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A Legacy of Greatness, The Demands of Transcendence
On December 4, 1906, on Cornell University’s campus, seven black men founded one of the greatest and most enduring organizations in American history. Alpha Phi Alpha Fraternity Inc. has brought together and shaped such esteemed men as Martin Luther King Jr., Cornel West, Thurgood Marshall, Wes Moore, W. E. B. DuBois, Roland Martin, and Paul Robeson. “Born in the shadow of slavery and on the lap of disenfranchisement,” Alpha Phi Alpha—like other black Greek-letter organizations—was founded to instill a spirit of high academic achievement and intellectualism, foster meaningful and lifelong ties, and racially uplift those brothers who would be initiated into its ranks. In Alpha Phi Alpha, Gregory S. Parks, Stefan M. Bradley, and other contributing authors analyze the fraternity and its members’ fidelity to the founding precepts set forth in 1906. They discuss the identity established by the fraternity at its inception, the challenges of protecting the image and brand, and how the organization can identify and train future Alpha men to uphold the standards of an outstanding African American fraternity. Drawing on organizational identity theory and a diverse array of methodologies, the authors raise and answer questions that are relevant not only to Alpha Phi Alpha but to all black Greek-letter organizations.
De l'…cole Regionale de Diourbel a líUniversite de Paris (1945-1960
The struggle for independence and the unity of African countries was at its peak during the period between 1945 and 1960. These testing times turned out to be the formative years of the young Amady Aly Dieng, and set the stage for an eventful life of commitment and challenges of all sorts for someone who ñ along with other young African students, many of whom later became leaders of their respective countries ñ integrated the leadership of student organizations in France, honing his militant skills at the forefront of the intellectual and political struggle for independence and the unity of the nascent sovereign nations. Amady Aly Diengís memoirs are primarily meant to inspire young Africans toward taking action towards true independence and development. These memoirs reflect the historic evolution of youth militancy in Africa and are to serve as an inspiration to leaders of Africa today and tomorrow.
De líUniversite de Paris a mon retour au Senegal (1960-1967)
The advent of formal independence in former French colonies in Black Africa meant the dawn of a new era: the struggle against neocolonialism. African students rallying around this struggle became new strangers and targets for expulsion out of France. The French government of the time resorted, therefore, to massive expulsions against their labour and political organizations. The implementation in 1956 of the Loi-cadre Gaston Defferre ñ meant to divide up Black Africa under French dominion ñ and the ensuing explosion of the two great AOF and AEF federations along with the cancellation of scholarship federal commissions will considerably weaken the FÈdÈration des Ètudiants díAfrique noire en France (FEANF) [African Student Federation in France] in favour of territorial sections. This meant that African governments were to take charge of their own students. In turn, the former used their embassies and scholarship territorial commissions to squelch those student organizations that were hostile to their collaboration with the French authorities. Among the repressive strategies were the cancellation of scholarships and grants to hotels and residences that were reserved for their students (La Maison de la CÙte díIvoire, du Gabon, de la Haute Volta, du Congo, díAOF), the creation of pro-government associations such as that of the Senegalese Progressive Union (UPS), the Student Movement for the African and Malagasy Organization (MEOCAM), and the National Union for Students of CÙte díIvoire (UNECI). This marked the beginning of the decline of the FÈdÈration des Ètudiants díAfrique noire en France (FEANF). The worm had entered the fruit of unity with the implementation of the Loi-cadre.
Vol. 125 (1980) through current issue
For 150 years, the American Annals of the Deaf, has been a professional journal dedicated to quality in education and in related services for children and adults who are deaf and hard of hearing. The Annals publishes articles about deaf education and recent research into trends and issues in the field of deafness.
Surveying higher education from the colonial era through the mid-twentieth century, Rudolph explores a multitude of issues from the financing of institutions and the development of curriculum to the education of women and blacks, the rise of college athletics, and the complexities of student life. In his foreword to this new edition, John Thelin assesses the impact that Rudolph's work has had on higher education studies. The new edition also includes a bibliographic essay by Thelin covering significant works in the field that have appeared since the publication of the first edition.
At a time when our educational system as a whole is under intense scrutiny, Rudolph's seminal work offers an important historical perspective on the development of higher education in the United States.
The Restructuring of Academic Work and Careers
Higher education is becoming destabilized in the face of extraordinarily rapid change. The composition of the academy's most valuable asset—the faculty—and the essential nature of faculty work are being transformed. Jack H. Schuster and Martin J. Finkelstein describe the transformation of the American faculty in the most extensive and ambitious analysis of the American academic profession undertaken in a generation. A century ago the American research university emerged as a new organizational form animated by the professionalized, discipline-based scholar. The research university model persisted through two world wars and greatly varying economic conditions. In recent years, however, a new order has surfaced, organized around a globalized, knowledge-based economy, powerful privatization and market forces, and stunning new information technologies. These developments have transformed the higher education enterprise in ways barely imaginable in generations past. At the heart of that transformation, but largely invisible, has been a restructuring of academic appointments, academic work, and academic careers—a reconfiguring widely decried but heretofore inadequately described. This volume depicts the scope and depth of the transformation, combing empirical data drawn from three decades of national higher education surveys. The authors' portrait, at once startling and disturbing, provides the context for interpreting these developments as part of a larger structural evolution of the national higher education system. They outline the stakes for the nation and the challenging work to be done.
Documenting the National Discourse
This long-awaited sequel to Richard Hofstadter and Wilson Smith's classic anthology American Higher Education: A Documentary History presents one hundred and seventy-two key edited documents that record the transformation of higher education over the past sixty years. The volume includes such seminal documents as Vannevar Bush's 1945 report to President Franklin D. Roosevelt, Science, the Endless Frontier; the U.S. Supreme Court decisions in Brown v. Board of Education and Sweezy v. New Hampshire; and Adrienne Rich's challenging essay "Taking Women Students Seriously." The wide variety of readings underscores responses of higher education to a memorable, often tumultuous, half century. Colleges and universities faced a transformation of their educational goals, institutional structures and curricula, and admission policies; the ethnic and economic composition of student bodies; an expanding social and gender membership in the professoriate; their growing allegiance to and dependence on federal and foundation financial aids; and even the definitions and defenses of academic freedom. Wilson Smith and Thomas Bender have assembled an essential reference for policymakers, administrators, and all those interested in the history and sociology of higher education.