“To Rise from the Darkest Ignorance”: Black Texans’ Engagement with the Politics of Racial Uplift

2021 ◽  
pp. 1-25
Author(s):  
Nedra K. Lee
Keyword(s):  
Racial Uplift

Determination and Persistence: Building the African American Teacher Corps through Summer and Intermittent Teaching, 1860s-1890s

2021 ◽  
Vol 61 (1) ◽  
pp. 4-34
Author(s):  
Michael Fultz
Keyword(s):  
Young Adults ◽  
African American ◽  
Teaching Practices ◽  
African American Youth ◽  
Racial Uplift ◽  
Family Resources ◽  
Student Activities ◽  
American Students ◽  
Youth And Young Adults ◽  
American Teacher

This paper explores trends in summer and intermittent teaching practices among African American students in the post-Civil War South, focusing on student activities in the field, the institutions they attended, and the communities they served. Transitioning out of the restrictions and impoverishment of slavery while simultaneously seeking to support themselves and others was an arduous and tenuous process. How could African American youth and young adults obtain the advanced education they sought while sustaining themselves in the process? Individual and family resources were limited for most, while ambitions, both personal and racial, loomed large. Teaching, widely recognized as a means to racial uplift, was the future occupation of choice for many of these students.

Scott Joplin: A Guide for Music Educators Part III—Ragtime Spaces

2021 ◽  
pp. 104837132110344
Author(s):  
Kendra Kay Friar
Keyword(s):  
Music Education ◽  
Music Educators ◽  
General Music ◽  
Racial Uplift ◽  
Student Activities ◽  
Cultural Contexts ◽  
Cultural Globalization ◽  
Music Standards ◽  
Entrepreneurial Activities ◽  
K 12

Scott Joplin was an African American composer and pianist of singular merit and influence. This article is the final entry in a three-part series considering the biographical, artistic, and cultural contexts of Joplin’s life and work and their use in K–12 general music education. “Ragtime Spaces” focuses on cultural globalization and the modernist entertainment aesthetic which supported Joplin’s work. Scott Joplin’s creative and entrepreneurial activities embodied humanism, racial uplift, and craftsmanship at a time when society became increasingly racially segregated and dehumanized. The discussion is followed by suggested student activities written in accordance with National Association for Music Education’s 2014 National Music Standards.

Nineteenth-Century American Literature and the Discourse of Natural History

2021 ◽  
Author(s):  
Juliana Chow
Keyword(s):  
Nineteenth Century ◽  
Critical Race Theory ◽  
Natural History ◽  
American Literature ◽  
Settler Colonialism ◽  
Racial Uplift ◽  
Nineteenth Century American Literature ◽  
Writers Of Color ◽  
Environmental Survival ◽  
Theories Of Evolution

Nineteenth-Century American Literature and the Discourse of Natural History illuminates how literary experimentation with natural history provides penumbral views of environmental survival. The book brings together feminist revisions of scientific objectivity and critical race theory on diaspora to show how biogeography influenced material and metaphorical concepts of species and race. It also highlights how lesser known writers of color like Simon Pokagon and James McCune Smith connected species migration and mutability to forms of racial uplift. The book situates these literary visions of environmental fragility and survival amidst the development of Darwinian theories of evolution and against a westward expanding American settler colonialism.

“Intelligently organized resistance”: Shakespeare in the Diasporic Politics of John E. Bruce

2019 ◽  
pp. 85-94
Author(s):  
Kim F. Hall
Keyword(s):  
Historical Context ◽  
Collaborative Approach ◽  
Inaugural Address ◽  
Racial Uplift ◽  
Black Authors ◽  
White Nationalism ◽  
And Performance ◽  
Organized Resistance

In 1916 the black journalist and organizer John Edward Bruce outlined an approach for the study of Shakespeare aimed at racial uplift. This chapter situates Bruce’s inaugural address to “The Friends of Shakespeare,” a black organization for the study and performance of Shakespeare, in the wider U.S. context of migration, the rise of white nationalism, and pan-Africanist thought. An autodidact, Bruce advocated for a collaborative approach to studying Shakespeare’s works in their historical context and alongside works by black authors. Comparing Bruce’s collectivist and historicist strategies for using Shakespeare as a vehicle for racial uplift, with radical pedagogies described more recently by Joyce E. King and others, Hall argues that the study of Shakespeare, then as now, can equip students for “intelligently organized resistance.”

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