Inclusive Scholarship: Developing Black Studies - Ford Foundation

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Inclusive Scholarship: Developing Black Studies in the United States 101 The ongoing debate over nomenclature is a graphic illustration of residual problems growing out of the turbulent times in which these programs burst upon the academic scene. The term “Black Studies” has become a generic designation, vociferously opposed by some who view the phrase as less than illuminating. Critics argue that this designation suggests that only Black students and Black faculty should be interested in this area of intellectual inquiry. Most institutions appear to prefer the titles “Afro- American,”“African and Afro-American,” or “Africana” Studies. On the one hand, those who insist on the term “Africana Studies” maintain that “Afro- American Studies” implies that the primary focus of teaching and research is the historical, cultural, and political development of Afro-Americans living within the boundaries of North America. Moreover,“African and Afro- American Studies” neglect the Caribbean and other parts of the Americas. On the other hand, “Africana Studies” encompasses a broader geographical, if not disciplinary, reach, spanning both North and South America, the Caribbean, and the African continent—in short, the African Diaspora. Of course, few of the current programs possess the requisite institutional resources, faculty positions, or budget lines to be truly “Africana.” But the intent points in the right direction and therefore is certainly praiseworthy. The attempt to identify and assess Black Studies endeavors accurately is further complicated by the differences in structure and mission between “departments,” “programs,” “centers,” and “institutes.” Black Studies “departments” are best characterized as separate, autonomous units possessing an exclusive right and privilege to hire and grant tenure to their faculty, certify students, confer degrees, and administer a budget. Black Studies “programs” may offer majors and minors but rarely confer degrees. And perhaps more importantly, all faculty appointments in programs are of the “joint,”“adjunct,” or “associate” variety. These professors are in the unenviable position of having to please two masters to secure appointment and tenure. “Centers” and “institutes” defy easy categorization. As a rule, they tend to be administrative units more concerned with the production and dissemination of scholarship and with the professional development of teachers and scholars in the field than with undergraduate teaching. Un-
102 Inclusive Scholarship: Developing Black Studies in the United States fortunately, considerable confusion surrounds the name “center.” Many people view centers as merely cultural or social facilities designed to ease the adjustment of Black students to predominantly white campus life. Thus, centers are often denigrated and dismissed as having little or no relevance to Black Studies, which is imagined to be purely an academic or intellectual endeavor, albeit with political-advocacy overtones. However, the good work being done at centers like those at the University of California at Los Angeles (UCLA) and the University of Michigan certainly should correct these misconceptions. University Administrators It was encouraging and refreshing to encounter so many white university administrators who sang the praises of their Black Studies departments, programs, centers, and institutes. In fact, there was scarcely a discordant note. From the perspectives of the more positively inclined administrators on predominantly white campuses, it appears that Black Studies not only has come of age but also has been making important contributions to the academy. Although it is heartening to witness this attitudinal transformation, given the initial vehement objections to the creation of Black Studies units, it is nonetheless necessary to probe beyond the surface to assess fully the contemporary status of Black Studies. Twenty years ago, when Black students first demanded the establishment of Black Studies departments, programs, and centers, few of the beleaguered white administrators would have predicted a long life for these enterprises. Many undoubtedly wished that Black Studies would go away; others tried to thwart growth and development. Most of those who opposed the creation of Black Studies units claimed that these units would lower academic standards because they believed such endeavors lacked intellectual substance. It is not surprising that at some institutions Black Studies units offered little intellectual challenge. Undertrained people were brought in to head programs hastily contrived to preserve campus peace. Unfortunately, the
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A 25th anniversary retrospective of
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Copyright © 1985, 1990, 1994, 2000
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Table of Contents Acknowledgments P
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Preface The Ford Foundation is prim
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The American University in Crisis a
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The Huggins Report Contents Preface
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PART FOUR A Changing Political Cont
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The Pinderhughes, Yarborough Report
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PART FIVE Epilogue: Continuing Chal
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Contributors Farah Jasmine Griffin
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Index Note: Page references in ital
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