In July 1964, after a decade of intense media focus on civil rights protest in the Jim Crow South, a riot in Harlem abruptly shifted attention to the urban crisis embroiling America's northern cities. On the Corner revisits the volatile moment when African American intellectuals were thrust into the spotlight as indigenous interpreters of black urban life to white America, and examines how three figures--Kenneth B. Clark, Amiri Baraka, and Romare Bearden--wrestled with the opportunities and dilemmas their heightened public statures entailed. Daniel Matlin locates in the 1960s a new dynamic that has continued to shape African American intellectual practice to the present day, as black urban communities became the chief objects of black intellectuals' perceived social obligations.
Black scholars and artists offered sharply contrasting representations of black urban life and vied to establish their authority as indigenous interpreters. As a psychologist, Clark placed his faith in the ability of the social sciences to diagnose the damage caused by racism and poverty. Baraka sought to channel black fury and violence into essays, poems, and plays. Meanwhile, Bearden wished his collages to contest portrayals of black urban life as dominated by misery, anger, and dysfunction.
In time, each of these figures concluded that their role as interpreters for white America placed dangerous constraints on black intellectual practice. The condition of entry into the public sphere for African American intellectuals in the post-civil rights era has been confinement to what Clark called "the topic that is reserved for blacks."
In Opportunity Lost, Marcus D. Pohlmann examines the troubling issue of why Memphis city school students are underperforming at alarming rates. His provocative interdisciplinary analysis, combining both history and social science, examines the events before and after desegregation, compares a city school to an affluent suburban school to pinpoint imbalances, and offers critical assessments of various educational reforms.
In addition to his analysis of the problems, Pohlmann lays out educational reforms that run the gamut from early intervention and parental involvement to increasing teacher compensation, improving time utilization, and more. Pohlmann’s illuminating and original study has wide application for a problem that bedevils inner-city children everywhere and prevents the promise of equality from reaching all of our nation’s citizens.
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