Lessons Learned: The Role of the Classics at Black Colleges and Universities

Autor/inn/en	Goings, Kenneth W.; O'Connor, Eugene M.
Titel	Lessons Learned: The Role of the Classics at Black Colleges and Universities
Quelle	In: Journal of Negro Education, 79 (2010) 4, S.521-531 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Black Colleges; Classical Literature; Leadership Training; Rhetoric; Resistance (Psychology); African American Education; Educational History; Literacy; Florida; North Carolina; Tennessee + Suchen Sie Ihr Suchwort? Classical philology; Literature; Altphilologie; literatur; Führungslehre; Rhetorik; Resistenz; History of education; Bildungsgeschichte; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This article applies the paradigm of Black insurgency and social uplift to the teaching of the Greek and Latin classics at Black colleges and universities during the late 19th and early 20th centuries. It demonstrates how study of the classics helped construct the tools of Black agency by imparting three important lessons: the knowledge that African Americans were indeed linked to the classical civilizations through northern Africa, which therefore gave them the inherent right to study the classics; the development of leadership training, particularly through study of the classical rhetoricians; and a variety of techniques of resistance, ranging from dissimulation to overt acts of physical resistance. The authors use three case examples: Howe Institute in Memphis, Tennessee; the J. K. Brick industrial School in Enfield, North Carolina; and the Florida Agricultural and Mechanical College. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10