Enslaved in the City on a Hill: The Archive of Moravian Slavery and the Practical Past
In: History of the present: a journal of critical history, Band 6, Heft 2, S. 155-183
ISSN: 2159-9793
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In: History of the present: a journal of critical history, Band 6, Heft 2, S. 155-183
ISSN: 2159-9793
In: History of the present: a journal of critical history, Band 2, Heft 2, S. 122-147
ISSN: 2159-9793
This new edition of T. Thomas Fortune's masterpiece -- originally published in 1884 -- presents a classic work of African-American political thought to a new generation of readers. Like the intellectual giants who emerged before and after him -- Frederick Douglass and W.E.B. Du Bois -- T. Thomas Fortune was a writer, activist, and public intellectual. Born into slavery, Fortune became the leading black journalist of his generation, and he was the most eloquent and influential African-American radical of the late nineteenth century. Black and White offers Fortune's brilliant analysis of racism as a systemic, institutionalized practice that had undermined America's Enlightenment ideals from the time of the nation's founding. Asserting that the abolition of slavery had in no way diminished the virulence of white racism, he insisted that share-cropping, chain gangs, lynching, and the denial of civil rights had forced black Americans into a terrible new form of enslavement. With a prophetic voice, Fortune argued that if the United States was ever to realize its long-betrayed promise of equality, it would need not only to end racial prejudice but also to create a more just economic order.
Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical, focused on explanations for student and school success and failure, and the other philosophical, focused on education's value and purpose within the larger society. Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines. The contributors explore how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual. Then the authors evaluate constraints on achieving the goals of democracy and justice in the educational arena and identify strategies that we can employ to work through or around those constraints. More than a thorough compendium on a timely and contested topic, Education, Justice, and Democracy exhibits an entirely new, more deeply composed way of thinking about education as a whole and its importance to a good society.