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: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [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

Share on FacebookShare on Google+Tweet about this on TwitterPin on PinterestEmail this to someone

Leave a Reply

Your email address will not be published. Required fields are marked *