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In this volume, Tanya Sheehan takes humor seriously in order to trace how photographic comedy was used in America and transnationally to express evolving ideas about race, black emancipation, and civil rights in the mid-1800s and into the twentieth century. Sheehan employs a trove of understudied materials to write a new history of photography, one that encompasses the rise of the commercial portrait studio in the 1840s, the popularization of amateur photography around 1900, and the mass circulation of postcards and other photographic ephemera in the twentieth century. She examines the racial politics that shaped some of the most essential elements of the medium, from the negative-positive process to the convention of the photographic smile. The book also places historical discourses in relation to contemporary art that critiques racism through humor, including the work of Genevieve Grieves, Adrian Piper, Lorna Simpson, Kara Walker, and Fred Wilson. By treating racial humor about and within the photographic medium as complex social commentary, rather than a collectible curiosity, Study in Black and White enriches our understanding of photography in popular culture. Transhistorical and interdisciplinary, this book will be of vital interest to scholars of art history and visual studies, critical race studies, U.S. history, and African American studies.
In 1968, Winthrop D. Jordan set out in encyclopedic detail the evolution of white Englishmen's and Anglo-Americans' perceptions of blacks, perceptions of difference used to justify race-based slavery, and liberty and justice for whites only. This second edition, with new forewords by historians Christopher Leslie Brown and Peter H. Wood, reminds us that Jordan's text is still the definitive work on the history of race in America in the colonial era. Every book published to this day on slavery and racism builds upon his work; all are judged in comparison to it; none has surpassed it.
The classic, New York Times-bestselling book on the psychology of racism that shows us how to talk about race in America. Walk into any racially mixed high school and you will see Black, White, and Latino youth clustered in their own groups. Is this self-segregation a problem to address or a coping strategy? How can we get past our reluctance to discuss racial issues? Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about communicating across racial and ethnic divides and pursuing antiracism. These topics have only become more urgent as the national conversation about race is increasingly acrimonious. This fully revised edition is essential reading for anyone seeking to understand dynamics of race and racial inequality in America.
Living in a segregated society, white Americans learn about African Americans through the images the media show. This text offers a look at the racial patterns in the mass media and how they shape the ambivalent attitudes of whites toward blacks.
Black Faces, White Spaces: Reimagining the Relationship of African Americans to the Great Outdoors
From the vital voice of Elijah Anderson, Black in White Space sheds fresh light on the dire persistence of racial discrimination in our country. A birder strolling in Central Park. A college student lounging on a university quad. Two men sitting in a coffee shop. Perfectly ordinary actions in ordinary settings—and yet, they sparked jarring and inflammatory responses that involved the police and attracted national media coverage. Why? In essence, Elijah Anderson would argue, because these were Black people existing in white spaces. In Black in White Space, Anderson brings his immense knowledge and ethnography to bear in this timely study of the racial barriers that are still firmly entrenched in our society at every class level. He focuses in on symbolic racism, a new form of racism in America caused by the stubbornly powerful stereotype of the ghetto embedded in the white imagination, which subconsciously connects all Black people with crime and poverty regardless of their social or economic position. White people typically avoid Black space, but Black people are required to navigate the “white space” as a condition of their existence. From Philadelphia street-corner conversations to Anderson’s own morning jogs through a Cape Cod vacation town, he probes a wealth of experiences to shed new light on how symbolic racism makes all Black people uniquely vulnerable to implicit bias in police stops and racial discrimination in our country. An unwavering truthteller in our national conversation on race, Anderson has shared intimate and sharp insights into Black life for decades. Vital and eye-opening, Black in White Space will be a must-read for anyone hoping to understand the lived realities of Black people and the structural underpinnings of racism in America.
James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires.
To throw light on the motives & movements of a conspicuous literary figure of the last generation, two friends of Harris's from Chicago, Dr. Tobin, his 'authorized' biographer, & Mr. Gertz, an attorney who was Harris's agent in the latter years of his life have undertaken to sift the truth about Harris & to present a portrait of him that will reconcile the most shocking incongruities of his character with some of the fine performances of his pen. "Messrs. Tobin & Gertz have done a very good life of him. With great skill, they disentangle the facts from the cobwebs of fancy that he spun. They tell his story simply, clearly & honestly."--AMERICAN MERCURY. Illus.
" The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Introduction: Black and white -- Little Foxes and little brown wrens -- The poetics of color in Jezebel -- Melodramas of blood in In This Our Life -- The whiteness of What Ever Happened to Baby Jane? -- Bette Davis black and white.