We have a Reconstruction problem. Not because Reconstruction failed, but because it succeeded in the very sense that many white Americans wanted it to succeed.
Source: higher education
The chancellor of the Georgia higher education system announced Friday afternoon that he plans to seek the merger of Albany State University, a historically black institution, with Darton State College, whose enrollment is about half white. Georgia’s higher education system has been pursuing mergers in recent years, but the state has not to date proposed mergers involving historically black colleges. In other states in the past, such proposals have been controversial. Many advocates for historically black colleges believe such mergers erode these institutions’ historic commitment to educating black students, many of them from low-income areas.
At Albany State, 90 percent of students are black. Albany State last month announced budget cuts, including the "deactivation" of undergraduate majors being eliminated: English, history, speech and theater, music, music education, and science education.
The Georgia plan, which must be approved by the Board of Regents, would keep the Albany State name for the combined institution.
Hank Huckaby, the chancellor, said in a statement, “We recognize this is a historic milestone for Albany State. We are committed to continuing to serve the HBCU mission and building upon the mission to serve an increasingly diverse student population and community. We also recognize the key role Darton has played in meeting the access mission and offering workforce-related associate degrees. We will maintain both missions under the consolidated institution and believe this strengthens public higher education in Southwest Georgia.”
From their earliest incarnations in the seventeenth-century, through their Georgian expansion into provincial and colonial markets and culminating in their late-Victorian transformation into New Journalism, British newspapers have relied upon scissors-and-paste journalism to meet consumer demands for the latest political intelligence and diverting content. However, mass digitisation of these periodicals, in both photographic and machine-readable form,…
As an ally, following this hashtag and injunction is one of the ways I try to listen and learn from the #BlackLivesMatter movement in order to keep my scholarly and personal commitment to social justice active and responsive to current events and the power of grassroots organization. For Fall 2015, I was about to teach a course of my own design entitled “Black Power, Yellow Peril,” an advanced writing seminar on the comparative racialization of African Americans and Asian Americans from the nineteenth-century through to the present-day. I wanted to figure out how to develop a participation component of my syllabus to help my students also #staywoke – to take our class as a starting point for their exploration of these issues and other intersecting conversations and to view the course as one of many sites of the ongoing complex politics that happen all around them every day.
This post is dedicated to the amazing and internationally renowned Dr. Geneva Smitherman–Dr. G. To keep it brief, as she has too many accolades to list, Dr. G is the University Distinguished Professor Emerita in the Department of English and Core Faculty to the African American and African Studies (AAAS) Program at Michigan State University. Most importantly, she is the preeminent scholar in the field of linguistics, specifically, African American Language (AAL), Black English (BE).
Dr. G teaches an online class AAAS 891 focused on African American Language, a class I’m currently enrolled in and enthusiastically support. Believe it or not, African American Language does exist. It is not slang, broken English or some contrived dialect that spawned yesterday. Black English is a legitimate language contrary to popular belief. The history and many books on the subject speak for itself.
Post-Brown v. Board of Education (1954) and the integration of classrooms nationwide, the exposure to the tongue of Black America—Black English—“a style of speaking words with Black flava—with Africanized semantic, grammatical, pronunciation, and rhetorical patterns,” according to Dr. G, came this abrupt awakening no one was expecting. Since that time there has been ongoing onerous debate about the place of AAL in education. Both sides have vehemently argued for and against it. Maybe digital? Why not digital?
The explosion of the digital space has been the truce or the much needed answer. As a digital zealot, Cultural Heritage Informatics (CHI) could possibly be the solution to this decades old debate. How and why? The infinite lifespan of a project in the digital world coupled with the creativity and customs of CHI may make the perfect focus group to allow for AAL in the classroom beyond social media, blogs and the like. This relationship could influence pedagogy, epistemology and rhetoric. Ideally, this is the beginning of something revolutionary in education, Black America, CHI and the digital communities.