Featured Faculty Publication: Teaching Mathematics for Social Justice: Conversations with Educators

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Image from: http://www.nctm.org/Store/Products/Teaching-Mathematics-for-Social-Justice–Conversations-with-Educators/

David Stinson, Associate Professor of Middle and Secondary Education, co-edited the book Teaching mathematics for social justice: conversations with educators.  The book was one of the top 75 New York Times Best Selling Education Books of 2013. You’ll find this book on the 4th floor of Atlanta Library South under the call number QA11.2 .T435 2012.

From the publisher’s website:

Educators increasingly recognize the important role that mathematics teaching plays in helping students to understand and overcome social injustice and inequality. This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them and who have inspiring stories of their own to tell-and any reader interested in the intersection of education and social justice. An important read for every educator, this book shows how to teach mathematics so that all students are given the tools they need to confront issues of social justice today and in the future.

In addition to co-editing the book, Dr. Stinson also co-authored Chapter one of the book:

Stinson, D. W., & Wager, A. (2015). Sojourn into the empowering uncertainties of teaching and learning mathematics for social change. In Wager, A. A., & Stinson, D. W. (2012). Teaching mathematics for social justice: Conversations with educators. (pp. 3-10). Reston, VA: National Council of Teachers of Mathematics.

Other publications by Dr. Stinson available through the University Library, include:

Stinson, D. W. (2015). The Journal handbook of research on urban mathematics teaching and learning: A resource guide for the Every Student Succeeds Act of 2015. Journal Of Urban Mathematics Education, 8(2), 1-10.

Stinson, D. W. (2015, July). Reviewing for JUME: Advancing the Field of Urban Mathematics Education. Journal of Urban Mathematics Education. pp. 10-13.

Christopher C. Jett, David W. Stinson, & Brian A. Williams. (2015). Communities for and with Black Male Students. The Mathematics Teacher, 109(4), 284-289.

Stinson, D. W. (2013). Negotiating the “White Male Math Myth”: African American Male Students and Success in School Mathematics. Journal for Research in Mathematics Education, 44(1), 69-99.

Stinson, D. W., & Bullock, E. C. (2012). Critical Postmodern Theory in Mathematics Education Research: A Praxis of Uncertainty. Educational Studies in Mathematics, 80(1-2), 41-55.

Stinson, D. W. (2011). When the “Burden of Acting White” Is Not a Burden: School Success and African American Male Students. Urban Review: Issues and Ideas in Public Education, 43(1), 43-65.

Stinson, D. W. (2009). The Proliferation of Theoretical Paradigms Quandary: How One Novice Researcher Used Eclecticism as a Solution. Qualitative Report, 14(3), 498-523.

Stinson, D. W. (2008). Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (And Mathematically) Successful African American Male Students. American Educational Research Journal, 45(4), 975-1010.

Mewborn, D. S., & Stinson, D. W. (2007). Learning to Teach as Assisted Performance. Teachers College Record, 109(6), 1457-1487.

Stinson, D. W. (2006). African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement. Review of Educational Research, 76(4), 477-506.

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New Faculty Publication: Critical views on teaching and learning English around the globe

AmantibookcoverCongratulations to Cathy Amanti, Clinical Assistant Professor of Early Childhood and Elementary Education on the publication of her co-edited book, Critical views on teaching and learning English around the globe: Qualitative research approaches. From the publisher’s website:

This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include

- its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning

- its inclusion of the experiences of students and educators in both core and non-core English-speaking countries

- its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas

Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.

In addition to co-editing the book, Dr. Amanti contributed the following chapter:

Amanti, C. (2016). “‘What! You don’t know English?’: Producing, reproducing, and resisting dominant English ideologies in a Mexican high school.” In J. Álvarez, C. Amanti, S. Keyl, and E. Mackinney (Eds.), Critical views on teaching and learning English around the globe: Qualitative research approaches (pp. 87-104). Charlotte, NC: Information Age Publishing.

Other works by Dr. Amanti available through the University Library:

Amanti, C. (2014). When School Literacy and School Discipline Practices Intersect: Why Schools Punish Student Writing. Journal Of Language And Literacy Education, 10(1), 14-26.

Amanti, C., González, N., and Moll, L. (2008). “Case study: Using students’ cultural resources in teaching.” In A. Roseberry and B. Warren (Eds.), Teaching science to English language learners: Building on students’ strengths (pp. 99-102). National Science Teachers Association, Publishers.

Amanti, C. (1998, November 17). What really happens in a two-way bilingual classroom. Christian Science Monitor. p. 14.

Moll, L. C., Amanti, C., & Neff, D. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31132-141. doi:10.1080/00405849209543534


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New Faculty Publication: The Near West: Medieval North Africa, Latin Europe and the Mediterranean in the Second Axial Age

cover, Allen Fromherz, The Near West: Medieval North Africa, Latin Europe and the Mediterranean in the Second Axial Age Prof. Allen Fromherz of the History Department has recently published The Near West: Medieval North Africa, Latin Europe and the Mediterranean in the Second Axial Age (2016). The Near West is a political, social, and cultural history of a common Western Mediterranean culture linking Western Europe and North Africa.

Viewing the history of North Africa and Europe through the eyes of Christian kings and Muslim merchants, emirs and popes, Sufis, friars and rabbis, this book argues that they together experienced the twelfth-century renaissance and the commercial revolution. In the midst of this common commercial growth, North Africa and Europe also shared in a burst of spirituality and mysticism, instigating a Second Axial Age in the history of religion.

Challenging the idea of a Mediterranean split between Islam and Christianity, the book shows how the Maghrib (North Africa) was not a Muslim, Arab monolith or an extension of the exotic Orient. Rather, medieval North Africa was as diverse and complex as Latin Europe. Instead of dismissing North Africa as a sideshow of European history, it should be seen as an integral part of the story. (from publisher’s information).

Prof. Fromherz is also the director of GSU”s Middle East Studies Center, and his research focuses on the Mediterranean and the Gulf. His other publications include these books:

and these articles as well:

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Digital Mapping Project Utilizing Georgia State, Emory University Library Resources Receives Knight Foundation Grant

atl mapGeorgia State and Emory Universities’ ATLMaps collaborative digital mapping project was one of 14 projects to win the 2016 Knight News Challenge on Libraries.

Sponsored by the John S. and James L. Knight Foundation, the 2016 Knight News Challenge served as an open call for ideas focused on advancing libraries to better serve individuals and communities in the 21st century. More than 600 ideas were submitted for consideration.

As winners of the challenge, project leads Brennan Collins (Center for Instructional Effectiveness, Georgia State University) and Megan Slemons (Geographic Information Systems Librarian, Emory Center for Digital Scholarship) were awarded a $35,000 grant from the Knight Foundation to continue their work on ATLMaps.

The project combines archival maps, geospatial data visualization, and user-contributed multimedia location pinpoints to promote investigation into any number of issues about Atlanta. It incorporates many digitized resources from both Emory and Georgia State University Libraries, including materials from the Georgia State University Library’s Planning Atlanta, MARTA, and Works Progress Administration of Georgia Atlanta Maps collections.

Georgia State University’s portion of the award will be used to fund Student Innovation Fellowships. Student fellows will add content to the project and enhance the ATLMaps website’s search and customization capabilities.

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Transform Your Textbooks! Affordable Learning Georgia Textbook Transformation Grants: Round Six

CC BY-NC-SA-http://open.lib.umn.edu/criminallaw/

CC BY-NC-SA-http://open.lib.umn.edu/criminallaw/

Affordable Learning Georgia’s Textbook Transformation Grants support the replacement of expensive commercial textbooks with low-cost, no-cost, and open educational resources.

Use existing open educational resources such as OpenStax College Textbooks, no-cost-to-students library and web resources, and new affordable authoring applications and adaptive software to equalize access to your course materials and save your students money.

The Round Six ALG Textbook Transformation Grants Request for Proposals (RFP) is now open for applications until July 31, 2016. Rounds Seven and Eight have later launch dates and deadlines as indicated in the Timeline section of the RFP.

Request for Proposals Link

The Request for Proposals, including all details regarding the Textbook Transformation Grants application process, is located at this link:


Application Link

Round Six of Affordable Learning Georgia’s Textbook Transformation Grants is now open for applications in Georgia Tech’s InfoReady Review at this link:


Webinars for Review

There will be at least one webinar per round for RFP review and Q&A.

Round Six: Tuesday, July 5, 2016, 4:00pm-5:00pm

Meeting Link

Password: open

Round Six: Monday, July 11, 2016, 4:00pm-5:00pm

Meeting Link

Password: open

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Student Publication: Lights, Camera, Action

Sewordor_EmefaEmefa Sewordor, a doctoral student in the Andrew Young School of Policy Studies  along with professor David Sjoquist have a new publication, Lights, Camera, Action: The Adoption of State Film Tax Credits (Summer 2016).

Over the last 20 years, states have adopted tax incentives focused on film production. Louisiana adopted the first state tax incentive program for film production in 1992, and by 2009 such tax incentive programs had expanded to 44 states plus the District of Columbia. The purpose of this paper is to identify the factors that explain the pattern of adoption of state film tax incentive programs. We develop a theoretical framework for analyzing states’ decision to adopt these programs that considers both internal characteristics and diffusion. We empirically investigate the timing of states’ adoption of film tax incentives using the Cox proportional hazards model with time-varying predictors. The estimates of many of the hazard ratios are consistent with our expectation, although several are statistically insignificant. As expected, the pattern of adoption across states supports the hypothesis that it is a ‘mimicking’ phenomenon. However, we find that fiscal stress results in faster adoption of film tax credits, contrary to expectations, but consistent with the notion that states look at them as a ‘luxury.’

Other articles on Georgia’s tax incentive for film:

That Old Zombie Charm.” Economist 417.8960 (2015): 36.

Cody, Reade. “The Power Of Entertainment Tax Credits.” Tax Adviser 44.12 (2013): 811-812.

Wells, Steve, and Mark Ross. “One For The Money, Two For The Show…” Take Two.” Journal Of State Taxation 31.3 (2013): 33-47.

Sewordor also co-authored another publication:

Hildreth, W. Bartley, Emefa Sewordor, and Gerald J. Miller. 2011. “State Government Catastrophe Risk Financing and the Capital Markets.” Proceedings Of The Annual Conference On Taxation 104, 56-61.

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New Digital Collection: GSU Yearbooks


Left: Student Council members, University System of Georgia Evening School, 1934. Right: Student Government Association members, Georgia State University, 1996.

Georgia State University’s yearbooks are now available online. The digital collection includes annual yearbooks dating from 1934–when the college became the independent Evening School of the University System of Georgia, having previously been a unit of the Georgia School of Technology–to 1996. During the 1930s and 1940s, the school had separate day and night divisions; the divisions published separate yearbooks, meaning that some years will have more than one volume. The yearbooks had various names throughout the years, including Nocturne, Survey, Junior College, Gateway, and, most recently, Rampway. Users can browse the collection by decade, by date, or by the name of the institution (the college went through several name changes before becoming Georgia State University in 1969).


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#OrlandoSyllabus: Educators Respond to the Shootings in Orlando

cover, Queer Brown Voices anthologyOn June 12, Omar Mateen entered Pulse, an LGBTQ bar in Orlando, Florida, with at least an automatic rifle and a handgun. At least 49 people are dead as a result of the shootings, with 53 injured. Mateen was killed in a shootout with the police. While details continue to unfold and discussions rage about gun control and Mateen as a possible Muslim terrorist, an unquestionable fact is that the shootings took place in a gay bar. Gay bars have historically been crucial sites for gay community and gay organizing, serving as safe spaces for LGBTQ Americans for decades. The historic Stonewall Riots, which took place in June 1969 when gay patrons resisted a police raid on the Stonewall Inn, were a pivotal moment in the gay civil rights movement.

For the past several years, educators, librarians, and archivists have worked collaboratively to develop “syllabi,” lists of books, articles, and other media sources designed to educate about the context, history, and broader significance of challenging events, particularly those that have deeply affected African-American and other groups whose history has been underrepresented or marginalized. Growing, and circulating, on Twitter and other social media sites under hashtags, these syllabi are documents in progress, community projects in a sense, available for teaching and for learning at all levels.

Examples of these syllabi include:

  • #FergusonSyllabus, a Twitter hashtag project conceived by Georgetown University history professor Marcia Chatelain in response to the protests in Ferguson, Missouri following the police shooting of Michael Brown. A group of sociologists have also compiled a #FergusonSyllabus available here.
  • #BaltimoreSyllabus: a Twitter hashtag begun in response to the death of Eric Garner and the protests that followed; see also the #BaltimoreSyllabus compiled here.
  • #CharlestonSyllabus: a Twitter hashtag conceived by Brandeis University African-American history professor Chad Williams. Williams and a number of other African-American historians have now coedited a book based on this syllabus, published as a by the University of Georgia Press, available through Amazon and other booksellers; currently on order for the GSU Library).
  • #LemonadeSyllabus, a downloadable product created by Candice Marie Benbow, a doctoral student in Religion and Society at Princeton Theological Seminary and a Lecturer in Women’s and Gender Studies at Rutgers University.

These syllabi use social media to collect and disseminate expertise and information about difficult topics, while also highlighting the communities involved: both the communities experiencing these events directly, and the broader communities of people in need of this information. At the same time, they represent communities of educators intent on teaching these conflicts; in this sense, they hark back to the anti-war “teach-ins” of the radical 1960s. As Chad Williams describes the #CharlestonSyllabus, it is “more than a list. It is a community of people committed to critical thinking, truth telling and social transformation.”

Today, in the wake of the Pulse shootings, an #OrlandoSyllabus is being created. You can see it forming here.

You can use these syllabi as starting points for information. At this moment, as the Pulse story unfolds, the GSU Library has many of the resources listed in the #OrlandoSyllabus available to you. Try our Discover search box (the box on the library’s home page) to find books, articles, videos listed in these syllabi. Resources from the #OrlandoSyllabus available at the GSU Library include (but are not limited to):

Scholarly Books


We also offer an LGBTQIQA Studies guide, which includes information about our general LGBTQIQA materials holdings, including information about the many local LGBTQIQA collections held in our Special Collections & Archives. Highlights include:

  • LGBT Life, a database which includes scholarly article and other publications relating to LGBT life and recent history (GSU affiliates only)
  • GenderWatch, a database which includes mainstream and alternative-news publications relating to gender (GSU affiliates only)
  • Franklin Abbott Papers (Special Collections): papers of a poet, psychotherapist, activist, and original member of the Radical Faeries, Abbott’s papers include extensive personal correspondence, conference proceedings, printed and audio-visual items, and materials related to his published works. In process.
  • LGBTQ Digital Collection

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Brown v. Board of Education Finally Realized in One City

ClevelandMSOn May 14, 2016, more than 60 years after the 1954 Brown v. Board of Education   decision, the junior high and high schools in my hometown of Cleveland, MS were ordered to integrate to end segregation of the public schools. One may recall Brown v. Board of Education was a landmark case that declared that the “separate but equal” doctrine promulgated by Plessy v. Ferguson did indeed violate the Equal Protection Clause of the Fourteenth Amendment.

brownvedAs reported in the New York Times, this “case began with an action filed on July 24, 1965, on behalf of 131 children. The suit accused the Bolivar County Board of Education and some of its members of operating public schools on a racially segregated basis. The Cleveland School District is part of Bolivar County. . . . In her decision, Judge Debra M. Brown said, ‘Although no court order can right these wrongs, it is the duty of the district to ensure that not one more student suffers under this burden.’”  Immediately after the decision, the Cleveland School District voted to appeal this decision, so this case still may not be over.

For further readings on the background of Brown v. Board of Education, try these books:

Kluger, Richard. Simple Justice: The History of Brown V. Board of Education and Black America’s Struggle for Equality. 1st Vintage Books ed. New York: Vintage Books, 2004.

BrownvEdbookPatterson, James T. Brown V. Board of Education: A Civil Rights Milestone and Its Troubled Legacy. Oxford ; New York: Oxford University Press, 2001.

Rountree, Clarke. Brown V. Board of Education At Fifty: A Rhetorical Perspective. Lanham, Md.: Lexington Books, 2005.

And, for further readings on the impact of Brown v. Board of Education, start with these articles:

Gooden, Mark A., and Dana N. Thompson Dorsey. “The Distorted Looking Glass: Examining How Housing Identity Privilege Obviates The Goals Of “Brown V. Board Of Education” At 60.” Educational Administration Quarterly 50.5 (2014): 764-782.

López, Gerardo R., and Rebeca Burciaga. “The Troublesome Legacy Of “Brown V. Board Of Education.” Educational Administration Quarterly 50.5 (2014): 796-811.

McNeal, Laura R. “The Re-Segregation Of Public Education Now And After The End Of “Brown V. Board Of Education.” Education And Urban Society 41.5 (2009): 562-574.

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Celebrating Muhammad Ali, 1942-2016

Muhammad Ali. World Journal Tribune photograph by Ira Rosenberg, 1967. Library of Congress.

Muhammad Ali. World Journal Tribune photograph by Ira Rosenberg, 1967. Library of Congress.

Muhammad Ali, born Cassius Marcellus Clay, Jr. in 1942, passed away on June 3, 2016. Still the only three-time world heavyweight champion, Ali was known for his powerful athleticism, his outsize personality, his controversial conversion to Islam as a young man, his resistance to the Vietnam War, and his strong racial pride.

Clay burst onto the boxing scene in 1960. Shortly after his first world heavyweight championship in 1964, an upset victory over Sonny Liston, Clay converted to Islam, changing his name first to Cassius X Clay and then to Muhammad Ali (calling his original name his “slave name”). Affiliating himself with Elijah Muhammad’s Nation of Islam, Ali became a powerful force for racial pride and resistance to white domination.

Ali’s vocal opposition to the Vietnam War had significant consequences for his early career. In 1966, following his refusal to be inducted into the Army due to his opposition to the Vietnam War, Ali was stripped of his boxing titles and was denied boxing licenses in every state. He was arrested and found guilty of draft evasion; following an appeals process, his conviction was overturned in 1971. During that time he spoke at colleges across the country opposing the Vietnam War and calling for racial pride and racial justice. In August 1970, thanks to State Senator Leroy R. Johnson, Ali was granted a license to box by the City of Atlanta Athletic Commission, and fought his first return bout against Jerry Quarry in October 1970 in Atlanta’s Municipal Auditorium—now GSU’s Dahlberg Hall. A federal court victory forced the New York State Boxing Commission to reinstate Ali’s license.

Nicknamed “The Greatest,” Ali is the only three-time lineal world heavyweight champion, winning the title in 1964, 1974, and 1978. He also fought in several historical boxing matches: in addition to his first fight with Sonny Liston, his famous fights included three fights with Joe Frazier (“Fight of the Century” [1971], “Super Fight II” [1974], and the “Thrilla in Manila” [1975]) and “The Rumble in the Jungle,” versus George Foreman, which took place in 1973 in Kinshasa, Zaire (now the Democratic Republic of the Congo).

Joe Frazier and Ali on the Sports Illustrated cover, October 1975.

Joe Frazier and Ali on Sports Illustrated cover, October 1975.

Ali retired from boxing in 1981. Given to poetic effusions (“float like a butterfly, sting like a bee”), Ali’s vibrant personality and intense racial pride made him a fascinating, powerful, and provocative public presence . Time Magazine named Ali one of the 100 Most Important People of the 20th Century in 1999, and Sports Illustrated named him Sportsman of the Century. June 13’s issue will mark Ali’s 40th time to appear on a Sports Illustrated cover.

After being diagnosed with Parkinson’s disease in 1984, Ali helped to establish and fund the Muhammad Ali Parkinson Center in Phoenix, Arizona. See Ali light the Olympic Cauldron at the 1996 Atlanta Olympics below:

In 2005, the non-profit Muhammad Ali Center opened in his hometown of Louisville, Kentucky, displaying his boxing memorabilia but also focusing on broader themes of peace, social responsibility, respect, and personal growth. He received the Presidential Medal of Freedom from President George W. Bush in 2005.

Muhammad Ali in collaboration with Marianne Moore. They were introduced by George Plimpton.

Ali in collaboration with Marianne Moore. They were introduced by George Plimpton.

An irrepressible figure, Ali appeared frequently in print and broadcast media. His vibrant personality made him ideally suited to mass media coverage of all kinds–including a poem he wrote with poet Marianne Moore. His legacy lives on in photos, films, and broadcasts of all kinds. Just a sampling of online collections of Ali in the media:

Currently London’s O2 Arena is featuring an exhibit on Ali; the New York Daily Magazine has published a gallery of images from this exhibit here.

Ali’s autobiographical writings include:

Ali (still called Cassius Clay at the time) also released a spoken-word album, I Am The Greatest, in 1963. Listen to it here at the Boing Boing website.

A number of documentaries and films have been made about Ali, including:

The GSU Library also has numerous books about Ali’s life and times, including:

cover, Randy Roberts, Blood Brothers

To find more books about Ali in the GSU Library, type “Ali, Muhammad, 1942-” into the search box on the Catalog tab or the Advanced Discover Search box, and select “Subject” from the dropdown menu.

Epilogue to London O2’s current Muhammad Ali exhibit, written by Ali himself. Image from http://www.dailymail.co.uk

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