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Discourse on Africana Studies: James Turner and Paradigms of Knowledge is both a reader and an introspective tribute, comprised of writings by James Turner and commentary from several of his former students. The book strives to underscore critical connections between multiple dimensions of Turner’s legacy (as scholar, activist, institution-builder, teacher, and mentor), while also aiming to contribute to the growing historicized literature on the Black Studies movement of the late 1960s and early 1970s. The contributors to this book hope to influence this early phase in Black/Africana Studies historiography and provide a resource for discourse on the future of the discipline.
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This book presents the diverse, expansive nature of African American Studies and its characteristic interdisciplinarity. It is intended for use with undergraduate/ beginning graduate students in African American Studies, American Studies and Ethnic Studie
This survey of methodology provides a framework for understanding Africana Studies. Correlating this book to research and writing in Africana Studies, helps to extend the perplexity, paradox, and parley of social science and humanistic research. This book attempts to answer, what is Africana Studies with reference to an interdisciplinary body of knowledge? Africana Studies is the global Pan-Africanist study of African phenomena interpreted from an Afrocentric perspective. Among those scholars who contribute to this interdisciplinary body of knowledge, perspective signals the commonality in the school of thought. This book offers general definitions and descriptions of the qualitative and quantitative research.
"Blank Darkness: Africanist Discourse in French is a brilliant and altogether convincing analysis of the way in which Western writers, from Homer to the twentieth century have . . . imposed their language of desire on the least-known part of the world and have called it 'Africa.' There are excellent readings here of writers ranging from Baudelaire, Rimbaud, Sade, and Céline to Conrad and Yambo Ouologuem, but even more impressive and important than these individual readings is Mr. Miller's wide-ranging, incisive, and exact analysis of 'Africanist' discourse, what it has been and what it has meant in the literature of the Western world."—James Olney, Louisiana State University
This book explores the relations among blackness, antiblackness, and Black people within the discourse of the blackness of black. This critical discourse developed during the last two decades as scholars explored what Saidiya Hartman describes as the afterlife of slavery. Hartman’s concept, which argues for a troubling continuity between the status of enslaved and emancipated Black people, is the pivot between discursive tributaries and trajectories. Tributaries of the discourse of the blackness of black comprise five foundational concepts: Frantz Fanon’s “phobogenic blackness,” Orlando Patterson’s “social death,” Cedric Robinson’s “racial capitalism and the black radical tradition,” and Hortense Spillers’ “flesh.” The book traces three trajectories within the afterlife of slavery: Frank Wilderson’s “ Afropessimism,” Fred Moten’s “generative blackness,” and Calvin Warren’s “black nihilism.” This ensemble of concepts enable us to understand what is at state in how we understand the relations among blackness, antiblackness, and Black people.
African American Males in Education: Researching the Convergence of Race and Identity addresses a number of research gaps. This book emerges at a time when new social dynamics of race and other identities are shaping, but also shaped by, education. Educational settings consistently perpetuate racial and other forms of privilege among students, personnel, and other participants in education. For instance, differential access to social networks still visibly cluster by race, continuing the work of systemic privilege by promoting outcome inequalities in education and society. The issues defining the relationship between African American males and education remain complex. Although there has been substantial discussion about the plight of African American male participants and personnel in education, only modest attempts have been made to center analysis of identity and identity intersections in the discourse. Additionally, more attention to African American male teachers and faculty is needed in light of their unique cultural experiences in educational settings and expectations to mentor and/or socialize other African Americans, particularly males.
Rinaldo Walcott posits that Black people globally live in the time of emancipation and that emancipation is definitely not freedom, showing that wherever Black people have been emancipated from slavery and colonization, a potential freedom became thwarted.
Introduces key terms, interdisciplinary research, debates, and histories for African American Studies As the longest-standing interdisciplinary field, African American Studies has laid the foundation for critically analyzing issues of race, ethnicity, and culture within the academy and beyond. This volume assembles the keywords of this field for the first time, exploring not only the history of those categories but their continued relevance in the contemporary moment. Taking up a vast array of issues such as slavery, colonialism, prison expansion, sexuality, gender, feminism, war, and popular culture, Keywords for African American Studies showcases the startling breadth that characterizes the field. Featuring an august group of contributors across the social sciences and the humanities, the keywords assembled within the pages of this volume exemplify the depth and range of scholarly inquiry into Black life in the United States. Connecting lineages of Black knowledge production to contemporary considerations of race, gender, class, and sexuality, Keywords for African American Studies provides a model for how the scholarship of the field can meet the challenges of our social world.