Reconstructing Reconstruction

Looks at the contest to construct history, focusing on competing versions of Reconstruction history supported by different factions after the Civil War. The author analyzes how the ultimately dominant version of the history won credence and how that in

The Civil War transformed American life. Not only did thousands of men die on battlefields and millions of slaves become free; cultural institutions reshaped themselves in the context of the war and its aftermath. The first book to examine the Civil War's immediate and long-term impact on higher education, Reconstructing the Campus begins by tracing college communities' responses to the secession crisis and the outbreak of war. Students made supplies for the armies or left campus to fight. Professors joined the war effort or struggled to keep colleges open. The Union and Confederacy even took over some campuses for military use. Then moving beyond 1865, the book explores the war's long-term effects on colleges. Michael David Cohen argues that the Civil War and the political and social conditions the war created prompted major reforms, including the establishment of a new federal role in education. Reminded by the war of the importance of a well-trained military, Congress began providing resources to colleges that offered military courses and other practical curricula. Congress also, as part of a general expansion of the federal bureaucracy that accompanied the war, created the Department of Education to collect and publish data on education. For the first time, the U.S. government both influenced curricula and monitored institutions. The war posed special challenges to Southern colleges. Often bereft of students and sometimes physically damaged, they needed to rebuild. Some took the opportunity to redesign themselves into the first Southern universities. They also admitted new types of students, including the poor, women, and, sometimes, formerly enslaved blacks. Thus, while the Civil War did great harm, it also stimulated growth, helping, especially in the South, to create our modern system of higher education.

“An urgent manifesto for the reconstruction of democratic belonging in our troubled times.” —Davide Panagia Across the world, democracies are suffering from a disconnect between the people and political elites. In communities where jobs and industry are scarce, many feel the government is incapable of understanding their needs or addressing their problems. The resulting frustration has fueled the success of destabilizing demagogues. To reverse this pattern and restore responsible government, we need to reinvigorate democracy at the local level. But what does that mean? Drawing on examples of successful community building in cities large and small, from a shrinking village in rural Austria to a neglected section of San Diego, Reconstructing Democracy makes a powerful case for re-engaging citizens. It highlights innovative grassroots projects and shows how local activists can form alliances and discover their own power to solve problems.

"The unending tragedy of Reconstruction," wrote W. E. B. Du Bois, "is the utter inability of the American mind to grasp its... national and worldwide implications." And yet the long shadow of Reconstruction's failure has loomed large in the American imagination, serving as a parable of race and democracy both at home and abroad. In Reconstructing the World Harilaos Stecopoulos looks at an array of American writers who, over the course of the twentieth century, used the South as a touchstone for thinking about the nation's global ambitions. Focusing on the lives and writings of Charles Chesnutt, Thomas Dixon, James Weldon Johnson, W. E. B. Du Bois, Carson McCullers, William Faulkner, Richard Wright, and Alice Walker, he shows the ways in which these public intellectuals viewed the U.S. South in international terms and questioned the relationship between domestic inequality and a quest for global power.By examining "big stick" diplomacy, World War II, and the Vietnam War in light of regional domestic concerns, Stecopoulos urges a reassessment of the American Century. Providing new interpretations of literary works both well-known (Johnson's The Autobiography of an Ex-Colored Man, McCullers's The Member of the Wedding) and marginal (Dixon's The Leopard's Spots, Du Bois's Dark Princess), Stecopoulos argues that the South played a crucial role in mediating between the national and imperial concerns of the United States. That intersection of region and empire, he contends, profoundly influenced how Americans understood not only cultural and political geographies but also issues of race and ethnicity.

The Hanshin Earthquake was the largest disaster to affect postwar Japan and one of the most destructive postwar natural disasters to strike a developed country. Although the media focused on the disaster's immediate effects, the long-term reconstruction efforts have gone largely unexplored. Drawing on extensive fieldwork, David Edgington records the first ten years of reconstruction and recovery and asks whether planners successfully exploited opportunities to make a more sustainable and disaster-proof city. This book is an intricate investigation of one of the largest redevelopment projects in recent memory.

Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War. Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen’s Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.

W. E. B. Du Bois was a public intellectual, sociologist, and activist on behalf of the African American community. He profoundly shaped black political culture in the United States through his founding role in the NAACP, as well as internationally through the Pan-African movement. Du Bois's sociological and historical research on African-American communities and culture broke ground in many areas, including the history of the post-Civil War Reconstruction period. Du Bois was also a prolific author of novels, autobiographical accounts, innumerable editorials and journalistic pieces, and several works of history. Black Reconstruction in America tells and interprets the story of the twenty years of Reconstruction from the point of view of newly liberated African Americans. Though lambasted by critics at the time of its publication in 1935, Black Reconstruction has only grown in historical and literary importance. In the 1960s it joined the canon of the most influential revisionist historical works. Its greatest achievement is weaving a credible, lyrical historical narrative of the hostile and politically fraught years of 1860-1880 with a powerful critical analysis of the harmful effects of democracy, including Jim Crow laws and other injustices. With a series introduction by editor Henry Louis Gates, Jr., and an introduction by David Levering Lewis, this edition is essential for anyone interested in African American history.

"...A powerful interpretation of the uses of history in educational reform and of the relations among democracy, education, and the capitalist state. How did the American education take shape? What can a historian say about recent criticisms and proposals for improvement? What drives the politics of educational history? Katz shows how the reconstruction of America's educational past can be used as a framework for thinking about current reform."--Back cover.