On the Courthouse Lawn


Book Description

Nearly 5,000 black Americans were lynched between 1890 and 1960. Over forty years later, Sherrilyn Ifill's On the Courthouse Lawn examines the numerous ways that this racial trauma still resounds across the United States. While the lynchings and their immediate aftermath were devastating, the little-known contemporary consequences, such as the marginalization of political and economic development for black Americans, are equally pernicious. On the Courthouse Lawn investigates how the lynchings implicated average white citizens, some of whom actively participated in the violence while many others witnessed the lynchings but did nothing to stop them. Ifill observes that this history of complicity has become embedded in the social and cultural fabric of local communities, who either supported, condoned, or ignored the violence. She traces the lingering effects of two lynchings in Maryland to illustrate how ubiquitous this history is and issues a clarion call for American communities with histories of racial violence to be proactive in facing this legacy today. Inspired by South Africa's Truth and Reconciliation Commission, as well as by techniques of restorative justice, Ifill provides concrete ideas to help communities heal, including placing gravestones on the unmarked burial sites of lynching victims, issuing public apologies, establishing mandatory school programs on the local history of lynching, financially compensating those whose family homes or businesses were destroyed in the aftermath of lynching, and creating commemorative public spaces. Because the contemporary effects of racial violence are experienced most intensely in local communities, Ifill argues that reconciliation and reparation efforts must also be locally based in order to bring both black and white Americans together in an efficacious dialogue. A landmark book, On the Courthouse Lawn is a much-needed and urgent road map for communities finally confronting lynching's long shadow by embracing pragmatic reconciliation and reparation efforts.







Places from the Past


Book Description




The Highlander Folk School


Book Description

This book reviews the history of the Highlander Folk School (Summerfield, Tennessee) and describes school programs that were developed to support Black and White southerners involved in social change. The Highlander Folk School was a small, residential adult education institution founded in 1932. The first section of the book provides background information on Myles Horton, the founder of the school, and on circumstances that led him to establish the school. Horton's experience growing up in the South, as well as his educational experience as a sociology and theology student, served to strengthen his dedication to democratic social change through education. The next four sections of the book describe the programs developed during the school's 30-year history, including educational programs for the unemployed and impoverished residents of Cumberland Mountain during the Great Depression; for new leaders in the southern industrial union movement during its critical period; for groups of small farmers when the National Farmers Union sought to organize in the South; and for adult and student leadership in the emerging civil rights movement. Horton's pragmatic leadership allowed educational programs to evolve in order to meet community needs. For example, Highlander's civil rights programs began with a workshop on school desegregation and evolved more broadly to prepare volunteers from civil rights groups to teach "citizenship schools," where Blacks could learn basic literacy skills needed to pass voter registration tests. Beginning in 1958, and until the school's charter was revoked and its property confiscated by the State of Tennessee in 1961, the school was under mounting attacks by highly-placed government leaders and others because of its support of the growing civil rights movement. Contains 270 references, chapter notes, and an index. (LP)




Cultural Competence Now


Book Description

What will it take to create equitable educational opportunities for all students? According to veteran educator Vernita Mayfield, teachers and school leaders need to learn how to recognize culturally embedded narratives about racial hierarchy and dismantle the systems of privilege and the institutions that perpetuate them with knowledge, action, and advocacy. Cultural Competence Now provides a structure to begin meaningful conversations about race, culture, bias, privilege, and power within the time constraints of an ordinary school. The 56 exercises include activities, discussions, and readings in which to engage during each of the four quarters of the school year. School leaders will discover how to facilitate learning through the four steps—awaken and assess; apply and act; analyze and align; advocate and lead—as you and your colleagues * Increase your awareness of privilege and bias. * Adapt your professional practices to meet the needs of all students. * Examine policies and practices that inhibit opportunities for marginalized populations. * Align resources to eradicate inequity in your school. Mayfield offers advice on establishing a safe environment for professional conversations, setting goals for cultural competency, overcoming resistance, reviewing school data and the school's vision and mission through the lens of race and culture, and strategically managing what can be a transformative yet uncomfortable change process. Cultural Competence Now responds to the urgent need to build the cultural competency of educators—for the sake of children and in the interest of supporting and retaining all educators.










1915


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A History of African American Autobiography


Book Description

This History explores innovations in African American autobiography since its inception, examining the literary and cultural history of Black self-representation amid life writing studies. By analyzing the different forms of autobiography, including pictorial and personal essays, editorials, oral histories, testimonials, diaries, personal and open letters, and even poetry performance media of autobiographies, this book extends the definition of African American autobiography, revealing how people of African descent have created and defined the Black self in diverse print cultures and literary genres since their arrival in the Americas. It illustrates ways African Americans use life writing and autobiography to address personal and collective Black experiences of identity, family, memory, fulfillment, racism and white supremacy. Individual chapters examine scrapbooks as a source of self-documentation, African American autobiography for children, readings of African American persona poems, mixed-race life writing after the Civil Rights Movement, and autobiographies by African American LGBTQ writers.