In 1956, one year before federal troops escorted the Little Rock 9 into Central High School, fourteen year old Jo Ann Allen was one of twelve African-American students who broke the color barrier and integrated Clinton High School in Tennessee. At first things went smoothly for the Clinton 12, but then outside agitators interfered, pitting the townspeople against one another. Uneasiness turned into anger, and even the Clinton Twelve themselves wondered if the easier thing to do would be to go back to their old school. Jo Ann--clear-eyed, practical, tolerant, and popular among both black and white students---found herself called on as the spokesperson of the group. But what about just being a regular teen? This is the heartbreaking and relatable story of her four months thrust into the national spotlight and as a trailblazer in history. Based on original research and interviews and featuring backmatter with archival materials and notes from the authors on the co-writing process.
Reprint of the original, first published in 1872. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.
When fourteen-year-old Jo Ann Allen and eleven other African American students walk into Clinton High School on an August morning in 1956, they know they are walking into history: they've been told they are the very first students to integrate a public high school in the American South. What they don't know is how treacherous their journey will be. Their eastern Tennessee town is a courteous, yes-ma'am, no-sir kind of place, where blacks and whites seem to get along. But something darker lurks beneath the civility in Clinton, and when outside agitators interfere, local whites' muffled objections turn to unrestrained bigotry and violence. Soon, even the Clinton 12 themseves wonder whether they should just return to their old school. As the desegregation crisis makes headlines across the country, Jo Ann - clear-eyed, practical, tolerant, and popular - finds herself in the spotlight as a spokesperson for the group. But that's not the only life she wants: she also wants to focus on music, friendships, and, of course, her education. This is the heartbreaking and relatable story of an extraordinary trailblazer fighting for civil rights - and for the right to be an ordinary teenager. --
From a pioneering researcher, this book synthesizes the best current knowledge on resilience in children and adolescents. Ann S. Masten explores what allows certain individuals to thrive and adapt despite adverse circumstances, such as poverty, chronic family problems, or exposure to trauma. Coverage encompasses the neurobiology of resilience as well as the role of major contexts of development: families, schools, and culture. Identifying key protective factors in early childhood and beyond, Masten provides a cogent framework for designing programs to promote resilience. Complex concepts are carefully defined and illustrated with real-world examples.
In Black Empire, Michelle Ann Stephens examines the ideal of “transnational blackness” that emerged in the work of radical black intellectuals from the British West Indies in the early twentieth century. Focusing on the writings of Marcus Garvey, Claude McKay, and C. L. R. James, Stephens shows how these thinkers developed ideas of a worldwide racial movement and federated global black political community that transcended the boundaries of nation-states. Stephens highlights key geopolitical and historical events that gave rise to these writers’ intellectual investment in new modes of black political self-determination. She describes their engagement with the fate of African Americans within the burgeoning U.S. empire, their disillusionment with the potential of post–World War I international organizations such as the League of Nations to acknowledge, let alone improve, the material conditions of people of color around the world, and the inspiration they took from the Bolshevik Revolution, which offered models of revolution and community not based on nationality. Stephens argues that the global black political consciousness she identifies was constituted by both radical and reactionary impulses. On the one hand, Garvey, McKay, and James saw freedom of movement as the basis of black transnationalism. The Caribbean archipelago—a geographic space ideally suited to the free movement of black subjects across national boundaries—became the metaphoric heart of their vision. On the other hand, these three writers were deeply influenced by the ideas of militarism, empire, and male sovereignty that shaped global political discourse in the early twentieth century. As such, their vision of transnational blackness excluded women’s political subjectivities. Drawing together insights from American, African American, Caribbean, and gender studies, Black Empire is a major contribution to ongoing conversations about nation and diaspora.
This illuminating account of contemporary American Buddhism shows the remarkable ways the tradition has changed over the past generation The past couple of decades have witnessed Buddhist communities both continuing the modernization of Buddhism and questioning some of its limitations. In this fascinating portrait of a rapidly changing religious landscape, Ann Gleig illuminates the aspirations and struggles of younger North American Buddhists during a period she identifies as a distinct stage in the assimilation of Buddhism to the West. She observes both the emergence of new innovative forms of deinstitutionalized Buddhism that blur the boundaries between the religious and secular, and a revalorization of traditional elements of Buddhism, such as ethics and community, that were discarded in the modernization process. Based on extensive ethnographic and textual research, the book ranges from mindfulness debates in the Vipassana network to the sex scandals in American Zen, while exploring issues around racial diversity and social justice, the impact of new technologies, and generational differences between baby boomer, Gen X, and millennial teachers.
Winner of the Selma Jeanne Cohen Prize in Dance Aesthetics (2014) For twenty-five years, Ann Cooper Albright has been exploring the intersection of cultural representation and somatic identity in dance. For Albright, dancing is a physical inquiry, a way of experiencing and participating in the world, and her writing reflects an interdisciplinary approach to seeing and thinking about dance. In her engagement as both a dancer and a scholar, Albright draws on her kinesthetic sensibilities as well as her intellectual knowledge to articulate how movement creates meaning. Throughout Engaging Bodies movement and ideas lean on one another to produce a critical theory anchored in the material reality of dancing bodies. This blend of cultural theory and personal circumstance will be useful and inspiring for emerging scholars and dancers looking for a model of writing about dance that thrives on the interconnectedness of watching and doing, gesture and thought.
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