Schooling for the New Slavery


Book Description

One of the most damning and compelling critiques of the New South, Northern benevolence and the race leadership of W.E.B. DuBois's The Souls Of Black Folk. Spivey presents an arresting case for industrial education in the post-Civil War South as being a major force in teaching blacks to remain subservient. Drawing heavily on newspapers, archives and the manuscript collections of the institutions involved, he presents a radical and controversial re-reading of recent US history.




Self-Taught


Book Description

In this previously untold story of African American self-education, Heather Andrea Williams moves across time to examine African Americans' relationship to literacy during slavery, during the Civil War, and in the first decades of freedom. Self-Taught traces the historical antecedents to freedpeople's intense desire to become literate and demonstrates how the visions of enslaved African Americans emerged into plans and action once slavery ended. Enslaved people, Williams contends, placed great value in the practical power of literacy, whether it was to enable them to read the Bible for themselves or to keep informed of the abolition movement and later the progress of the Civil War. Some slaves devised creative and subversive means to acquire literacy, and when slavery ended, they became the first teachers of other freedpeople. Soon overwhelmed by the demands for education, they called on northern missionaries to come to their aid. Williams argues that by teaching, building schools, supporting teachers, resisting violence, and claiming education as a civil right, African Americans transformed the face of education in the South to the great benefit of both black and white southerners.




Slavery and the University


Book Description

Slavery and the University is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post-Civil War era to the present day. The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery's influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education.




Ebony and Ivy


Book Description

A leading African-American historian of race in America exposes the uncomfortable truths about race, slavery and the American academy, revealing that our leading universities, dependent on human bondage, became breeding grounds for the racist ideas that sustained it.




The Education of Blacks in the South, 1860-1935


Book Description

James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires.




Understanding and Teaching American Slavery


Book Description

No topic in U.S. history is as emotionally fraught, or as widely taught, as the nation's centuries-long entanglement with slavery. This volume offers advice to college and high school instructors to help their students grapple with this challenging history and its legacies.




From Cotton Field to Schoolhouse


Book Description

In the years immediately following the Civil War--the formative years for an emerging society of freed African Americans in Mississippi--there was much debate over the general purpose of black schools and who would control them. From Cotton Field to Schoolhouse is the first comprehensive examination of Mississippi's politics and policies of postwar racial education. The primary debate centered on whether schools for African Americans (mostly freedpeople) should seek to develop blacks as citizens, train them to be free but subordinate laborers, or produce some other outcome. African Americans envisioned schools established by and for themselves as a primary means of achieving independence, equality, political empowerment, and some degree of social and economic mobility--in essence, full citizenship. Most northerners assisting freedpeople regarded such expectations as unrealistic and expected African Americans to labor under contract for those who had previously enslaved them and their families. Meanwhile, many white Mississippians objected to any educational opportunities for the former slaves. Christopher Span finds that newly freed slaves made heroic efforts to participate in their own education, but too often the schooling was used to control and redirect the aspirations of the newly freed.




A New System of Slavery


Book Description

The first comprehensive historical survey of a hitherto neglected and only partially known migration: the export of Indians to supply the labour needed in producing plantation crops in Mauritius, South and East Africa, Caribbean and other countries. This followed the legal ending of slavery and Professor Tinker shows the many features the two systems had in common.




Slavery's Metropolis


Book Description

New Orleans is an iconic city, which was once located at the crossroads of early America and the Atlantic World. New Orleans became a major American metropolis as its slave population exploded; in the early nineteenth century, slaves made up one third of the urban population. In contrast to our typical understanding of rural, localized, isolated bondage in the emergent Deep South, daily experiences of slavery in New Orleans were global, interconnected, and transient. Slavery's Metropolis uses slave circulations through New Orleans between 1791 and 1825 to map the social and cultural history of enslaved men and women and the rapidly shifting city, nation, and world in which they lived. Investigating emigration from the Caribbean to Louisiana during the Haitian Revolution, commodity flows across urban-rural divides, multiracial amusement places, the local jail, and freedom-seeking migrations to Trinidad following the War of 1812, it remaps the history of slavery in modern urban society.




Institutional Slavery


Book Description

This book focuses on slave ownership in Virginia as it was practiced by a variety of institutions.