My friend and colleague shared this with me on social media. Coming from her this compliment is a big deal.
“Edward Carson did an amazing talk on Marxism and Urban Centers. I miss our time together on the AP Euro test development committee. I always wondered what he’d be like as a teacher. All I can say is his kids are very lucky to have him.”
A few months ago the American Historical Association (AHA) interviewed me. It was fun because it forced me to pause and think about my past, present, and future endeavors. I noted that, “…I sought to study history and literature in a normative fashion to challenge both my peers and colleagues to take action and avoid the sins of complacency and gradualism….[History] guides my morality; I get to have a job that demands I read, reflect, and ponder the sins and immoral actions of human beings.”
You can read it in its entirety here.
“More than malice, Matthew says, “what I’ve found is that there are codes and habits that faculty of color don’t know about because those unwritten practices are so subtle as to seem unimportant until something goes wrong, and then the assumption is that the person of color is incompetent, lazy or lying. In my case, the assumption was that I was dishonest or disorganized, though neither of those things is true. The fact that I am a black woman played some role in that tangled-up process, and I still see the same patterns that were in play in my reappointment and tenure reviews whenever I am assessed. More important, I now know that those patterns are at work all over the country. It’s not just me. It’s not just us. This is happening everywhere.” See here for more.
I greatly enjoyed my time at the University of North Carolina Chapel Hill for the African American Intellectual History Society conference. The responses to my paper were excellent. Both the questions and the comments to me and my colleagues were excellent. You can read more about this gathering here at the AAIHS.
It was also great to sit on a panel with two brilliant historians in John and Phil — pictured below. I must have heard some 21 papers read over the course of two days. I authored a short piece on this conference at The Christian Century. Give it a read here.
On Saturday February 20, I will be a panelist discussing the school to prison pipeline, as part of the educational community forum, presented by Power of Self Education. I will offer my expertise on matters of race, education, and societal inequalities. I am excited about this conversation, and how it might challenge the community of Haverhill and those surrounding it to take action against the inequities that places young men of color in prison. See information here.
I am working through my notes, reading my data and comparing conclusions by various historians. In the end, I am excited about the panel I am sitting on come March, at the University of North Carolina at Chapel Hill. You can see the conference program here.
Here is the panel, which will be chaired by Gerald Horne. This is a great historical society.
I have a number of projects that need my attention during the break. I am finishing up my research on W.E.B. Du Bois and the Western Color Line. I will be joining a great group of academics at the African American Intellectual History Society Conference at the University of North Carolina at Chapel Hill in March. I will blog more about this and the progress of my research. Because my desire is to publish this work, a paper I am really excited about, I have elected a new approach. I will write the journal article first, then I will edit it down into my conference paper. This will be a new approach for me — seeing that I have always started my thinking at the conference level. Changing my approach should allow for solid feedback at the conference. The key is editing a journal piece down from 25 – 30 pages to a 10 – 12 page work. This is also a topic I aim to discuss in my spring African-American Studies seminar.
Above is the title of a current piece I am drafting. I should have submitted this by now, but slowed by other things. This paper aims to discuss a teaching approach I want to share with teachers about the teaching and learning of historical thinking skills.