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A fresh portrayal of one of the architects of the African American intellectual tradition, whose faith in the subversive power of education will inspire teachers and learners today. Black education was a subversive act from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of “fugitive pedagogy”—a theory and practice of Black education in America. The enslaved learned to read in spite of widespread prohibitions; newly emancipated people braved the dangers of integrating all-White schools and the hardships of building Black schools. Teachers developed covert instructional strategies, creative responses to the persistence of White opposition. From slavery through the Jim Crow era, Black people passed down this educational heritage. There is perhaps no better exemplar of this heritage than Carter G. Woodson—groundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow. Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged: Woodson’s first teachers were his formerly enslaved uncles; he himself taught for nearly thirty years; and he spent his life partnering with educators to transform the lives of Black students. Fugitive Pedagogy chronicles Woodson’s efforts to fight against the “mis-education of the Negro” by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson’s materials and methods as they fought for power in schools and continued the work of fugitive pedagogy. Forged in slavery, embodied by Woodson, this tradition of escape remains essential for teachers and students today.

Making Harvard Modern is a candid, richly detailed portrait of America's most prominent university from 1933 to the present: seven decades of dramatic change. Early twentieth century Harvard was the country's oldest and richest university, but not necessarily its outstanding one. By the century's end it was widely regarded as the nation's, and the world's, leading institution of higher education. With verve, humor, and insight, Morton and Phyllis Keller tell the story of that rise: a tale of compelling personalities, notable achievement and no less notable academic pratfalls. Their book is based on rich and revealing archival materials, interviews, and personal experience. Young, humbly born James Bryant Conant succeeded Boston Brahmin A. Lawrence Lowell as Harvard's president in 1933, and set out to change a Brahmin-dominated university into a meritocratic one. He hoped to recruit the nation's finest scholars and an outstanding national student body. But the lack of new money during the Depression and the distractions of World War Two kept Conant, and Harvard, from achieving this goal. In the 1950s and 1960s, during the presidency of Conant's successor Nathan Marsh Pusey, Harvard raised the money, recruited the faculty, and attracted the students that made it a great meritocratic institution: America's university. The authors provide the fullest account yet of this transformation, and of the wrenching campus crisis of the late 'sixties. During the last thirty years of the twentieth century, a new academic culture arose: meritocratic Harvard morphed into worldly Harvard. During the presidencies of Derek Bok and Neil Rudenstine the university opened its doors to growing numbers of foreign students, women, African- and Asian-Americans, and Hispanics. Its administration, faculty, and students became more deeply engaged in social issues; its scientists and professional schools were more ready to enter into shared commercial ventures. But worldliness brought its own conflicts: over affirmative action and political correctness, over commercialization, over the ever higher costs of higher education. This fascinating account, the first comprehensive history of a modern American university, is essential reading for anyone with an interest in the present state and future course of higher education.

Join Professor Helen Vendler in her course lecture on the Yeats poem "Among School Children". View her insightful and passionate analysis along with a condensed reading and student comments on the course. The poetry collected in this volume reveals the range and power of the contemporary American imagination. The verve, freedom, and boldness of American English are combined with the new harmonies of modern cadence. Here are distillations of twentieth-century perception, feeling, and thought, and reflections of changing social realities, scientific and psychoanalytic insights, and the strong voices of feminism and black consciousness. This is a book for those who value fresh and original poetry and for readers worldwide who are curious about contemporary American experience. Helen Vendler relies on her own taste and judgment in singling out excellent poems, beginning with the late modernist flowering of Wallace Stevens and continuing to the present. Her wide-ranging Introduction places recent American poetry in its aesthetic and social contexts. The anthology provides an extensive offering of the work of major poets and introduces many writers who are only now beginning to make their reputation. Thirty-five poets are included, with a representative selection from the earlier to later work of each and a significant number of long poems. Brief biographies of the poets are appended.

Exhaustively researched and years in the making, this innovative book documents how the many components of the head function, how they evolved since we diverged from the apes, and how they interact in diverse ways both functionally and developmentally, causing them to be highly integrated. This integration not only permits the head's many units to accommodate each other as they grow and work, but also facilitates evolutionary change. Lieberman shows how, when, and why the major transformations evident in the evolution of the human head occurred. The special way the head is integrated, Lieberman argues, made it possible for a few developmental shifts to have had widespread effects on craniofacial growth, yet still permit the head to function exquisitely. --