such as Frederick Douglass, Phillis Wheatley, Booker T. Washington, W. E. B. DuBois, George Washington Carver, Mary McLeod Bethune, and others, Few are, however, aware of Hallie Quinn Brown (1845-or 1850-1949) educator, author, lecture, founder, and reformer, who wrote one of the first biographies on black women (Hallie Berry is an actress who is also a pioneer in drama.) This article describes the accomplishments of Hallie Quinn Brown. Descriptors: Biographies, African Americans, Females, Women Faculty

Alridge, Derrick P. (2007). Of Victorianism, Civilizationism, and Progressivism: The Educational Ideas of Anna Julia Cooper and W.E.B. Du Bois, 1892-1940, History of Education Quarterly. Anna Julia Cooper and W.E.B. Du Bois were two of the most prominent African-American educators of the late 19th and early 20th centuries. During this period, they both envisioned a broad education tailored specifically to the critical intellectual and vocational needs of the entire black community. In this essay, the author examines common themes in Cooper's and Du Bois's educational thought and shows how they adapted, merged, and reconciled the idealism of Victorianism, Civilizationism, and Progressivism with the realities of black life to forge educational ideas aimed at improving the social, economic, and political conditions of African Americans. Building on the thesis of historians Richard Hofstadter and Wilson Moses, who argue that conflict and reconciliation are common phenomena in the thinking of American intellectuals, the author contends that Cooper and Du Bois reconciled inherently contradictory views in the dominant ideologies of their day to construct educational ideas for black Americans.   [More]  Descriptors: African American Education, Educational Philosophy, Social Change, Womens Education

Rashid, Kamau (2009). On Education and Social Power: The Educational Theories of W.E.B. Du Bois and Their Relevance to African-Centered Education, ProQuest LLC. W.E.B. Du Bois offered an educational theory that sought to contextualize the role of schools and their relevance to social justice. Responding to the social-historical malaise of African American subordination, he proposed that schools could provide the impetus towards cultural, economic, and political empowerment. Moreover, his theory of education anticipates key themes within the African-Centered paradigm of education as it emerges in the late 20th century.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Social Justice, Educational Theories, Black Studies, Educational Sociology

Ogden, William R.; Hill, Catherine B. (2007). The Scholar as Change Agent: W.E.B. Du Bois, College Student Journal. W.E.B. Du Bois spent the vast majority of his 95 years working for the hearts and minds of Americans. Although consumed with equal rights and opportunity for Blacks, his larger vision was of a world in which all persons could progress as far as their unique knowledge, ability and efforts would permit. Intellectual and largely inward directed Du Bois utilized scholarship and the written word to advance his ideas and to secure a place of leadership in the Civil Rights movement of his day.   [More]  Descriptors: Civil Rights, Change Agents, Change Strategies, Social Justice

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Bibliography: W. E. B. Du Bois (page 01 of 10)

This annotated bibliography is curated specifically for the Black Lives & Me website.  Some of the authors featured on this page include Leticia Rojas, June Gary Hopps, Christopher M. Tinson, Kerry Burch, Michael Joseph Viola, Lynn England, Matthew B. Crawford, Dorcas D. Bowles, Daniel D. Liou, and Obie Clayton.

Fenwick, Leslie T. (2016). Blacks in Research: How Shall We Be Portrayed?, Urban Education. A version of this article, "Blacks in Research? How Shall We Be Portrayed?", was delivered by the author as the 2013 W. E. B. Du Bois Distinguished Lecture to the annual conference of the American Educational Research Association (AERA) Blacks in Education Special Interest Group (Black SIG). This article examines the portrayal of Blacks in research and urges a renaissance among Black intellectuals, specifically calling for Black and progressive other scholars to lead a national movement to present rarely highlighted positive data and research findings about the Black condition–especially those which challenge persistent negative reports and racist notions about Black people.   [More]  Descriptors: Educational Research, Recognition (Achievement), Black Studies, Research Needs

Tinson, Christopher M. (2017). Race towards Freedom: W.E.B. Du Bois and the Tradition of Fugitive Black Study, Equity & Excellence in Education. This essay centers the defense of black educational possibility in the work of historian, pioneering sociologist, and scholar, W.E.B. Du Bois (1868-1963) as a conduit igniting what critical social theorists Stefano Harney and Fred Moten (2013) call Fugitive Black Study. The critical appreciation of Du Bois forces us to consider the weight of education and the ethics of democratic practice. Democratic practice is employed here in an effort to underscore the notion that we are not moving toward a more perfect union, and to make the point that the work of Du Bois explodes the very meaning of democracy as constituted by global racial capitalism. The racist, settler-colonial foundation of the United States requires a rethinking of the very concept of democracy. After all, Du Bois argued that democracy had never been truly practiced in the United States. His realization that democratic practice depended on a fierce commitment to critical education has proved prophetic.   [More]  Descriptors: Black Studies, African American History, Educational Sociology, Educational Practices

Bowles, Dorcas D.; Hopps, June Gary; Clayton, Obie (2016). The Impact and Influence of HBCUs on the Social Work Profession, Journal of Social Work Education. Faculties at historically Black colleges and universities (HBCU) have demonstrated stellar contributions to social work, which include early thought and epistemology related to strengths, empowerment, and social justice perspectives; religious orientation; inclusive learning environment, and community-based research. W. E. B. DuBois was the most influential among these HBCU scholars; however, the DuBoisian tradition of scholar as activist must include works of Frazier, Haynes, Young, and others, who fueled discourse on contemporary social problems despite prejudice, discrimination, and Jim Crow. HBCUs provided direction for services to the new Black urban class when the profession was not prepared to do so. They led the profession to use new theoretical ideas, perspectives, and service modes for a new clientele.   [More]  Descriptors: Social Work, Black Colleges, College Role, Change Agents

Crawford, Matthew B. (2015). Learn a Trade, Phi Delta Kappan. The author earned a physics degree in college and then failed to find a job in the aerospace industry. He writes of how he fell back on his training as an electrician for sustenance and from that extrapolates how the trades have become confused with work of the hands rather than of the mind. He uses the venerable debate between Booker T. Washington and W.E.B. Du Bois a century ago over whether African-Americans should direct their energies and community development toward vocational or academic goals as example of his prescription for America today. Du Bois, who championed academics, won that debate, not only for the black community, but for all of America. It is a debate that needs to be reopened the author says.   [More]  Descriptors: Vocational Education, Academic Education, Reputation, Income

England, Lynn; Warner, W. Keith (2013). W. E. B. Du Bois: Reform, Will, and the Veil, Social Forces. While W. E. B. Du Bois is widely recognized for his contributions to the sociology of race, his contributions to the foundations of sociology are largely ignored. His sociology is based on African American reformism, a version of pragmatism, and a contingent historicism. The basic view of sociology is one that emphasizes the role of chance and will as opposed to law and certainty. He called sociology "the science of free will." His view of society is one that focuses on the historical contingency of the structure of society, the malleability of society, and the fundamental feature of American society: a society built around the "color line" or "veil." This view of society is not merely an interesting historical anomaly, but has significant implications for the understanding of and development of contemporary sociology.   [More]  Descriptors: Social Studies, Sociology, Race, Recognition (Achievement)

Wilkins, Ebony Joy (2014). Children's Literature as a Pathway of Possibilities, Journal of Education. Visionaries like W. E. B. Du Bois opened the door to possibility and opportunity for the next generations of African American artists. Among those who benefited from and contributed to this legacy are award-winning African American authors and illustrators who created works that celebrate Black children, equality, and diversity. These artists encouraged, entertained, informed, and passed along accurate messages about African American culture and race. Artists like those I have celebrated in this article have created a pathway for those to come.   [More]  Descriptors: Childrens Literature, Teaching Methods, African Americans, African American Culture

Witonsky, Trudi (2013). To Be a Co-Worker in the Kingdom of Culture, CEA Forum. In 1903, in the introduction to his ground-breaking, seminal work, "The Souls of Black Folks", W.E. B. Du Bois calls for a vision of our country in which African Americans can become "co-worker[s] in the kingdom of culture." In this article I make the case that the use of a novel like "Gods Go Begging" by Alfredo Vea can help us better understand what is required in implementing Inclusive Excellence, an initiative of the American Association of Colleges and Universities, that takes us a little farther down the road toward Du Bois' vision.   [More]  Descriptors: Inclusion, African Americans, Civil Rights, Participation

Lee, Carol D. (2009). The 2008 Charles H. Thompson Lecture-Colloquium Presentation: From Du Bois to Obama–The Education of Peoples of African Descent in the United States in the 21st Century, Journal of Negro Education. This article presents the text of a lecture delivered by American Educational Research Association President Carol D. Lee at the 29th Annual Charles H. Thompson Lecture-Colloquium Series which was held on November 5, 2008. In her lecture, Lee discussed several points of similarities between W. E. B. Du Bois and President Barack Obama. These similarities in background, education, and in their ideas on politics and power are historically connected with implications for educating Black people though race consciousness.   [More]  Descriptors: Educational Research, African American Education, Conference Papers, African American Achievement

Rojas, Leticia; Liou, Daniel D. (2017). Social Justice Teaching through the Sympathetic Touch of Caring and High Expectations for Students of Color, Journal of Teacher Education. This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois's concept of "sympathetic touch," the findings of this study revealed that the teachers fostered sympathy through perceptions of fairness in educational opportunities, education as a method to challenge class oppression, the use of curriculum to communicate caring, and high expectations to promote students' histories, self-respect, and preparation for a more just future. The results of these findings have implications for how society currently views teacher effectiveness, and future discussions regarding teacher education, school accountability, and teacher evaluation.   [More]  Descriptors: Social Justice, Caring, Minority Group Students, Qualitative Research

Burch, Kerry (2016). Platonic & Freirean Interpretations of W. E. B. Du Bois's, "Of the Coming of John", Educational Studies: Journal of the American Educational Studies Association. In the current Neoliberal climate of educational reform, the enlightenment project in education is more susceptible than ever to the machinations of historical amnesia. The notion that education can be transformative in a positive sense represents a moral ideal that teachers in the foundations of education find increasingly difficult to integrate into their pedagogies. As an antidote to this cultural forgetting, the article makes the case that W. E. B. Du Bois's lone fictionalized chapter in "The Souls of Black Folk", "Of the Coming of John," can be used in classrooms to reinvigorate students' thinking not only about the enlightenment project in education in a general sense, but more specifically, about the paradoxical and tragic dimensions that accompany this project and tradition. I argue that Du Bois's "bildungsroman", or coming-of-age story, can be most fruitfully interpreted when read alongside Plato's "turning around of the soul" (periagoge) and Paulo Freire's concept conscientization. When these 3 enlightenment-oriented narratives are studied in concert, they have an enormous potential to help cultivate the moral, political, and aesthetic sensibilities of our students as they construct their vocational identity as teachers in relation to the enlightenment project in education.   [More]  Descriptors: Neoliberalism, Educational Change, African Americans, Race

Fitzpatrick, Elizabeth B.; Moore, Anne C.; Lang, Beth W. (2008). Reference Librarians at the Reference Desk in a Learning Commons: A Mixed Methods Evaluation, Journal of Academic Librarianship. At the University of Massachusetts Amherst's W.E.B. Du Bois Library's Learning Commons, only reference librarians staff the Reference and Research Assistance Desk. Surveys, a focus group, reference question transcriptions, and question-type tallies indicate that this service model is strongly preferred by users and librarians over the previous tiered model.   [More]  Descriptors: Reference Services, Librarians, Academic Libraries, Models

Rashid, Kamau (2011). "To Break Asunder along the Lesions of Race". The Critical Race Theory of W.E.B. Du Bois, Race, Ethnicity and Education. In addition to its beginnings within legal scholarship, Critical Race Theory (CRT) is intimately aligned with the long tradition of African American social critique, which sought to interrogate the intractable nature of racism and White supremacy. Within this intellectual tradition, the works of W.E.B. Du Bois are of critical significance. Du Bois' critique of racism, in addition to his theories of education, anticipate many key aspects of CRT. Additionally, Du Bois illuminates fruitful spaces that are of great relevance to contemporary scholars engaged in a critical analysis of race and racism in their global and domestic contexts, within both education and the broader society.   [More]  Descriptors: Racial Bias, Criticism, Race, Critical Theory

Valdez, Gabriela (2015). U.S. Higher Education Classroom Experiences of Undergraduate Chinese International Students, Journal of International Students. The purpose of this study was to explore undergraduate Chinese international students' perceptions about their classroom experiences in the United States institutions of higher education. Double consciousness, introduced by W.E.B. Du Bois, was used as the theoretical framework for this study. After analyzing the 15 interviews to Chinese international students, the following areas were discussed: comparison of classroom experiences in the United States and China; positive and negative classroom practices in the U.S.; perceptions of the way American faculty and students perceived Chinese international students; and double consciousness of Chinese international students. While most of the participants preferred the American classroom practices over practices in China, their perceptions about the way American students and faculty perceived them were conflicting. The concept of double consciousness also helped to illustrate the internal identity conflict of being Chinese and being "Americanized."   [More]  Descriptors: Higher Education, Classroom Environment, Undergraduate Students, Student Experience

Viola, Michael Joseph (2016). W.E.B. Du Bois and Filipino/a American Exposure Programs to the Philippines: Race Class Analysis in an Epoch of "Global Apartheid", Race, Ethnicity and Education. The article highlights the ongoing relevance of W.E.B. Du Bois for the global analysis of race and class. Engaging scholarly debates that have ensued within the educational subfields of critical race theory (CRT) and (revolutionary) critical pedagogy, the article explores how a deeper engagement with Du Bois's ideas contributes theoretically and methodologically to these two subfields. Of particular focus is Du Bois's conceptualization of a "guiding hundredth," which he forwarded as a corrective to his ideas of a "talented tenth." The article also offers a case study analysis of the film "Sounds of a New Hope," which documents a hip hop exposure program to the Philippines. The case study draws upon Du Bois's "guiding hundredth" for a twenty-first century context as a Filipino American cultural worker utilizes hip hop to articulate, analyze, and alter the lived experiences for Filipino/a Americans in a global diaspora.   [More]  Descriptors: Race, Social Class, Immigrants, Racial Bias

Savage, Carter Julian (2013). In Search of a "Benevolent Despot": John T. Emlen and the Establishment of the First Colored Boys' Club, 1903-1913, Peabody Journal of Education. This article examines the establishment and early history of the first Boys' Club for African American boys–the Wissahickon Boys' Club–through the thoughts and actions of its Quaker founder, John Thompson Emlen. The purpose of this article is not only to document the founding of this historic organization but also to describe Emlen's conception of racial advancement through the implementation of vocational education programs within the context of a "colored" Boys' Club. In examining Emlen's thesis and subsequent work, the article analyzes the similarities of his ideas to W. E. B. DuBois's charge to White Americans in "The Philadelphia Negro."   [More]  Descriptors: African Americans, Males, Clubs, Organizations (Groups)

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