In this study of the history of rhetoric education, Susan Kates focuses on the writing and speaking instruction developed at three academic institutions founded to serve three groups of students most often excluded from traditional institutions of higher education in late-nineteenth-and early-twentieth-century America: white middle-class women, African Americans, and members of the working class.
Kates provides a detailed look at the work of those students and teachers ostracized from rhetorical study at traditional colleges and universities. She explores the pedagogies of educators Mary Augusta Jordan of Smith College in Northhampton, Massachusetts; Hallie Quinn Brown of Wilberforce University in Wilberforce, Ohio; and Josephine Colby, Helen Norton, and Louise Budenz of Brookwood Labor College in Katonah, New York.
These teachers sought to enact forms of writing and speaking instruction incorporating social and political concerns in the very essence of their pedagogies. They designed rhetoric courses characterized by three important pedagogical features: a profound respect for and awareness of the relationship between language and identity and a desire to integrate this awareness into the curriculum; politicized writing and speaking assignments designed to help students interrogate their marginalized standing within the larger culture in terms of their gender, race, or social class; and an emphasis on service and social responsibility.
This book explores the largely unexamined history of Africans who lived, studied, and worked in the German Democratic Republic. African students started coming to the East in 1951 as invited guests who were offered scholarships by the East German government to prepare them for primarily technical and scientific careers once they returned home to their own countries. Drawn from previously unexplored archives in Germany, Ghana, Kenya, Zambia, and the United Kingdom, African Students in East Germany, 1949–1975 uncovers individual stories and reconstructs the pathways that African students took in their journeys to the GDR and what happened once they got there. The book places these experiences within the larger context of German history, questioning how ideas of African racial difference that developed from the eighteenth through the early twentieth centuries impacted East German attitudes toward the students.
The book additionally situates African experiences in the overlapping contexts of the Cold War and decolonization. During this time, nations across the Western and Soviet blocs were inviting Africans to attend universities and vocational schools as part of a drive to offer development aid to newly independent countries and encourage them to side with either the United States or Soviet Union in the Cold War. African leaders recognized their significance to both Soviet and American blocs, and played on the desire of each to bring newly independent nations into their folds. Students also recognized their importance to Cold War competition, and used it to make demands of the East German state. The book is thus located at the juncture of many different histories, including those of modern Germany, modern Africa, the Global Cold War, and decolonization.
In the first book-length study of Storer College, Dawne Raines Burke tells the story of the historically black institution from its Reconstruction origins to its demise in 1955. Established by Northern Baptists in the abolitionist flashpoint of Harpers Ferry, Storer was the first college open to African Americans in West Virginia, and it played a central role in regional and national history. In addition to educating generations of students of all races, genders, and creeds, Storer served as the second meeting place (and the first on U.S. soil) for the Niagara Movement, a precursor to the NAACP.
An American Phoenix provides a comprehensive and extensively illustrated history of this historically black college, bringing to life not just the institution but many of the individuals who taught or were educated there. It fills a significant gap in our knowledge of African American history and the struggle for rights in West Virginia and the wider world.
“A diverse and vibrant collection of colleges and universities has always set Nashville apart from other southern cities. I’m excited to see Mary Ellen Pethel exploring the history of a force for good that continues to inspire and shape our city.”
–Meagan Barry, Mayor of Nashville
In 2013, the New York Times identified Nashville as America’s “it” city—a leading hub of music, culture, technology, food, and business. But long before, the Tennessee capital was known as the “Athens of the South,” as a reflection of the city’s reputation for and investment in its institutions of higher education, which especially blossomed after the end of the Civil War and through the New South Era from 1865 to 1930.
This wide-ranging book chronicles the founding and growth of Nashville’s institutions of higher education and their impressive impact on the city, region, and nation at large. Local colleges and universities also heavily influenced Nashville’s brand of modernity as evidenced by the construction of a Parthenon replica, the centerpiece of the 1897 Centennial Exposition. By the turn of the twentieth century, Vanderbilt University had become one of the country’s premier private schools, while nearby Peabody College was a leading teacher-training institution. Nashville also became known as a center for the education of African Americans. Fisk University joined the ranks of the nation’s most prestigious black liberal-arts universities, while Meharry Medical College emerged as one of the country’s few training centers for African American medical professionals. Following the agricultural-industrial model, Tennessee A&I became the state’s first black public college. Meanwhile, various other schools— Ward-Belmont, a junior college for women; David Lipscomb College, the instructional arm of the Church of Christ; and Roger Williams University, which trained black men and women as teachers and preachers—made important contributions to the higher educational landscape. In sum, Nashville was distinguished not only by the quantity of its schools but by their quality.
Linking these institutions to the progressive and educational reforms of the era, Mary Ellen Pethel also explores their impact in shaping Nashville’s expansion, on changing gender roles, and on leisure activity in the city, which included the rise and popularity of collegiate sports. In her conclusion, she shows that Nashville’s present-day reputation as a dynamic place to live, learn, and work is due in no small part to the role that higher education continues to play in the city’s growth and development.
MARY ELLEN PETHEL is the archivist and a member of the Social Science Department at Harpeth Hall School in Nashville. At Belmont University, also in Nashville, Dr. Pethel is a Global Leadership Studies Fellow and teaches in the Honors Department.
“A diverse and vibrant collection of colleges and universities has always set Nashville apart from other southern cities. I’m excited to see Mary Ellen Pethel exploring the history of a force for good that continues to inspire and shape our city.”
–Meagan Barry, Mayor of Nashville
In 2013, the New York Times identified Nashville as America’s “it” city—a leading hub of music, culture, technology, food, and business. But long before, the Tennessee capital was known as the “Athens of the South,” as a reflection of the city’s reputation for and investment in its institutions of higher education, which especially blossomed after the end of the Civil War and through the New South Era from 1865 to 1930.
This wide-ranging book chronicles the founding and growth of Nashville’s institutions of higher education and their impressive impact on the city, region, and nation at large. Local colleges and universities also heavily influenced Nashville’s brand of modernity as evidenced by the construction of a Parthenon replica, the centerpiece of the 1897 Centennial Exposition. By the turn of the twentieth century, Vanderbilt University had become one of the country’s premier private schools, while nearby Peabody College was a leading teacher-training institution. Nashville also became known as a center for the education of African Americans. Fisk University joined the ranks of the nation’s most prestigious black liberal-arts universities, while Meharry Medical College emerged as one of the country’s few training centers for African American medical professionals. Following the agricultural-industrial model, Tennessee A&I became the state’s first black public college. Meanwhile, various other schools— Ward-Belmont, a junior college for women; David Lipscomb College, the instructional arm of the Church of Christ; and Roger Williams University, which trained black men and women as teachers and preachers—made important contributions to the higher educational landscape. In sum, Nashville was distinguished not only by the quantity of its schools but by their quality.
Linking these institutions to the progressive and educational reforms of the era, Mary Ellen Pethel also explores their impact in shaping Nashville’s expansion, on changing gender roles, and on leisure activity in the city, which included the rise and popularity of collegiate sports. In her conclusion, she shows that Nashville’s present-day reputation as a dynamic place to live, learn, and work is due in no small part to the role that higher education continues to play in the city’s growth and development.
MARY ELLEN PETHEL is the archivist and a member of the Social Science Department at Harpeth Hall School in Nashville. At Belmont University, also in Nashville, Dr. Pethel is a Global Leadership Studies Fellow and teaches in the Honors Department.
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