Inclusive Scholarship: Developing Black Studies - Ford Foundation

More documents

Recommendations

Info

Inclusive Scholarship: Developing Black Studies in the United States 209 listed courses,and restored relations with History,Government,and Foreign Affairs and other departments with which the Institute had ceased to interact. With “Changing Cultures of Race in the Modern World,” Butler’s leadership has “institutionalized a forum for the cross-disciplinary exchange of ideas among university faculty, graduate students, visiting scholars, and Woodson research fellows.” 34 The Race seminar discussed new scholarly approaches to race and gender on a level that has, according to Butler, “given scholarly discussions of race greater visibility.” With the College of Arts and Sciences providing two years of support for this seminar, Butler has been impressive in what he has accomplished in a very short time. He has rejuvenated and enriched the complex institutional environment of the Woodson Institute with its multi-tiered research and visiting scholar programs. Butler is fortunate to have a well-designed environment in which to support an extraordinary array of institutionalized research projects. They include the ongoing work research of doctoral candidates and postdoctoral fellows on African and African American subjects, and faculty research projects in History (“The Valley of the Shadow”), Anthropology, and other fields. The Woodson Institute directs work on the Venable Lane/Catherine Foster nineteenth-century African American family burial site (discovered on UVa property in 1993); the Holsinger Studio Photograph Research Project; “The Culture of Desegregation in the Upper South, 1940–1970”; and the Central Virginia Social History Project. Butler has strengthened existing projects and added a number of important new ones. In addition, the “Director and Assistant Director of the Woodson Institute serve as advisors to the Booker T. Washington National Monument in Franklin County, Virginia, and the Monticello/Thomas Jefferson Memorial Foundation in Charlottesville. The National Park Service has asked the Woodson Institute to cosponsor a conference on the Underground Railroad and Slave Resistance in the year 2000.” 35 A conference and edited volume on the Sally Hemings–Thomas Jefferson relationship were developed in the wake of the controversy on the findings on the genetic ev-
210 Inclusive Scholarship: Developing Black Studies in the United States idence on their descendants. The University Press of Virginia also publishes a series in African and African American Studies. The Institute directs the African American and African Studies Program at the University in which “more than fifty students major or minor.” The program tracks courses “offered by more than a dozen departments and area studies programs” and offers courses through the Institute. The 1997–98 annual report took specific note of “our need for a full-time programming specialist to [develop] curriculum, electronic teaching resources, seminars and conferences.” What had been handled by three people in the mid-1990s, as of May 1998 was handled by Scot French, the assistant director, who also has a half-time teaching load. The University had also halved its contribution to the Institute for part-time instructor salaries—allowing for only two courses. Butler (and another member of the History department) also proposed and led the Emerging Scholars Program, based first in the history department and now in the Woodson Institute, to mentor minority students and introduce them to the scholarly world at an early stage. He has also won approval from the University for the new Distinguished Majors Program for undergraduate majors in African American Studies within the Woodson Institute. Virginia’s Woodson Center seems to have a much more enriched research environment than schools that organized around projects and programs, rather than research-based activities. Many of Virginia’s research activities also intersect with each other and with the Ford-funded Chesapeake Seminar; they are redundant but in their redundancy is their power. Butler and Assistant Director French, an instructor in History, carry the bulk of the load of the Institute’s workload, but it is unreasonable to expect this arrangement to continue indefinitely. Several issues are involved. This report has already mentioned the substantial reduction in administrative staff in the Institute since 1996—from three full time administrators to .5 FTE. It was clear to the Ford investigator that the Associate Dean with whom she met seemed fairly unsympathetic to the Institute’s need for additional administrative support. The complexity and the volume of the research-based projects associated with the Institute might lead, after a number of years, to burnout. The untimely deaths of Robinson and, within
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 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Black Studies: An Overview Darlene
Page 121 and 122:
102 Inclusive Scholarship: Develop
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
professional scholars engaged in re
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Funding Change: Introduction to the
Page 139 and 140:
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 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176: Inclusive Scholarship: Developing B
Page 177 and 178: PART FOUR A Changing Political Cont
Page 179 and 180: 162 Inclusive Scholarship: Develop
Page 183 and 184: The Pinderhughes, Yarborough Report
Page 225: 208 Inclusive Scholarship: Develop
Page 247 and 248: PART FIVE Epilogue: Continuing Chal
Page 255 and 256: Contributors Farah Jasmine Griffin
Page 263 and 264: Index Note: Page references in ital
Page 277 and 278:
show all

Inclusive Scholarship: Developing Black Studies - Ford Foundation

Create successful ePaper yourself

Delete template?

Save as template?