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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