Inclusive Scholarship: Developing Black Studies - Ford Foundation

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148 Inclusive Scholarship: Developing Black Studies in the United States pacted pedagogical practice and research. From them, more innovative and interrelated courses ensue. They are meant to reinforce close links between junior and senior faculty, and to heighten the degree of mentoring that students receive; thereby enhancing the sophistication of theses and dissertations. Without Ford money during this financial crisis, none of these initiatives could have been undertaken. Ford funds have been earmarked to develop film and video resources, to provide support for the Poetry Center founded by Professor June Jordan, to strengthen links between Berkeley and other scholars and institutions through publications and lecture series, and to enable the department to be a resource for teachers of community college and secondary school students. Of all the institutions we visited, Berkeley seemed most involved in community outreach projects. “Partnerships in Education” is an ongoing faculty/staff program that disseminates research and teaching ideas to local parents, teachers, and administrators. During the summer and again in the fall, most of the AAS faculty members make presentations and direct workshops in these areas, encouraging undergraduate and graduate recruitment and making concrete their commitment to the broader community—a concept to which most African American Studies units do little more than pay lip service. Ford funds have also provided some release time for Professor VeVe Clark to develop a brilliant writing intensive course that orients students to the University from a diasporic perspective. This course is designed to counteract the high attrition rates of Black Berkeley students by introducing them to the wide range of resources both within and outside the university. Participants study films and readings, diverse in cultural context, that encourage thinking and writing on the idea of “the university.” The atmosphere at Berkeley was extraordinarily rich and exciting. The economic crisis notwithstanding, faculty, staff and students alike had all thought—in strikingly original ways—about how intellectual and institutional connections could be enhanced and reconceived.
Inclusive Scholarship: Developing Black Studies in the United States 149 University of California, Los Angeles At UCLA, the Center for Afro-American Studies (CAAS) is a research (rather than a teaching) component of the University. Here, the Ford initiative facilitated interdisciplinary innovation and synthesis in the field, thereby enhancing the Center’s vitality and productivity. UCLA’s Ford initiative, ASPIR—an acronym for Afro-American Studies Program for Interdisciplinary Research—sought to accomplish these goals by providing faculty release time, graduate student apprenticeships (sometimes called “mentorships”), and travel grants. ASPIR produced many positive results. Faculty and graduate students found that their research and writing were greatly enhanced by the challenge to explore the interdisciplinary implications of their projects. Graduate students were especially gratified to be able to work with faculty members who challenged them to think beyond national and disciplinary boundaries. All felt that the project prevented them from feeling isolated, intellectually and culturally, and provided them with valuable training to pursue sophisticated research goals. They especially felt that their professional development was helped immeasurably by the funding they received to attend conferences, deliver papers, and benefit from the responses of other intellectuals. Ford funding underwrote several conferences that attracted large audiences and showcased the strength of CAAS in the social science and public policy areas: the “Decline in Marriage Conference” (1989); “Back to the Basics: Black to the Future”(1990), held at the Audubon Junior High School in Los Angeles; “A War on Drugs or a War Against the African-American Community?” (1990). Ford-underwritten graduate student workshops on funding, research, and cross-cultural studies, assisted graduate students in ways that had typically eluded them in their home departments. Because of the size of the University and the complex structure of CAAS, an academic coordinator (Jim Turner) and an administrative coordinator (Sandra Sealy) were hired to supervise the ASPIR program. Everyone to whom we spoke praised the professionalism with which the program was run, and they all felt that much of its effectiveness, especially for 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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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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