Inclusive Scholarship: Developing Black Studies - Ford Foundation

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146 Inclusive Scholarship: Developing Black Studies in the United States The second conference of that year,“In Touch with the Spirit: Black Religious and Musical Expression in American Cinema,” was held in conjunction with the Indiana Black Expo and drew over one thousand attendees. The conference showcased interdisciplinary work in African American Studies, bringing together film makers and scholars whose work draw from a wide range of sources. Faculty members at Indiana were deeply committed to guaranteeing the future of African American Studies as a discipline in general and as a department at Indiana in particular. This commitment was evident in the attention paid to nurturing each other’s work and that of their students. Their cultural and intellectual involvements in the surrounding community were impressive, as were their pedagogical innovations. Michigan State University Ford’s grant to Michigan State is designed to support an evolving Ph.D. program in Comparative Black History—that is, Black History on several continents. This innovative program, the first of its kind in the United States (or anyplace else, it appears) offers courses to burgeoning historians specializing in the Black experience in two or more cultures. Ford gave the program a running start by providing a visiting professorship for David Barry Gaspar, who (in Fall 1992) gave a course in “Slavery in Maroon Societies.” He has also participated in the planning the program and expediting its growth and development. Other scholars visited, not for a whole term but for a full day of serious talk and collaboration. Michigan State is excellently positioned for this type of program because it already has several historians of the Black experience. Still more faculty was needed with so many areas of study involved in a true comparative approach. To fill extant gaps, experts conducted seminars on comparative slavery and comparative experiences of emancipation. Currently, eight graduate students are training as specialists in African American history at Michigan State. Of these, two are committed to the comparative approach. But each of these new seminars has involved fifteen to twenty students; and some of the visiting presenters attract faculty and
Inclusive Scholarship: Developing Black Studies in the United States 147 graduate student participants from all over campus. Students not formally enrolled in this program are also undertaking work directly stemming from participation in these seminars. The new course of study has changed the conversation campus-wide. Darlene Clark Hine, the program’s designer and leader, says, “The rippling effect is quite something. The teaching in ordinary courses has had to change as students come into them asking new questions.” After a day-long session with a visiting comparatist, one grad student emerged to say to Professor Hine:“This program makes you smarter. Just sitting there I could feel my I.Q. going up!” The formula for success is the same here as elsewhere: brilliant, inspired faculty leadership (Hine), excellent partnership with the central administration, fine staff help, and—always a significant factor—money. University of California, Berkeley Of the programs we visited, the Ford initiative at Berkeley was the least advanced. With the period of their award being July 1, 1991, to June 30, 1994, they were just completing the project for which they had been funded. As with all of the institutions we visited, Berkeley, as a state school, was struggling with budget cutbacks resulting from state and national financial crises. However, since the economy of the state of California was particularly hard hit, and the Berkeley campus especially so within the system, we were struck by how timely this award has been and how much it has contributed to the intellectual life and vigor of students and faculty alike. The thrust of the Berkeley proposal has been to strengthen the department’s emphasis on interdisciplinary research on the African Diaspora.This initiative is designed to improve undergraduate courses and to provide the foundation for the department’s proposed graduate program. Until now, courses have tended to focus on one approach or methodology and a single national context. Much of the Ford grant has been earmarked to encourage collaborative projects between faculty members and graduate students that would enable all participants to explore the interdisciplinary and diasporic implications of their joint projects. These projects have simultaneously im-
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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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African American Studies from Imple
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Three Essays: Black Studies in the
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Preface to the Harris, Hine, McKay
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Page 119 and 120: Black Studies: An Overview Darlene
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PART FIVE Epilogue: Continuing Chal
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Contributors Farah Jasmine Griffin
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Inclusive Scholarship: Developing Black Studies - Ford Foundation

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