Relevant bibliographies by topics / Tuskegee Institute (Tuskegee, Ala.)

Academic literature on the topic 'Tuskegee Institute (Tuskegee, Ala.)'

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Published: 26 July 2024

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Journal articles on the topic "Tuskegee Institute (Tuskegee, Ala.)"

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Bagby, George F. "Hollis F. Price: Apprenticeship at Tuskegee Institute, 1933-1940." Alabama Review 60, no. 1 (2007): 29–52. http://dx.doi.org/10.1353/ala.2007.0038.

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Devlin, Paul. "Albert Murray’s The Spyglass Tree and the 1923 Armed Defense of Tuskegee Institute." African American Review 51, no. 1 (2018): 23–36. http://dx.doi.org/10.1353/afa.2018.0002.

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Brownlee, R. A. "John C. Robinson: Father of the Tuskegee Airmen, and: The Tuskegee Airmen: An Illustrated History: 1939–1949 (review)." Alabama Review 65, no. 4 (2012): 316–19. http://dx.doi.org/10.1353/ala.2012.0041.

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Haulman, Daniel L. "The Tuskegee Airmen and the "Never Lost a Bomber" Myth." Alabama Review 64, no. 1 (2011): 30–60. http://dx.doi.org/10.1353/ala.2011.0033.

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Helbling, Mark. "“My Soul Was with the Gods and My Body in the Village”: Zora Neale Hurston, Franz Boas, Melville Herskovits, and Ruth Benedict." Prospects 22 (October 1997): 285–322. http://dx.doi.org/10.1017/s0361233300000144.

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In august, 1927, Zora Neale Hurston posed with Langston Hughes and Jessie Fauset at the foot of the statue of Booker T. Washington on the campus of Tuskegee Normal and Industrial Institute in Tuskegee, Alabama. Now, after six months of collecting African-American folklore – customs, games, jokes, lies, songs, superstitions, and tales – Hurston was ready to return to New York City and to finish her Bachelor of Arts in anthropology at Barnard. She had left New York City the previous February and had spent most of her time in and around her hometown of Eatonville and Tallahassee, Florida, before driving across the Florida panhandle to Mobile, Alabama. There she interviewed Cudjo Lewis, reputed to be the only living survivor of the last ship to bring slaves from Africa to America. By chance, Hurston also met Hughes, who had just arrived in Mobile by train from New Orleans. Soon after, she and Hughes drove up to Tuskegee, joined Fauset to lecture to summer students, then continued on their way to New York City.
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Riser, R. Volney. "Examining Tuskegee: The Infamous Syphilis Study and Its Legacy (review)." Alabama Review 64, no. 3 (2011): 242–44. http://dx.doi.org/10.1353/ala.2011.0006.

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Armstrong, Donald E. "Brick Making and the Production of Place at the Tuskegee Institute." Arris 16, no. 1 (2005): 28–36. http://dx.doi.org/10.1353/arr.2005.0002.

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Haulman, Daniel. "Comparing and Contrasting Two White Leaders of the Tuskegee Airmen: Colonels Noel Parrish and Robert Selway." Alabama Review 75, no. 3 (July 2022): 225–51. http://dx.doi.org/10.1353/ala.2022.0021.

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Phillips. "Looking Back Nearly 60 Years: The Tuskegee Institute Community Action Corps (TICAC)." Spectrum: A Journal on Black Men 8, no. 2 (2021): 131. http://dx.doi.org/10.2979/spectrum.8.2.06.

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Tischler, Julia. "“The Only Industry That Can Make Us Hold Our Own”: Black Agrarianism in South Africa from a Transatlantic Perspective, ca. 1910–1930." American Historical Review 126, no. 4 (December 1, 2021): 1396–423. http://dx.doi.org/10.1093/ahr/rhab538.

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Abstract By exploring agricultural education initiatives in South Africa in the period from the 1910s to the 1930s, this article seeks to expand the historiography of both Black internationalism and global progressivism to include Black agrarianism and questions of race from a transatlantic perspective. In their efforts to promote scientific farming, Black progressive farmers in the Eastern Cape reserves made strategic use of the famous educational philosophy of the Tuskegee Institute in Alabama as an enabling discourse that allowed them to gain an audience for their specific, localized claims to economic and political participation in a segregationist country. While the existing historiography has discussed Tuskegee’s impact in Africa as an example of oppressive labor education, this article argues that Black agrarian progressivism should be taken seriously as a form of antiracism and Pan-Africanism, albeit one that was classist and patriarchal.
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Dissertations / Theses on the topic "Tuskegee Institute (Tuskegee, Ala.)"

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Smith, Kenneth. "The American “Civilizing Mission:” The Tuskegee Institute and its Involvement in African Colonialism." Thesis, Kansas State University, 2018. http://hdl.handle.net/2097/38832.

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Master of Arts
Department of History
Andrew Orr
Many historians believe that the United States did not play a major role in the European colonial affairs of Africa. The “civilizing mission” in Africa was largely a European matter that the United States did not have any involvement in and instead stayed out of African affairs. However, this is in fact not true. Industrial education was a new way of managing and “civilizing” African populations after the global end of slavery and the archetype of industrial education was in Tuskegee, Alabama at the Tuskegee Institute. The Tuskegee Institute was the pinnacle of industrial education. Students came not just from the United States, but from around the world as well to learn a trade or improved technologies in agriculture. It allowed students to attend the school for free in exchange for working the farms at the school and general upkeep while training them to be better farmers and tradesmen. On the surface, it offered an avenue for blacks to carve their own economic path. Implicitly, however, it did not offer African Americans and Africans a path towards upward mobility as it continued to relegate them to menial labor jobs and worked within the confines of the established racial hierarchy in which blacks were not granted the same opportunities as whites, in this instance it was education. This thesis argues that the Tuskegee Institute’s (now Tuskegee University) method of industrial education became an influential model for managing the African colonies via industrial education and that the United States was thus more involved in the “civilizing mission” than previously thought. The Tuskegee Institute first ventured into Africa when it assisted the German Colonial Government in Togo in establishing industrial education which helped to develop infrastructure and modern technology in the colony. Second, I examine Tuskegee’s role in Liberia as it established the Booker Washington Institute which is still in existence today. Lastly, I illustrate the diverse effects of the Tuskegee Model of education in Africa and how it correlated to Tuskegee education in the United States and how events in both Africa and the United States led to the collapse of the Tuskegee Model.
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Gale, Sylvia. "Resisting functional-critical divides : literacy education at Moor's Indian Charity School and Tuskegee Institute." 2008. http://hdl.handle.net/2152/18232.

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This dissertation reconsiders the long-standing divide between skills-based, job-oriented approaches to education and liberal learning through in-depth archival studies of literacy education at two distinct educational institutions: Moor’s Indian Charity School, a seminary for Native American missionaries that operated in Connecticut in the mid-eighteenth century (and later became Dartmouth College), and Booker T. Washington’s Tuskegee Institute, founded in 1881, where African-American students were trained in agriculture, the trades, and domestic work. These are institutions where a functional approach to literacy education prevailed over what we might now recognize and label as more overtly critical lenses. As such, they exemplify, and thereby also illuminate, what are ongoing tensions between “critical literacies,” often deemed “liberating,” and “functional literacies,” often deemed “oppressive.” These tensions have had profound implications both for disciplinary histories of English Studies, in which literacy education within vocational contexts has largely been excised, and for contemporary adult literacy initiatives. Part One of this dissertation (Chapters Two and Three) reconstructs the language arts education provided at Moor’s Indian Charity School in the 1750s and 1760s, and then examines the pedagogical and rhetorical practices of two Moor’s students--Samson Occom and Joseph Johnson--who went on to become, among many other roles, literacy educators in various Native communities in Connecticut and New York. Considering literacy at and beyond Moor’s expands the ways we think about “functional” literacy, since in this case “functional” literacy included the linguistic and analytical skills needed to perform the duties of a minister and to advocate for the autonomy of Native communities. Part Two of this dissertation (Chapters Four and Five) documents the language arts curriculum at Tuskegee Institute in key years between the school’s founding in 1881 and Principal Booker T. Washington’s death in 1915, a period in which the active integration of the school’s academic and vocational tracks became a dominant (and dominating) principle. Such an approach had clear limitations, but it also allowed students to claim significant kinds of authority. The first and sixth chapters bring to light the contemporary implications of recognizing the intertwining of “functional” and “critical” literacy education at these historical sites.
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Books on the topic "Tuskegee Institute (Tuskegee, Ala.)"

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Norrell, Robert J. Reaping the whirlwind: The civil rights movement in Tuskegee. New York: Vintage Books, 1986.

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2

United States. National Park Service, ed. Tuskegee Institute: Tuskegee Institute National Historic Site, Alabama. [Washington, DC]: National Park Service, 2006.

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3

United States. National Park Service., ed. Tuskegee Institute: Tuskegee Institute National Historic Site, Alabama. [Washington, DC]: National Park Service, 2006.

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United States. National Park Service., ed. Tuskegee Institute: Tuskegee Institute National Historic Site, Alabama. [Washington, DC]: National Park Service, 2006.

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5

Norrell, Robert J. Reaping the whirlwind: The civil rights movement in Tuskegee, with a new concluding chapter by the author. Chapel Hill: The University of North Carolina Press, 1998.

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Scipio, L. Albert. Pre-war days at Tuskegee: Historical essay on Tuskegee Institute (1881-1943). [Silver Spring, Md.] (12511 Montclair Dr., Silver Spring 20904): [Roman Publications, 1987.

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7

Stroud, Bettye. A personal tour of Tuskegee Institute. Minneapolis: Lerner Publications Co., 2001.

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8

Shea, John M. The Tuskegee Airmen. New York: Gareth Stevens Publishing, 2015.

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9

International Economics Seminar (1985 Tuskegee Institute). South Africa: Myths and realities of divestiture : International Economics Seminar, Tuskegee Institute, Tuskegee, Alabama. New York, N.Y: Council on Religion and International Affairs, 1985.

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Forman, James. Sammy Younge, Jr.: The first black college student to die in the black liberation movement. Washington, D.C: Open Hand Pub., 1986.

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Book chapters on the topic "Tuskegee Institute (Tuskegee, Ala.)"

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Bond, Zanice, Rhonda Collier, Caroline Gebhard, and Adaku Ankumah. "The Literary Legacies of Macon County and Tuskegee Institute." In The Routledge Companion to Public Humanities Scholarship, 81–94. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003248125-7.

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"1 The Contradictions of Tuskegee Institute, 1881–1960." In The Tuskegee Student Uprising, 27–64. New York University Press, 2022. http://dx.doi.org/10.18574/nyu/9781479809431.003.0005.

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"1. The Contradictions of Tuskegee Institute, 1881–1960." In The Tuskegee Student Uprising, 27–64. New York University Press, 2022. http://dx.doi.org/10.18574/nyu/9781479809486.003.0005.

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Malone, Mark Hugh. "The Development of the Music School at Tuskegee Institute." In William Levi Dawson, 37–51. University Press of Mississippi, 2023. http://dx.doi.org/10.14325/mississippi/9781496844798.003.0002.

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A discussion of William Dawson’s return to Tuskegee Institute in late 1930 to establish a School of Music in the newly added 4-year college curriculum at his Alma Mater is the thrust of Chapter Two. Equipped with a Master’s degree in composition, Dawson’s vision for a comprehensive music education, as well as attracting a world-class faculty to Tuskegee, invigorated the young composer/musician for twenty-five years. Along with Dawson, among the notable music faculty were: nationally known soprano Abbie Mitchell, vocal recording artist Florence Cole-Talbert, and pianist Portia Washington Pittman, daughter of the founder of Tuskegee, Booker T. Washington. Despite Dawson’s wise leadership, the School of Music did not flourish due to the constraints of the Great Depression and the private status of the college.
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"THE DEVELOPMENT OF THE MUSIC SCHOOL AT TUSKEGEE INSTITUTE:." In William Levi Dawson, 37–51. University Press of Mississippi, 2023. http://dx.doi.org/10.2307/jj.1380396.6.

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Malone, Mark Hugh. "Dawson’s Early Years and Education." In William Levi Dawson, 8–36. University Press of Mississippi, 2023. http://dx.doi.org/10.14325/mississippi/9781496844798.003.0001.

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William Dawson’s early life and quest for a music education is the focus of Chapter One. The welcoming atmosphere of Tuskegee Institute and shepherding mentorship of Booker T. Washington afforded Dawson the perfect climate to grow as a musician and scholar. Participation in the Tuskegee Choir and Band, as well as opportunities to travel on the Chautauqua Circuit, enabled Dawson to encounter influential people that included noted composer Harry T. Burleigh, a student of Antonin Dvorak. Exposure to African American poets and musicians such as Paul Laurence Dunbar and Will Marion Cook, in addition to Bach, Mozart, Beethoven forged a determination in Dawson to create music that would celebrate the roots of African American music in the United States. Continuing his education at the Horner Institute of Fine Arts and the American Conservatory of Music, Dawson prepared himself to be a musical voice of the “New Negro” that was espoused by Black spokesperson Alain Locke at the outset of the Harlem Renaissance.
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Tidwell, John Edgar, and Mark A. Sanders. "“Primary Field”." In Sterling A. Brown’s, A Negro Looks At The South, 310–12. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195313994.003.0049.

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Abstract John circled low over a patch of woods, landed on a large field, and jockeyed to the large hangar. Since it was Sunday, there weren’t many people about, but I met several mechanics, electricians, and a licensed parachute rigger. John named the planes for me: a Howard, nicknamed DGA for “damned good aeroplane”; a dismantled Stinson, a rugged, reliable load carrier; several Luscombes, Wacos, and small yellow Cubs for pilot training. John showed me the Link trainer for blind flying and described it: “They put you in, pull down the hood, and you get every sensation of flying. You’re supposed to learn to fly entirely by instruments.” At the field, cadets receive primary training under civilian instructors furnished by Tuskegee Institute under contract with the Army. The training is supervised by the Army, the maintenance by Tuskegee Institute. The general manager is G. L. Washington, formerly director of mechanical industries at Tuskegee. He told me a great deal of the history and purposes of the field. He had corralled Negroes from all over the country from Boston to Texas: pilots, airplane engineers, men trained in Civil Aeronautics, mechanics, all the many technicians needed not only for teaching flying but also to service engines, aircraft, and manage the multiple duties connected with aeronautics. The staff met all the standards. The prevailing attitude had been that of the skeptic who asked in the Congressional Record for February 1939 “if a Negro could really fly a plane,” though at that time there were approximately three hundred licensed Negro pilots. The Army naturally made frequent investigations to see that the field met the strict stipulations, and, every time, maintenance and training came up to snuff.
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"Brick Making and the Production of Place at the Tuskegee Institute." In Space Unveiled, 46–56. Routledge, 2014. http://dx.doi.org/10.4324/9781315765990-14.

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"Booker T. Washington." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd, 87–94. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0013.

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Booker T. Washington was born into slavery on a farm in the Blue Ridge Mountains of Virginia. The son of an enslaved woman named Jane, Washington did not know his father, who was probably white. After emancipation, Jane moved with her children to Malden, West Virginia, where her husband, Washington’s stepfather, was employed in the salt works. As a child, Washington worked in the salt furnaces and the coal mines. In 1872, he entered Hampton Normal and Agricultural Institute and later matriculated at Wayland Seminary. Washington became the founding leader of Tuskegee Institute in Alabama in 1881....
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Conrad, Sebastian. "Transnational Germany." In Imperial Germany 1871–1918, 219–41. Oxford University PressOxford, 2008. http://dx.doi.org/10.1093/oso/9780199204885.003.0011.

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Abstract On a rainy November day in 1900, four graduates of the Tuskegee Normal and Industrial Institute in Alabama set sail from New York harbour on the Graf Waldersee. Their journey would take them, via Hamburg, to the German colony of Togo. They had been recruited by Baron Beno von Herman for the Colonial Economic Committee with the explicit purpose ‘to teach the negroes there how to plant and harvest cotton in a rational and scientific way’. Togo had been a German colony since 1884. After an initial phase of private initiatives and exploitation, around the turn of the century reform-minded colonial bureaucrats began to aim at more systematic and sustained interventions. This new, scientific approach acknowledged the central role of the native population in any attempt to modernize the colonies and turn them into profitable enterprises. Schooling, health care, and the all-important ‘education of the negro to work’ were therefore among the central concerns of the reformers. The German interest in the Tuskegee graduates derived from the conviction that the racialized labour relations in the American New South could provide a model for Germany’s African colonies.
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Conference papers on the topic "Tuskegee Institute (Tuskegee, Ala.)"

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JENKINS, R., and V. HARRIS. "Development and implementation of an undergraduate aerospace propulsion curriculum at Tuskegee Institute." In 21st Joint Propulsion Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1985. http://dx.doi.org/10.2514/6.1985-1144.

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