Inclusive Scholarship: Developing Black Studies - Ford Foundation

More documents

Recommendations

Info

142 Inclusive Scholarship: Developing Black Studies in the United States ties and services. Both of these women came to Cornell from schools with very limited resources (the University of the Virgin Islands and the University of Lome, Togo, respectively) and felt tremendously fortunate to be able to work at Cornell. “At Lome,” Assie-Lumumba told us, “I was the library.” Particularly in the case of Assie-Lumumba, the more senior of the two scholars, the Ford Fellows lent prestige to the Cornell program as a faculty of researchers. The key to Cornell’s renewed success is Professor Robert Harris who embodies the goals and values of the Center; and,in his quiet but forceful way,has guided it to its new position as a full partner in the greater Cornell mission. Working with colleagues across the campus,Harris has made Cornell’s historic emphasis on the Africanness of Africana Studies work in a way that suits Cornell’s particular academic culture.He has forged links with David Lewis,director of Cornell’s Institute for African Development to co-sponsor (in the truly collaborative sense of that term) programs for specialists both in African culture and political/economic development. Such a partnership takes advantage of Cornell’s identity as a public institution (though, in fact, a private university) concerned with practical issues of policy-making in such areas asAgriculture and Business. Scholars coming to campus to study problems of drought relief are,therefore,well served by the Center’s programs inAfrican Languages, History, and Art, as well as in the sciences and social sciences. Cornell is a real “teaching school.” The graduate students we met are very serious and enthusiastic about the Africana Studies Program. They are thrilled by the availability of new faculty, thanks to Ford; and they are connected with programs that take them into local schools—spreading the word of Black Studies. This is a program excitingly on the rise.As indicators, the team-taught courses (one in Black/Jewish relations, for example), campus-wide lectures and exhibits and the growing roster of Black and White students, all speak well for the “new Cornell.”
Inclusive Scholarship: Developing Black Studies in the United States 143 Harvard University Harvard’s grant from Ford was designed to fund its ongoing Visiting Scholars Program and faculty “working groups.” Harvard’s proposal made clear that African American Studies is in the process of revitalization and that the University views the grant as part of this new growth. Specifically, the grant was meant to shore up the Du Bois Institute in ways that would positively impact the Department of Afro-American Studies as a teaching force and locus of intellectual activity. Accordingly, the Harvard proposal aimed “to reshape the visiting scholars program so that it would serve the needs of the Department as well as the Institute.” In addition to pursuing individual research projects and teaching one course per year, fellows were to participate in the weekly colloquium series and deliver one public lecture. Thus, Ford’s support of scholarly “working groups” also supported a program creating linkage with the Department and the students. The program worked.Visiting scholars fulfilled their duties to the Department, and did significantly more than the minimum. Professors George Frederickson and Fawzia Afzal-Khan became informal advisors to graduate and undergraduate students not necessarily enrolled in their specific courses. The colloquium series has become a true intellectual center of the Institute and the Department—indeed of the University.These working sessions presenting new research by top scholars have helped shape African American Studies (both the Department and the Institute) as one of those key places on campus to find out what new wood is being cut in the academy. Harvard’s program works because of several key strengths: 1. Unequivocal support from the central administration; 2. Henry Louis Gates, Jr. is not just a star but a man of enormous energy who has taken pains to learn how Harvard ticks and to build African American Studies (Institute and Department) in ways that complement the overall Harvard mission; and 3. Randall Burkett, the keystone administrator/scholar.
Page 1 and 2:
A 25th anniversary retrospective of
Page 3 and 4:
Copyright © 1985, 1990, 1994, 2000
Page 5 and 6:
Table of Contents Acknowledgments P
Page 7 and 8:
Preface The Ford Foundation is prim
Page 9 and 10:
viii Inclusive Scholarship: Develo
Page 11 and 12:
x Inclusive Scholarship: Developin
Page 13 and 14:
xii Inclusive Scholarship: Develop
Page 15 and 16:
xiv Inclusive Scholarship: Develop
Page 17 and 18:
xvi Inclusive Scholarship: Develop
Page 19 and 20:
xviii Inclusive Scholarship: Devel
Page 21 and 22:
xx Inclusive Scholarship: Developi
Page 23 and 24:
xxii Inclusive Scholarship: Develo
Page 25 and 26:
xxiv Inclusive Scholarship: Develo
Page 27 and 28:
The American University in Crisis a
Page 29 and 30:
Inclusive Scholarship: Developing B
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
The Huggins Report Contents Preface
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
African American Studies from Imple
Page 103 and 104:
Page 105 and 106:
Three Essays: Black Studies in the
Page 107 and 108:
Preface to the Harris, Hine, McKay
Page 109 and 110: 90 Inclusive Scholarship: Developi
Page 119 and 120: Black Studies: An Overview Darlene
Page 121 and 122: 102 Inclusive Scholarship: Develop
Page 131 and 132: professional scholars engaged in re
Page 137 and 138: Funding Change: Introduction to the
Page 139 and 140: Inclusive Scholarship: Developing B
Page 141 and 142: Evaluation of Ford-Funded African A
Page 143 and 144: Introduction Beginning in fiscal ye
Page 145 and 146: General Assessments Beginning in fi
Page 159: Inclusive Scholarship: Developing B
Page 177 and 178: PART FOUR A Changing Political Cont
Page 183 and 184: The Pinderhughes, Yarborough Report
Page 211 and 212:
194 Inclusive Scholarship: Develop
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Page 247 and 248:
PART FIVE Epilogue: Continuing Chal
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
Contributors Farah Jasmine Griffin
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Index Note: Page references in ital
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
show all

Inclusive Scholarship: Developing Black Studies - Ford Foundation

Create successful ePaper yourself

Delete template?

Save as template?