Inclusive Scholarship: Developing Black Studies - Ford Foundation

Inclusive Scholarship: Developing Black Studies in the United States 121
African Americanist scholars seem more willing to pursue Diaspora models
than interethnic configurations. Does the tension arise from a feeling
that “ethnic does not often mean Black”? To address this issue, the authors
recommend that the two programs be funded separately so that each can
bring its own resources to collaborative projects.
In sum, O’Meally and Smith conclude that “despite well-publicized
examples of racial romanticism and defensive rigidity at the periphery of
the field, African American Studies has established itself as a vibrant and
expansive area of scholarly work within liberal arts and sciences.” Implicit
in this statement is an understanding of the assaults on African American
Studies launched by segments of the academy and the media. Most notably,
these critiques have been directed at more Afrocentric programs. Indeed,
on the heels of the O’Meally-Smith report, in 1995, Dr. Cornel West—a
widely recognized African American Studies “star”—was the object of
highly negative publicity. 2
In the midst of this politically charged atmosphere, it must be noted,
the foundation supported production of Stanley Nelson’s award-winning
film documentary, Shattering the Silence: The Case for Minority Faculty
(1997). The film explores faculty diversity by focusing on eight minority
scholars in the humanities and social sciences—among them Darlene Clark
Hine, co-author of the second Ford report: Three Essays: Black Studies in the
United States. The film examines teaching, research, and the impact of this
work on students, universities, and disciplines. Countering the mainstream
media coverage, it follows these scholars in both their professional and personal
lives to draw a more complex and multidimensional portrait of
African American intellectuals.
Farah Jasmine Griffin
(2006)