Sheila Lloyd of the University of the Redlands was kind enough to be our scribe for the day and to share her notes from our afternoon discussion on teaching Garvey, Patricia Sullivan's book Lift Every Voice, and late nineteenth-century African-American history.
Thursday, 30 June 2011
Afternoon Session
Patricia Sullivan and Waldo Martin, Faculty
Texts: Teaching Garvey and Stanley Nelson’s Look for Me in the Whirlwind (2001) and Patricia Sullivan’s Lift Every Voice and Sing
Ideas on teaching Garvey:
“Declaration of the Rights of Negro People of the World”
UNIA photographs: gender, militarism, etc.
Bob Marley, Jamaica, Rastafarianism, and Garvey
Black pride, self-esteem
Empire
Charles Houston brought Garvey to Harvard when in the Law School
Connection with Billy Sunday, the evangelist
Hoover’s work against black activists from Garvey to Panthers
Language, syntax, grammar that Garvey uses: articulating a black movement; how he arrives at what he’s doing
Garvey’s “lesson” for students?
Other questions and suggestions:
Significance of social workers at the beginning of 20th c.?
Why did people (e.g., Du Bois, White) become involved?
Pick three figures to follow in course
Teaching Lift Every Voice:
Students’ relationship to the mid- to late-20th c. activities of the NAACP
Institutions other than, in addition to, churches and fraternal orders: institution and community building
Function within local contexts, making local connections; rooting the institution
Interracialism: what is the history of that? What choices are involved in this?
Class and its meaning in such an organization
Use of primary documents
Birth of a Nation protest and historiography, place in history
Woodrow Wilson
Meaning of Brown v. Board
Profiles on members
Chapter Five: “Radical Visions”
Hahn’s critique of liberal integrationism and citizenship: full participation in democratic institutions? description of the historiography? studying movements and tendency to separate civic engagement from direct action?
Historical specificity of “radical”
Equality not integration
Suggestion:
For a critique of “liberal integrationism,” coming from critical race theorists, see Gary Peller’s “Race-Consciousness,” the Introduction to Part Three, “Toward a Critical Cultural Pluralism: Progressive Alternatives to Mainstream Civil Rights Ideology” of Kimberlé Crenshaw and Gary Peller, eds. Critical Race Theory: The Key Writings That Formed the Movement (available on googlebooks)
Chapter Two: “Welding the Hammers”
Factionalism in early years and what holds the institution together
Suggested Teaching Resources:
Hamer Institute: pedagogy of teaching civil rights in the classroom
http://www.jsums.edu/hamer.institute/Resources/lessonplans.html
Suggested Texts:
Glenn C. Loury, Race, Incarceration, and American Values
---. The Anatomy of Racial Inequality
Jennifer Hochschild, Facing Up to the American Dream
Harriet A. Washington, Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present
Amy Helene Kirschke, Art in Crisis: W.E.B. Du Bois and the Struggle for African American Identity and Memory
Danielle L. McGuire, At the Dark End of the Street: Black, Women, Rape, and Resistance; A New History of the Civil Rights Movement from Rosa Parks to the Rise of Black Power
Book History (journal on print culture history)
Guido van Rijn, Roosevelt’s Blues: African American Blues and Gospel Songs on FDR
Robert A. Hill, ed., The Marcus Garvey and the Universal Negro Improvement Association Papers
Randall Burkett, Black Redemption: Churchmen Speak for the Garvey Movement
Stephanie Shaw, What a Woman Ought to Be and Do: Black Professional Women Workers during the Jim Crow Era
Blair L.M. Kelley, Right to Ride: Streetcar Boycotts and African-American Citizenship in the Era of Plessy v. Ferguson
Bob Zellner, The Wrong Side of Murder Creek: A White Southerner in the Freedom Movement
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