ERIC Number: EJ943057
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 34
Lessons Learned: The Role of the Classics at Black Colleges and Universities
Goings, Kenneth W.; O'Connor, Eugene M.
Journal of Negro Education, v79 n4 p521-531 Fall 2010
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.
Descriptors: Black Colleges, Classical Literature, Leadership Training, Rhetoric, Resistance (Psychology), African American Education, Educational History, Literacy
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: firstname.lastname@example.org; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Florida; North Carolina; Tennessee