The Second Generation of African American Pioneers in Anthropology


Book Description

After the pioneers, the second generation of African American anthropologists trained in the late 1950s and 1960s. Expected to study their own or similar cultures, these scholars often focused on the African diaspora but in some cases they also ranged further afield both geographically and intellectually. Yet their work remains largely unknown to colleagues and students. This volume collects intellectual biographies of fifteen accomplished African American anthropologists of the era. The authors explore the scholars' diverse backgrounds and interests and look at their groundbreaking methodologies, ethnographies, and theories. They also place their subjects within their tumultuous times, when antiracism and anticolonialism transformed the field and the emergence of ideas around racial vindication brought forth new worldviews. Scholars profiled: George Clement Bond, Johnnetta B. Cole, James Lowell Gibbs Jr., Vera Mae Green, John Langston Gwaltney, Ira E. Harrison, Delmos Jones, Diane K. Lewis, Claudia Mitchell-Kernan, Oliver Osborne, Anselme Remy, William Alfred Shack, Audrey Smedley, Niara Sudarkasa, and Charles Preston Warren II




African-American Pioneers in Anthropology


Book Description

This pathbreaking collection of intellectual biographies is the first to probe the careers of thirteen early African-American anthropologists, detailing both their achievements and their struggle with the latent and sometimes blatant racism of the times. Invaluable to historians of anthropology, this collection will also be useful to readers interested in African-American studies and biography. The lives and work of: Caroline Bond Day, Zora Neale Hurston, Louis Eugene King, Laurence Foster, W. Montague Cobb, Katherine Dunham, Ellen Irene Diggs, Allison Davis, St. Clair Drake, Arthur Huff Fauset, William S. Willis Jr., Hubert Barnes Ross, Elliot Skinner




Black Feminist Anthropology


Book Description

In the discipline's early days, anthropologists by definition were assumed to be white and male. Women and black scholars were relegated to the field's periphery. From this marginal place, white feminist anthropologists have successfully carved out an acknowledged intellectual space, identified as feminist anthropology. Unfortunately, the works of black and non-western feminist anthropologists are rarely cited, and they have yet to be respected as significant shapers of the direction and transformation of feminist anthropology. In this volume, Irma McClaurin has collected-for the first time-essays that explore the role and contributions of black feminist anthropologists. She has asked her contributors to disclose how their experiences as black women have influenced their anthropological practice in Africa, the Caribbean, and the United States, and how anthropology has influenced their development as black feminists. Every chapter is a unique journey that enables the reader to see how scholars are made. The writers present material from their own fieldwork to demonstrate how these experiences were shaped by their identities. Finally, each essay suggests how the author's field experiences have influenced the theoretical and methodological choices she has made throughout her career. Not since Diane Wolf's Feminist Dilemmas in the Field or Hortense Powdermaker's Stranger and Friend have we had such a breadth of women anthropologists discussing the critical (and personal) issues that emerge when doing ethnographic research.




The Oxford Handbook of W. E. B. Du Bois


Book Description

The wide-ranging work of W. E. B. Du Bois, critical to understanding the role that race has played in creating the modern world we find around us, mostly has been ignored or hidden from sociological researchers until after the civil rights movement in the U.S. As a result, one of the key goals of The Oxford Handbook of W. E. B. Du Bois is to reclaim Du Bois from those efforts to marginalize his thought. The chapters of this volume explore, in a comprehensive manner, all aspects of Du Boisian sociology. It is organized into ten thematic sections: Social Theory, Change and Agency; Sociology; Social Science, Humanities, Public Intellectual; Women and Gender Studies; Methodologies and Archival Resources; Black Interiority and Whiteness; Color Line, Empire, Marxism, and War; Talented Tenth, and Black Colleges and Universities; Black Community, Religion, Crime and Wealth; Internationalism, Pan-Africanism, and Anti-Colonialism.




Progressive Dystopia


Book Description

San Francisco is the endgame of gentrification, where racialized displacement means that the Black population of the city hovers at just over 3 percent. The Robeson Justice Academy opened to serve the few remaining low-income neighborhoods of the city, with the mission of offering liberatory, social justice--themed education to youth of color. While it features a progressive curriculum including Frantz Fanon and Audre Lorde, the majority Latinx school also has the district's highest suspension rates for Black students. In Progressive Dystopia Savannah Shange explores the potential for reconciling the school's marginalization of Black students with its sincere pursuit of multiracial uplift and solidarity. Drawing on ethnographic fieldwork and six years of experience teaching at the school, Shange outlines how the school fails its students and the community because it operates within a space predicated on antiblackness. Seeing San Francisco as a social laboratory for how Black communities survive the end of their worlds, Shange argues for abolition over revolution or progressive reform as the needed path toward Black freedom.




Navigating the African Diaspora


Book Description

Investigating how the fraught political economy of migration impacts people around the world, Donald Martin Carter raises important issues about contemporary African diasporic movements. Developing the notion of the anthropology of invisibility, he explores the trope of navigation in social theory intent on understanding the lived experiences of transnational migrants. Carter examines invisibility in its various forms, from social rejection and residential segregation to war memorials and the inability of some groups to represent themselves through popular culture, scholarship, or art. The pervasiveness of invisibility is not limited to symbolic actions, Carter shows, but may have dramatic and at times catastrophic consequences for people subjected to its force. The geographic span of his analysis is global, encompassing Senegalese Muslims in Italy and the United States and concluding with practical questions about the future of European societies. Carter also considers both contemporary and historical constellations of displacement, from Darfurian refugees to French West African colonial soldiers. Whether focusing on historical photographs, television, print media, and graffiti scrawled across urban walls or identifying the critique of colonialism implicit in African films and literature, Carter reveals a protean and peopled world in motion.




Decolonizing Anthropology


Book Description

Decolonizing Anthropology is part of a broader effort that aims to advance the critical reconstruction of the discipline devoted to understanding humankind in all its diversity and commonality. The utility and power of a decolonized anthropology must continue to be tested and developed. May the results of ethnographic probes--the data, the social and cultural analysis, the theorizing, and the strategies for knowledge application--help scholars envision clearer paths toincreased understanding, a heightened sense of intercultural and international solidarity, and last, but certainly not least, world transformation.




Applying Anthropology to General Education


Book Description

The current higher education policy and practice landscape is simultane-ously marked by uncertainty and hope, and nowhere are these tensions more present than in discussions and actions around general education. This volume uses an anthropological approach to contemplate ways of re-imagining general education for the 21st century and how faculty, teach-ers, administrators, and others can transform the educational endeavor to be holistic, comprehensive, and aligned with the needs of people and the planet in the decades to come. Included are analyses of general education concepts such as "diversity," case studies of general education and con-necting curricula, opportunities for faculty development, unique general education student populations, assessment strategies, and philosophical/ pedagogical challenges. Contributors make the case that far from receding from a central role in higher education, there is a need to strengthen general education curricula as key to the educational needs of students, for the skills and competencies they require in the workplace and for civic engagement.




The New Second Generation


Book Description

The children of the past decade's influx of immigrants comprise a second generation far different than any this country has known before. Largely non-white and from the world's developing nations, these children struggle with complex problems of racial and ethnic relations in multicultural urban neighborhoods, attend troubled inner city schools, and face discriminatory labor markets and an economy that no longer provides the abundant manufacturing jobs that sustained previous generations of immigrants. As the contributors to The New Second Generation make clear, the future of these children is an open question that will be key to understanding the long-range consequences of current immigration. The New Second Generation chronicles the lives of second generation youth in Miami, New York City, New Orleans, and Southern California. The contributors balance careful analysis with the voices of the youngsters themselves, focusing primarily on education, career expectations, language preference, ethnic pride, and the influence of their American-born peers. Demographic portraits by Leif Jensen and Yoshimi Chitose and by Charles Hirschman reveal that although most immigrant youths live at or below the official poverty line, this disadvantage is partially offset by the fact that their parents are typically married, self-employed, and off welfare. However, the children do not always follow the course set by their parents, and often challenge immigrant ethics with a desire to embrace American culture. Mary Waters examines how the tendency among West Indian teens to assume an American black identity links them to a legacy of racial discrimination. Although the decision to identify as American or as immigrant usually presages how well second generation children will perform in school, the formation of this self-image is a complex process. M. Patricia Fernandez-Kelly and Richard Schauffler find marked differences among Hispanic groups, while Ruben G. Rumbaut explores the influence of individual and family characteristics among Asian, Latin, and Caribbean youths. Nativists frequently raise concerns about the proliferation of a non-English speaking population heavily dependent on welfare for economic support. But Alejandro Portes and Richard Schauffler's historical analysis of language preferences among Miami's Hispanic youth reveals their unequivocal preference for English. Nor is immigrationan inevitable precursor to a swollen welfare state: Lisandro Perez and Min Zhou and Carl L. Bankston demonstrate the importance of extended families and ethnic community solidarity in improving school performance and providing increased labor opportunities. As immigration continues to change the face of our nation's cities, we cannot ignore the crucial issue of how well the second generation youth will adapt. The New Second Generation provides valuable insight into issues that may spell the difference between regeneration and decay across urban America.




Ain't I an Anthropologist


Book Description

Iconic as a novelist and popular cultural figure, Zora Neale Hurston remains underappreciated as an anthropologist. Is it inevitable that Hurston’s literary authority should eclipse her anthropological authority? If not, what socio-cultural and institutional values and processes shape the different ways we read her work? Jennifer L. Freeman Marshall considers the polar receptions to Hurston’s two areas of achievement by examining the critical response to her work across both fields. Drawing on a wide range of readings, Freeman Marshall explores Hurston’s popular appeal as iconography, her elevation into the literary canon, her concurrent marginalization in anthropology despite her significant contributions, and her place within constructions of Black feminist literary traditions. Perceptive and original, Ain’t I an Anthropologist is an overdue reassessment of Zora Neale Hurston’s place in American cultural and intellectual life.