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Dissertations / Theses on the topic 'African American book collectors'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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Consult the top 21 dissertations / theses for your research on the topic 'African American book collectors.'

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1

Clark, Regina Ann. ""The Brownies' Book": An Open Window to Early Twentieth-Century African American Childhood." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539626582.

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2

Schäffer, Christina [Verfasser]. "The Brownies’ Book: Inspiring Racial Pride in African-American Children / Christina Schäffer." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2012. http://d-nb.info/1042467951/34.

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3

Herrmann, Andrew F. "Stigmatized at the Comic Book Shop? An Ethnography of Collectors, Accumulators, and Other Forms of Geek." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/803.

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4

Williams, Dennis II. "Portraiture and Text in African-American Illustrated Biographical Dictionaries, 1876 to 1917." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3666.

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Containing portraiture and biography as well as protest text and affirmative text, African- American Illustrated biographical dictionaries made from 1876 to 1917 present Social Gospel ideology and are examples of Afro-Protestantism. They are similar to the first American illustrated biographical dictionaries of the 1810s in that they formed social identity after national conflict while contesting concepts of social inferiority. The production of these books occurred during the early years of Jim Crow, a period of momentous change to the legal and social fabric of the United States, and because of momentous changes in modern American print industries. While portraits within the books simultaneously form, blur, and stabilize identity, biographies convey themes of perseverance, social equity, and social struggle. More specifically, text formed an imagined community in the African-American middle class imaginary. It worked together with image to help create a proto-Civil Rights social movement identity during the beginning of racial apartheid.

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5

Love, Bettina L. "Don't judge a book by Its cover an ethnography about achievement, rap music, sexuality & race /." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/eps_diss/28/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from title page (Digital Archive@GSU, viewed June 10, 2010) Jennifer Esposito, committee chair; Jonathan Gayles, Richard Lakes, Carlos R. McCray, committee members. Includes bibliographical references (p. 201-228).

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6

Kumasi, Kafi D. "Seeing white in Black examining racial identity among African American adolescents in a culturally centered book club /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344582.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2008.<br>Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0523. Adviser: Cary Buzzelli.

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7

Catherwood, Lauren Elizabeth. "Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64365.

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Changing the existing framework for how schools operate and the "deficit frame of reference" for students of color begins with teacher awareness of differing social and cultural norms and values that privilege some and oppress others (Villegas and Lucas, 2002). These normalized cultural values are exacerbated by the fact that they are generally "invisible" to the white teacher majority. Quaye (2012) and Zuniga et al. (2002) use the term "consciousness-raising" to describe the process of developing an awareness of these norms and values. Using a Critical Race Theory lens, this study aimed to capture the process of "consciousness-raising" in a white teacher book club examining ten different African American children's picture books. The study design was supported by an Intergroup Dialogue model, developed by Zuniga et al. (2002) and adapted for white facilitators by Quaye (2012). Data Analysis was guided by a continuum of white racial identity developed by Helms (1990) and modified by Lawrence and Tatum (1998). Transcripts of participant narratives were analyzed for signs of status change along the continuum and each teacher demonstrated varying degrees of socio-cultural awareness. The researcher journal was analyzed to capture reflections on the Intergroup Dialogue Model for facilitation. Principal findings of the study include the replication of themes found in the existing whiteness literature as well as the value and limitations of the continuum of white racial identity as a tool for analysis.<br>Ph. D.

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8

Lovelace, Sherri. "THE ROLE OF BOOK TYPE IN THE RETENTION OF NOVEL VOCABULARY AMONG CHILDREN AFRICAN AMERICAN CHILDREN WITH VOCABULARY DEFICITS." Lexington, Ky. : [University of Kentucky Libraries], 2006. http://lib.uky.edu/ETD/ukyresc2006d00422/Dissertation.pdf.

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Thesis (Ph. D.)--University of Kentucky, 2006.<br>Title from document title page (viewed on May 30, 2006). Document formatted into pages; contains viii, 133 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 121-132).

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9

Mayo-Bobee, Dinah. "Book Review of Robert Morris’s Folly: The Architectural and Financial Failures of an American Founder by Ryan K. Smith." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/834.

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10

Spearman, Richard E. "African American acculturation as a consideration for the revision of the hymnal in the United States Armed Forces Book of worship." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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11

Scullin, Bethany L. ""Being True": How African American Adolescent Male Students Participate in a Culturally Relevant Literature-Based Reading Curriculum." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416441802.

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12

McNair, Jonda Cecole. ""Yes, it'll be me" a comparative analysis of The Brownies' Book and contemporary African American children's literature written by Patricia McKissack /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1059412014.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 147 p. Includes bibliographical references (p. 118-126). Available online via OhioLINK's ETD Center.

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13

De, Biasi Francesca <1992&gt. "The Negro Motorist Green Book: African American Tourism in the Jim Crow Era and the Guidebook' s Legacy in the Media." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15875.

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My thesis focuses on the travel directories/guides written by/for black people in the twentieth century. It starts by examining the rise of a black middle class and of a black tourism both in the United States and abroad during the Jim Crow period. African Americans needed directories to guide them to black-friendly places that would accommodate them. Some guides will be analyzed to show how these books were not mere lists of hotel addresses, but also included ads for black businesses with the attempt of stimulating consumerism within the African American community. The most important and longest publication was indeed The Negro Motorist Green Book (1936-1966) by Victor H. Green: after examining its history and importance for black Americans, my work will concentrate on its legacy in contemporary media.

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14

Herrmann, Laura Renee. "African Costume for Artists: The Woodcuts in Book X of Habiti antichi et moderni di tutto il mondo, 1598." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000573.

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15

Mayo-Bobee, Dinah. "Book Review of “Black Patriots and Loyalists: Fighting for Emancipation in the War for Independence”." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/726.

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16

Hasham, Zisham. "Effects of a Parent Instructional Program on the Communicative Turns of African American Children who use Augmentative and Alternative Communication during Book Reading Activities." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/432.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf<br>Bachelors<br>Health and Public Affairs<br>Communicative Disorders

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17

Calbert, Tonisha Marie. "(Re)Writing Apocalypse: Race, Gender, and Radical Change in Black Apocalyptic Fiction." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593596843453299.

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18

Davis, Melvette Melvin Gilyard Keith. "Daughters reading and responding to African American young adult literature the umoja book club /." 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3703/index.html.

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19

Modestino, Kevin M. ""No More Shall Be a Dull Book": The Aesthetics of History in Antebellum America." Diss., 2014. http://hdl.handle.net/10161/8747.

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<p>In the first half of the nineteenth century, historians in the United States described their work as an aesthetic practice. The romantic nationalist George Bancroft claimed that historical writing ought to provide readers with a series of beautiful images that would "secure the affections" of the American people for the U.S. Constitution. William H. Prescott, author of volumes on the age of conquest, introduced his most popular work by claiming that he wanted to present his readers with a "picture true in itself" and, through his vividly imaginative descriptions, "to surround them in the spirit of the times." For this generation of historians, their magisterial texts were not simply more or less true accounts of European experience in the New World or the story of the nation's revolutionary origins, they were paintings in words--expressionistic and romantic images that would make the passions, conflicts, and virtues of previous generations available to their readers as an imaginative experience.</p><p>Scholars have long understood the various forms of historical consciousness of the nineteenth-century as producing national, imperial, and racial orders in their imagination of the United States as the locus of a linear and progressive flowering of liberty in the New World. My project supplements these totalizing accounts by examining the central texts of nationalist history through the lens of literary analysis to demonstrate how their aesthetic dimensions both enabled and disrupted such a political and temporal imagination. Romantic history emerged in an era of pronounced temporal crisis for the United States. On the surface, these historians sought to provide readers with experiences of an otherwise inaccessible revolutionary past that would help bind a nation confronting fears about dissolution in exponential westward growth, immigration, and the sectional crisis over slavery. Yet, when we look closer at these texts, we realize that they contain covert recognitions of the vitality of struggles for freedom taking place elsewhere--in Haiti, Mexico, or West Indian abolition--that exceeded the terms of U.S. racial republicanism and claimed futures at odds with nationalism's sense of historical preeminence. Both compelled and horrified by the assertion of black freedom throughout the Atlantic world, the beautiful and haunted images of romantic history registered the irruptive force of transatlantic political movements nominally inadmissible within U.S. historical discourse.</p><p> </p><p>While romantic historians developed aesthetic norms for confronting and disavowing alternatives to national orders of time and political progress, abolitionist writers held fast to these disruptions to construct an aesthetics of slave revolution. In the second half of my dissertation, I examine the trajectory of this black radical tradition from the abolitionist historians of the antebellum period to the twentieth-century thinkers who adapted and transformed these aesthetics into a comprehensive anti-imperialism. Considering writings by William C. Nell, Martin R. Delany, W.E.B. Du Bois and C.L.R. James I argue that this tradition did more than reconstruct histories of black political life that had been suppressed by white supremacist orders of knowledge. These writers vitalized history with alternate models of freedom as immediate, proliferating, and eruptive--even when they also sought for signs of racial progress in a linear model. In their vivid descriptions of an experience of freedom that was irreducible to linear models of progress, these texts produced what Walter Benjamin once described as "the constructive principle" in materialist history: "where thinking suddenly halts in a constellation overflowing with tensions, there it yields a shock to the same." This shock of overflowing tensions is the moment when history becomes aesthetic--when imaginative excess overturns the narrative form of history. I ultimately argue that the aesthetics of history can help us reconsider the political stakes of historical scholarship, allowing us to think about the writing of history as an ongoing encounter with freedom that always exceeds the limits of factual, analytical and discursive accounts of what has been.</p><br>Dissertation

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20

Nishikawa, Kinohi. "Reading the Street: Iceberg Slim, Donald Goines, and the Rise of Black Pulp Fiction." Diss., 2010. http://hdl.handle.net/10161/2451.

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<p>"Reading the Street" chronicles the rise of black pulp fiction in the post-civil rights era from the perspective of its urban readership. Black pulp fiction was originally published in the late 1960s and early 1970s; it consisted of paperback novels about tough male characters navigating the pitfalls of urban life. These novels appealed mainly to inner-city readers who felt left out of civil rights' and Black Power's promises of social equality. Despite the historic achievements of the civil rights movement, entrenched structural inequalities led to America's ghettos becoming sites of concentrated poverty, rampant unemployment, and violent crime. While mainstream society seemed to turn a blind eye to how these problems were destroying inner-city communities, readers turned to black pulp fiction for the imaginative resources that would help them reflect on their social reality. In black pulp fiction, readers found confirmation that America was not on the path toward extending equal opportunities to its most vulnerable citizens, or that the rise of Black Power signaled a change in their fortunes. Yet in black pulp fiction readers also found confirmation that their lives as marginalized subjects possessed a value of its own, and that their day-to-day struggles opened up new ways of "being black" amid the blight of the inner city.</p><br>Dissertation

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21

(9719168), Michael James Greenan. "AFRICAN AMERICAN SPIRITUALS AND THE BIBLE: SELECTING TEXTS FOR SECONDARY EDUCATION INSTRUCTION." Thesis, 2020.

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<p>The research in this thesis attempts to select texts from the African American Spirituals and the Bible that are appropriate for secondary language arts instruction, specifically for grades 9-12. The paper first gives an overview of legal justifications and educational reasons for teaching religious literature in public schools. Then, relevant educational standards are discussed, and, using the standards as an initial guide, I identify common themes within the Spirituals and Bible, which, from my analysis of various literatures, are slavery, chosenness, and coded language. Next, I describe my systematic effort to choose texts from the Spirituals and the Bible. To help accomplish this, I draw primarily from two tomes: <i>Go Down Moses: Celebrating the African-American Spiritual</i> and <i>Biblical Literacy: The Essential Bible Stories Everyone Needs to Know</i>. After I describe the research process of selecting texts, I form judgments about which biblical passages and African American Spirituals are particularly worthy of study, along with their applicable and mutual themes. </p>

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