In this study of the history of rhetoric education, Susan Kates focuses on the writing and speaking instruction developed at three academic institutions founded to serve three groups of students most often excluded from traditional institutions of higher education in late-nineteenth-and early-twentieth-century America: white middle-class women, African Americans, and members of the working class.
Kates provides a detailed look at the work of those students and teachers ostracized from rhetorical study at traditional colleges and universities. She explores the pedagogies of educators Mary Augusta Jordan of Smith College in Northhampton, Massachusetts; Hallie Quinn Brown of Wilberforce University in Wilberforce, Ohio; and Josephine Colby, Helen Norton, and Louise Budenz of Brookwood Labor College in Katonah, New York.
These teachers sought to enact forms of writing and speaking instruction incorporating social and political concerns in the very essence of their pedagogies. They designed rhetoric courses characterized by three important pedagogical features: a profound respect for and awareness of the relationship between language and identity and a desire to integrate this awareness into the curriculum; politicized writing and speaking assignments designed to help students interrogate their marginalized standing within the larger culture in terms of their gender, race, or social class; and an emphasis on service and social responsibility.
"This book is recommended for anyone interested in understanding, questioning, articulating, and acting on the basis of their own and others' perspectives on sexism, racism, and affirmative action in American higher education."
While equal opportunity for all candidates is widely recognized as a goal within academia, the implementation of specific procedures to achieve equality has resulted in vehement disputes regarding both the means and ends. To encourage a reexamination of this issue, Cahn asked three prominent American social philosophers--Leslie Pickering Francis, Robert L. Simon, and Lawrence C. Becker--who hold divergent views about affirmative action, to write extended essays presenting their views. Twenty-two other philosophers then respond to these three principal essays. While no consensus is reached, the resulting clash of reasoned judgments will serve to revitalize the issues raised by affirmative action.
Introduction - Steven M. Cahn
1. In Defense of Affirmative Action - Leslie Pickering Francis
2. Affirmative Action and the University: Faculty Appointment and Preferential Treatment - Robert L. Simon
3. Affirmative Action and Faculty Appointments - Lawrence C. Becker
4. What Good Am I? - Laurence Thomas
5. Who "Counts" on Campus? - Ann Hartle
6. Reflections on Affirmative Action in Academia - Robert G. Turnbull
7. The Injustice of Strong Affirmative Action - John Kekes
8. Preferential Treatment Versus Purported Meritocratic Rights - Richard J. Arneson
9. Faculties as Civil Societies: A Misleading Model for Affirmative Action - Jeffrie G. Murphy
10. Facing Facts and Responsibilities - The White Man's Burden and the Burden of Proof - Karen Hanson
11. Affirmative Action: Relevant Knowledge and Relevant Ignorance - Joel J. Kupperman
12. Remarks on Affirmative Action - Andrew Oldenquist
13. Affirmative Action and the Multicultural Ideal - Philip L. Quinn
14. "Affirmative Action" in the Cultural Wars - Frederick A. Olafson
15. Quotas by Any Name: Some Problems of Affirmative Action in Faculty Appointments - Tom L. Beauchamp
16. Are Quotas Sometimes Justified? - James Rachels
17. Proportional Representation of Women and Minorities - Celia Wolf-Devine
18. An Ecological Concept of Diversity - La Verne Shelton
19. Careers Open to Talent - Ellen Frankel Paul
20. Some Sceptical Doubts - Alasdair MacIntyre
21. Affirmative Action and Tenure Decisions - Richard T. De George
22. Affirmative Action and the Awarding of Tenure - Peter J. Markie
23. The Case for Preferential Treatment - James P. Sterba
24. Saying What We Think - Fred Sommers
25. Comments on Compromise and Affirmative Action - Alan H. Goldman
About the Authors
About the Author(s)
Steven M. Cahn is Professor of Philosophy and former Provost and Vice President for Academic Affairs at the Graduate Center of the City University of New York. He has published numerous other books, including Morality, Responsibility, and the University (Temple).
Contributors: Laurence Thomas, Ann Hartle, Robert G. Turnbull, John Kekes, Richard J. Arneson, Jeffrie G. Murphy, Karen Hanson, Joel J. Kupperman, Andrew Oldenquist, Philip L. Quinn, Frederick A. Olafson, Tom L. Beauchamp, James Rachels, Celia Wolf-Devine, La Verne Shelton, Ellen Frankel Paul, Alasdair MacIntyre, Richard T. De George, Peter J. Markie, James P. Sterba, Fred Sommers, Alan H. Goldman, and the editor.
The United States boasts scores of organizations that offer crucial representation for groups that are marginalized in national politics, from women to racial minorities to the poor. Here, in the first systematic study of these organizations, Dara Z. Strolovitch explores the challenges and opportunities they face in the new millennium, as waning legal discrimination coincides with increasing political and economic inequalities within the populations they represent.
Drawing on rich new data from a survey of 286 organizations and interviews with forty officials, Strolovitch finds that groups too often prioritize the interests of their most advantaged members: male rather than female racial minorities, for example, or affluent rather than poor women. But Strolovitch also finds that many organizations try to remedy this inequity, and she concludes by distilling their best practices into a set of principles that she calls affirmative advocacy—a form of representation that aims to overcome the entrenched but often subtle biases against people at the intersection of more than one marginalized group. Intelligently combining political theory with sophisticated empirical methods, Affirmative Advocacy will be required reading for students and scholars of American politics.
A world-renowned anthropologist, Anatoly M. Khazanov offers a witty, insightful, and cautionary analysis of ethnic nationalism and its pivotal role in the collapse of the Soviet empire.
“Khazanov’s encyclopedic knowledge of the history and culture of post-Soviet societies, combined with field research there since the 1960s, informs the case studies with a singular authoritative voice. This volume is destined to be an absolutely necessary reference for the understanding of ethnic relations and the politics of minorities in the ex-USSR into the next century.”—Leonard Plotnicov, editor of Ethnology
This selection is the first statewide collection of life histories from the Social-Ethnic Studies program of the Federal Writers's Project. They represent for ethnic history what the more famous Federal Writers' Project's Slave Narratives have meant for African-American history.
American Culture comprises fifteen essays looking at the familiar and the less familiar in American society: urbanites in Pittsburgh and Indianapolis, rural communities in the American West, Hispanics in Wisconsin, Samoans in California, the Amish, and the utopian religious communities of the Shakers and Oneida. The essays address a wide range of topics and a spectrum of occupations-miners, whalers, farmers, factory workers, physicians and nurses-to consider such questions as why some religious sects remain distinctive, separate, and viable; how groups use of such things as nicknames and family reunions to maintain ties within the community; how immigrant communities organize to sustain traditional cultural activities.
The United States, it is often said, is one of the most ethnically diverse countries in the world. But what, precisely, do we mean when we speak of “ethnic” groups or “ethnicity”? What is the distinction, for example, between “race” and “ethnicity”? How do various groups meld with the rest of American society? Should we think in terms of assimilation, integration, pluralism, or some other relationship between ethnic groups and the mainstream? It is these and many other questions that Jason J. McDonald tackles in this timely and insightful book.
Chapters explore a range of topics, including how different ethnic groups arrived in the United States—whether through violence and coercion or willing immigration; the peculiar identification of Native Americans as “ethnic,” despite the fact that they are indigenous to the land; whether the American public’s attitudes toward and treatment of difference has been consistent with the nation’s professed egalitarian ideals; and how factors such as language, religion, class, gender, and intermarriage play in either strengthening or weakening ethnic identity and group solidarity.
An engaging and critical look at a term that remains stubbornly ambiguous in both scholarly discussion and the vernacular, this book makes an important contribution to the ongoing debates about “difference” in American society.
A forthright look at the future of the discipline in the wake of immense social changes.
What becomes of "national knowledge" in our age of globalization? If dramatic changes in technology, commerce, and social relations are undermining familiar connections between culture and place, what happens to legacies of learning that put the nation at the center of the study of history, culture, language, politics, and geography? In short, what remains of American Studies? At a critical moment, this book offers a richly textured historical perspective on where our notions of national knowledge-and our sense of American Studies-have come from and where they may lead in a future of new ideas about culture and community.
The America that seems to be disappearing before our very eyes is, George Lipsitz argues, actually the cumulative creation of yesterday's struggles over identity, culture, and power. With examples from statistics and history, poster designs and music lyrics, Lipsitz shows how American Studies has been shaped by the social movements of the 1930s, 1960s, and 1980s. His analysis reveals the sedimented history of social movement contestation contained in contemporary popular music, visual art, and cinema.
Finally, Lipsitz identifies the ways in which the globalization of commerce and culture are producing radically new understandings of politics, performance, consumption, knowledge, and nostalgia; the changing realities present not so much a danger as a clear challenge to a still-evolving American Studies--a challenge that this book helps us to confront wisely, flexibly, and effectively.
George Lipsitz is professor of ethnic studies at the University of California, San Diego, where he serves as director of the Thurgood Marshall Institute. He is the author of many books, including Time Passages, The Possessive Investment in Whiteness: How White People Profit from Identity Politics (1998), and Dangerous Crossroads: Popular Music, Postmodernism, and the Poetics of Place (1997). He also edited Stan Weir's Singlejack Solidarity (2004).
A penetrating critique of thirty years of antidiscrimination law in the United States, this book explains why equal opportunity and affirmative action policies have failed to improve black employment since the 1964 Civil Rights Act. Farrell Bloch reviews the effects of hiring policies on minority employment and analyzes recruitment practices to reveal why current United States laws fail to address some of the most important obstacles preventing minorities from getting jobs.
In The Archive and the Repertoire preeminent performance studies scholar Diana Taylor provides a new understanding of the vital role of performance in the Americas. From plays to official events to grassroots protests, performance, she argues, must be taken seriously as a means of storing and transmitting knowledge. Taylor reveals how the repertoire of embodied memory—conveyed in gestures, the spoken word, movement, dance, song, and other performances—offers alternative perspectives to those derived from the written archive and is particularly useful to a reconsideration of historical processes of transnational contact. The Archive and the Repertoire invites a remapping of the Americas based on traditions of embodied practice.
Examining various genres of performance including demonstrations by the children of the disappeared in Argentina, the Peruvian theatre group Yuyachkani, and televised astrological readings by Univision personality Walter Mercado, Taylor explores how the archive and the repertoire work together to make political claims, transmit traumatic memory, and forge a new sense of cultural identity. Through her consideration of performances such as Coco Fusco and Guillermo Gómez-Peña’s show Two Undiscovered Amerindians Visit . . . , Taylor illuminates how scenarios of discovery and conquest haunt the Americas, trapping even those who attempt to dismantle them. Meditating on events like those of September 11, 2001 and media representations of them, she examines both the crucial role of performance in contemporary culture and her own role as witness to and participant in hemispheric dramas. The Archive and the Repertoire is a compelling demonstration of the many ways that the study of performance enables a deeper understanding of the past and present, of ourselves and others.
Slaves, foundlings, prostitutes, nuns, homosexuals, exiles, the elderly, and mountain communities - such groups stood at the margins of society in premodern Italy. But where precisely the margins were was not so easily determined. Examining these minorities as the buffer zones between more readily recognizable centers, At the Margins explores identity as a process rather than a fixed entity, stressing the multiplicity of groups to which individuals belonged. By tracing the shifting relations of social margins to centers in Italy between the thirteenth and seventeenth centuries - and showing how these shifts in turn relate to social order and identity formation - the authors challenge entrenched ideas about the nature of the Renaissance and its role in shaping modernity. Behind much cultural theory lies a critique of the centrality of modernity and its foundations in the discourse of Renaissance humanism. And yet, as this volume reveals, the insights of contemporary cultural theory serve to expose the flaws in this picture of cultural hegemony and, in decentering the Renaissance, return it to the heart of cultural debate.
Advances in LGBTQ rights in the recent past—marriage equality, the repeal of Don't Ask, Don't Tell, and the expansion of hate crimes legislation—have been accompanied by a rise in attacks against trans, queer and/or gender-nonconforming people of color. In Atmospheres of Violence, theorist and organizer Eric A. Stanley shows how this seeming contradiction reveals the central role of racialized and gendered violence in the United States. Rather than suggesting that such violence is evidence of individual phobias, Stanley shows how it is a structuring antagonism in our social world. Drawing on an archive of suicide notes, AIDS activist histories, surveillance tapes, and prison interviews, they offer a theory of anti-trans/queer violence in which inclusion and recognition are forms of harm rather than remedies to it. In calling for trans/queer organizing and worldmaking beyond these forms, Stanley points to abolitionist ways of life that might offer livable futures.
At the turn of the twentieth century, the United States was faced with a new and radically mixed population, one that included freed African Americans, former reservation Indians, and a burgeoning immigrant population. In The Autobiography of Citizenship, Tova Cooper looks at how educators tried to impose unity on this divergent population, and how the new citizens in turn often resisted these efforts, reshaping mainstream U.S. culture and embracing their own view of what it means to be an American.
The Autobiography of Citizenship traces how citizenship education programs began popping up all over the country, influenced by the progressive approach to hands-on learning popularized by John Dewey and his followers. Cooper offers an insightful account of these programs, enlivened with compelling readings of archival materials such as photos of students in the process of learning; autobiographical writing by both teachers and new citizens; and memoirs, photos, poems, and novels by authors such as W.E.B. Du Bois, Jane Addams, Charles Reznikoff, and Emma Goldman. Indeed, Cooper provides the first comparative, inside look at these citizenship programs, revealing that they varied wildly: at one end, assimilationist boarding schools required American Indian children to transform their dress, language, and beliefs, while at the other end the libertarian Modern School encouraged immigrant children to frolic naked in the countryside and learn about the world by walking, hiking, and following their whims.
Here then is an engaging portrait of what it was like to be, and become, a U.S. citizen one hundred years ago, showing that what it means to be “American” is never static.