BiblioVault - Books by Reed

Race, Class, and Community in Southern Labor History

Gary M. Fink

University of Alabama Press, 1994

Under the leadership of Gary M. Fink and Merl E. Reed, Georgia State University hosts the Southern Labor Studies Conferences approximately every two years. The conferences have yielded two previous volumes, published in 1977 and 1981, and this volume, which contains selected papers from the seventh conference held in 1991.

As evidence by the quality of these essays, the field of southern labor history has come into its own. Research interest is peaking: the practitioners are younger scholars, and much of their work emphasizes the new social and political history. While the topics covered in this volume usually reflect that methodology, their chronology ranges from the antebellum period to the 1970s, suggesting the variety of sources and changing research approaches that can be used in rendering new meaning to the past. Although the subject of gender was generally a minor theme in these sessions, work now being done leaves no doubt that at some future conference gender will attract a commanding amount of attention.

In introducing and describing their respective areas, the associate editors, Robert H. Zieger (textile workers), Joe W. Trotter (African Americans), and Clifford Kuhn (labor politics), have provided a rich historiographical background.

The essays in this volume will enlighten the reader on many important aspects of the history of southern labor, and they will also raise new questions to be explained by other scholars and future conferences.

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Race in the Multiethnic Literature Classroom

Edited by Cristina Stanciu and Gary Totten

University of Illinois Press, 2024

The contemporary rethinking and relearning of history and racism has sparked creative approaches for teaching the histories and representations of marginalized communities. Cristina Stanciu and Gary Totten edit a collection that illuminates these ideas for a variety of fields, areas of education, and institutional contexts.

The authors draw on their own racial and ethnic backgrounds to examine race and racism in the context of addressing necessary and often difficult classroom conversations about race, histories of exclusion, and racism. Case studies, reflections, and personal experiences provide guidance for addressing race and racism in the classroom. In-depth analysis looks at attacks on teaching Critical Race Theory and other practices for studying marginalized histories and voices. Throughout, the contributors shine a light on how a critical framework focused on race advances an understanding of contemporary and historical US multiethnic literatures for students around the world and in all fields of study.

Contributors: Kristen Brown, Nancy Carranza, Luis Cortes, Marilyn Edelstein, Naomi Edwards, Joanne Lipson Freed, Yadira Gamez, Lauren J. Gantz, Jennifer Ho, Shermaine M. Jones, Norell Martinez, Sarah Minslow, Crystal R. Pérez, Kevin Pyon, Emily Ruth Rutter, Ariel Santos, and C. Anneke Snyder

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Reading Southern History

Essays on Interpreters and Interpretations

Glenn Feldman

University of Alabama Press, 2001

This collection of essays examines the contributions of some of the most notable interpreters of southern history and culture, furthering our understanding of the best historical work produced on the region.

Historian Glenn Feldman gathers together a group of essays that examine the efforts of important scholars to discuss and define the South's distinctiveness. The volume includes 18 chapters on such notable historians as John Hope Franklin, Anne Firor Scott, Frank L. Owsley, W. J. Cash, and C. Vann Woodward, written by 19 different researchers, both senior historians and emerging scholars, including Jacquelyn Dowd Hall, John Shelton Reed, Bruce Clayton, and Ted Ownby. The essays examine the major work or works of each scholar under consideration as well as that scholar's overall contribution to the study of southern history.

Reading Southern History will enlighten readers on the more compelling themes currently and traditionally explored by southern historians. It will appeal greatly to professors and students as a valuable multidisciplinary introduction to the study of southern history, since several of the essays are on scholars who are working outside the discipline of history proper, in the fields of political science, sociology, journalism, and economics. Feldman's collection, therefore, sheds light on a broad spectrum of themes important in southern history, including the plight of poor whites, race, debates over race and class, the "reconstruction syndrome," continuity versus discontinuity in relation to blacks and whites, and regional culture and distinctiveness.

Reading Southern History will be valuable to students and scholars of women's studies, African American history, working-class history, and ethnic studies, as well as traditional southern history. Most important, the publication makes a significant contribution to the development and ongoing study of the historiography of the South.

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Redefining Rape

Sexual Violence in the Era of Suffrage and Segregation

Estelle B. Freedman

Harvard University Press, 2013

Rape has never had a universally accepted definition, and the uproar over "legitimate rape" during the 2012 U.S. elections confirms that it remains a word in flux. Redefining Rape tells the story of the forces that have shaped the meaning of sexual violence in the United States, through the experiences of accusers, assailants, and advocates for change. In this ambitious new history, Estelle Freedman demonstrates that our definition of rape has depended heavily on dynamics of political power and social privilege.

The long-dominant view of rape in America envisioned a brutal attack on a chaste white woman by a male stranger, usually an African American. From the early nineteenth century, advocates for women's rights and racial justice challenged this narrow definition and the sexual and political power of white men that it sustained. Between the 1870s and the 1930s, at the height of racial segregation and lynching, and amid the campaign for woman suffrage, women's rights supporters and African American activists tried to expand understandings of rape in order to gain legal protection from coercive sexual relations, assaults by white men on black women, street harassment, and the sexual abuse of children. By redefining rape, they sought to redraw the very boundaries of citizenship.

Freedman narrates the victories, defeats, and limitations of these and other reform efforts. The modern civil rights and feminist movements, she points out, continue to grapple with both the insights and the dilemmas of these first campaigns to redefine rape in American law and culture.

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Redrawing the Lines

Analytic Philosophy, Deconstruction, and Literary Theory

Reed Way Dasenbrock, Editor

University of Minnesota Press, 1989

Redrawing the Lines was first published in 1989. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

Since 1970 literary theory has experienced a period of rich interaction with both Anglo-American analytic and Continental philosophy, particularly deconstruction. Yet these two philosophical schools have regarded each other with hostility, if at all, as in the 1977 exchange between John Searle and Jacques Derrida over the work of J. L. Austin. Since then, the two philosophical traditions have begun to interact as each has influenced literary theory, and some suggest that they are not diametrically opposed.

Redrawing the Lines,the first book to focus on that interaction, brings together ten essays by key figures who have worked to connect literary theory and philosophy and to reassess the relationship between analytic and Continental philosophy. The editor's introduction establishes the debate's historical context, and his annotated bibliography directs the interested reader to virtually everything written on this issue.

The contributors: Reed Way Dasenbrock, Henry Staten, Michael Fischer, Charles Altieri, Richard Shusterman, Samuel C. Wheeler III, Jules David Law, Steven Winspur, Christopher Norris, Richard Rorty, and Anthony J. Cascardi.

Reed Way Dasenbrock is associate professor of English at New Mexico State University. He is the author of The Literary Vorticism of Ezra Pound and Wyndham Lewis: Toward the Condition of Painting.

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The Redwood Forest

History, Ecology, and Conservation of the Coast Redwoods

Edited by Reed F. Noss; Save-the-Redwoods League

Island Press, 2000

Evidence is mounting that redwood forests, like many other ecosystems, cannot survive as small, isolated fragments in human-altered landscapes. Such fragments lose their diversity over time and, in the case of redwoods, may even lose the ability to grow new, giant trees.

The Redwood Forest, written in support of Save-the-Redwood League's master plan, provides scientific guidance for saving the redwood forest by bringing together in a single volume the latest insights from conservation biology along with new information from data-gathering techniques such as GIS and remote sensing. It presents the most current findings on the geologic and cultural history, natural history, ecology, management, and conservation of the flora and fauna of the redwood ecosystem. Leading experts -- including Todd Dawson, Bill Libby, John Sawyer, Steve Sillett, Dale Thornburgh, Hartwell Welch, and many others -- offer a comprehensive account of the redwoods ecosystem, with specific chapters examining:

the history of the redwood lineage, from the Triassic Period to the present, along with the recent history of redwoods conservation
life history, architecture, genetics, environmental relations, and disturbance regimes of redwoods
terrestrial flora and fauna, communities, and ecosystems
aquatic ecosystems
landscape-scale conservation planning
management alternatives relating to forestry, restoration, and recreation.

The Redwood Forest offers a case study for ecosystem-level conservation and gives conservation organizations the information, technical tools, and broad perspective they need to evaluate redwood sites and landscapes for conservation. It contains the latest information from ground-breaking research on such topics as redwood canopy communities, the role of fog in sustaining redwood forests, and the function of redwood burls. It also presents sobering lessons from current research on the effects of forestry activities on the sensitive faunas of redwood forests and streams.

The key to perpetuating the redwood forest is understanding how it functions; this book represents an important step in establishing such an understanding. It presents a significant body of knowledge in a single volume, and will be a vital resource for conservation scientists, land use planners, policymakers, and anyone involved with conservation of redwoods and other forests.

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The Reimagined PhD

Navigating 21st Century Humanities Education

Leanne M Horinko

Rutgers University Press, 2021

Long seen as proving grounds for professors, PhD programs have begun to shed this singular sense of mission. Prompted by poor placement numbers and guided by the efforts of academic organizations, administrators and faculty are beginning to feel called to equip students for a range of careers. Yet, graduate students, faculty, and administrators often feel ill-prepared for this pivot. The Reimagined PhD assembles an array of professionals to address this difficult issue. The contributors show that students, faculty, and administrators must collaborate in order to prepare the 21st century PhD for a wide range of careers. The volume also undercuts the insidious notion that career preparation is a zero sum game in which time spent preparing for alternate careers detracts from professorial training. In doing so, The Reimagined PhD normalizes the multiple career paths open to PhD students, while providing practical advice geared to help students, faculty, and administrators incorporate professional skills into graduate training, build career networks, and prepare PhDs for a variety of careers.

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Resource Sharing in Libraries

Marshall Breeding

American Library Association, 2010

Restoring Diversity

Strategies For Reintroduction Of Endangered Plants

Edited by Donald A. Falk, Constance I. Millar, and Margaret Olwell; Foreword byReed F. Noss

Island Press, 1996

In April 1993, a national conference sponsored by the Center for Plant Conservation brought together academic biologists, agency staff members, activists, and other experts to critically explore the value of ecological restoration as a conservation strategy. Restoring Diversity examines and expands on issues set forth at that gathering. Topics covered include: the strategic and legal context for rare plant restoration the biology of restoration use (and misuse) of mitigation in rare plant conservation case studies from across the United States Restoring Diversity is a pathbreaking work that not only unifies concepts in the field of restoration, but also fills significant technical and policy gaps, and provides operational tools for successful restorations.

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The Rise of Chicago's Black Metropolis, 1920-1929

Christopher Robert Reed

University of Illinois Press, 2014

During the Roaring '20s, African Americans rapidly transformed their Chicago into a "black metropolis." In this book, Christopher Robert Reed describes the rise of African Americans in Chicago's political economy, bringing to life the fleeting vibrancy of this dynamic period of racial consciousness and solidarity.

Reed shows how African Americans rapidly transformed Chicago and achieved political and economic recognition by building on the massive population growth after the Great Migration from the South, the entry of a significant working class into the city's industrial work force, and the proliferation of black churches. Mapping out the labor issues and the struggle for control of black politics and black business, Reed offers an unromanticized view of the entrepreneurial efforts of black migrants, reassessing previous accounts such as St. Clair Drake and Horace R. Cayton's 1945 study Black Metropolis.

Utilizing a wide range of historical data, The Rise of Chicago's Black Metropolis, 1920–1929 delineates a web of dynamic social forces to shed light on black businesses and the establishment of a black professional class. The exquisitely researched volume draws on fictional and nonfictional accounts of the era, black community guides, mainstream and community newspapers, contemporary scholars and activists, and personal interviews.

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A Roger Fry Reader

Roger Fry

University of Chicago Press, 1996

In the first decades of the twentieth century, the art critic Roger Fry introduced English-speaking audiences to modern French art and formalist aesthetic theory. A Roger Fry Reader, edited by Christopher Reed, brings together for the first time a comprehensive selection of Fry's essays. Most appear here for the first time since their original publication in scholarly journals and art magazines, while some have never been published before. Representing 40 years of engagement with the arts, the essays cover a broad spectrum of topics, from Fry's influential promotion of Post-Impressionism to art education, museums, architecture, decorative art, and the implications of literature and dance for the visual arts. Reed also provides valuable historical background and considers Fry's legacy for the present. A Roger Fry Reader affords an opportunity to examine both the foundations of modern art criticism from the point of view of one of its foremost practitioners and current debates about the nature ofart and aesthetic experience.

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Roots of the Black Chicago Renaissance

New Negro Writers, Artists, and Intellectuals, 1893-1930

Edited by Richard A. Courage and Christopher Robert Reed

University of Illinois Press, 2020

The Black Chicago Renaissance emerged from a foundational stage that stretched from the 1893 World's Columbian Exposition to the start of the Great Depression. During this time, African American innovators working across the landscape of the arts set the stage for an intellectual flowering that redefined black cultural life.

Richard A. Courage and Christopher Robert Reed have brought together essays that explore the intersections in the backgrounds, education, professional affiliations, and public lives and achievements of black writers, journalists, visual artists, dance instructors, and other creators working in the late nineteenth and early twentieth centuries. Organized chronologically, the chapters unearth transformative forces that supported the emergence of individuals and social networks dedicated to work in arts and letters. The result is an illuminating scholarly collaboration that remaps African American intellectual and cultural geography and reframes the concept of urban black renaissance.

Contributors: Richard A. Courage, Mary Jo Deegan, Brenda Ellis Fredericks, James C. Hall, Bonnie Claudia Harrison, Darlene Clark Hine, John McCluskey Jr., Amy M. Mooney, Christopher Robert Reed, Clovis E. Semmes, Margaret Rose Vendryes, and Richard Yarborough

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RSF

The Russell Sage Foundation Journal of the Social Sciences: The Elementary and Secondary Education Act at Fifty and Beyond

David A. Gamson

Russell Sage Foundation, 2015

The Elementary and Secondary Education Act (ESEA) of 1965, a key component of President Johnson’s War on Poverty, was designed to aid low-income students and to combat racial segregation in schools. Over the last several decades, the ESEA has become the federal government’s main source of leverage on states and school districts to enact its preferred reforms, including controversial measures such as standardized testing. In this issue of RSF, an esteemed group of education scholars examine the historical evolution of the ESEA, its successes and pitfalls, and what they portend for the future of education policies.

The ESEA has historically enabled the federal government to address educational inequality at the local level. Among the nine articles in the issue, Erica Frankenberg and Kendra Taylor discuss how the ESEA, in conjunction with the Civil Rights Act, accelerated desegregation in the South in the 1960s by withholding federal funding from school districts that failed to integrate. Rucker C. Johnson shows that higher ESEA spending in school districts between 1965 and 1980 led to increased likelihood of high school graduation for students, and low-income students in particular. Students in districts with higher spending were also less likely to repeat grades or to be suspended from school. Yet, as Patrick McGuinn shows, the institutional and administrative capacity of the U.S. Department of Education has never been sufficient to force instructional changes at the school level. This was particularly true with the 2001 renewal of the ESEA, the No Child Left Behind Act, which linked federal funding to schools’ test-score outcomes rather than to programs designed to combat social inequalities.

The issue also investigates the unintended consequences of the ESEA and offers solutions to offset them. As Patricia Gándara and Gloria Ladson-Billings demonstrate, ESEA reforms have, in some circumstances, led to the neglect of the needs of minority students and second-language learners. Gándara shows that No Child Left Behind requires “bilingual” education programs to focus on rapid acquisition of English, often to the detriment of those learning English as a second language. Ladson-Billings shows that the ESEA’s standardized testing mandates may suppress innovative teaching methods, and argues for reforms that use multidisciplinary approaches to craft new curricula. Bringing together research on the successes and shortcomings of the ESEA, this issue of RSF offers new insights into federal education policy and demonstrates that this landmark legislation remains a powerful force in the lives of educators and students fifty years after its initial implementation.

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