Rethinking American Emancipation

This volume unpacks the long history and varied meanings of the emancipation of American slaves.

Since the end of the Cold War, the idea of human rights has been made into a justification for intervention by the world's leading economic and military powers—above all, the United States—in countries that are vulnerable to their attacks. The criteria for such intervention have become more arbitrary and self-serving, and their form more destructive, from Yugoslavia to Afghanistan to Iraq. Until the U.S. invasion of Iraq, the large parts of the left was often complicit in this ideology of intervention—discovering new “Hitlers” as the need arose, and denouncing antiwar arguments as appeasement on the model of Munich in 1938. Jean Bricmont’s Humanitarian Imperialism is both a historical account of this development and a powerful political and moral critique. It seeks to restore the critique of imperialism to its rightful place in the defense of human rights. It describes the leading role of the United States in initiating military and other interventions, but also on the obvious support given to it by European powers and NATO. It outlines an alternative approach to the question of human rights, based on the genuine recognition of the equal rights of people in poor and wealthy countries. Timely, topical, and rigorously argued, Jean Bricmont’s book establishes a firm basis for resistance to global war with no end in sight.

Envisioning La Escalera--an underground rebel movement largely composed of Africans living on farms and plantations in rural western Cuba--in the larger context of the long emancipation struggle in Cuba, Aisha Finch demonstrates how organized slave resistance became critical to the unraveling not only of slavery but also of colonial systems of power during the nineteenth century. While the discovery of La Escalera unleashed a reign of terror by the Spanish colonial powers in which hundreds of enslaved people were tortured, tried, and executed, Finch revises historiographical conceptions of the movement as a fiction conveniently invented by the Spanish government in order to target anticolonial activities. Connecting the political agitation stirred up by free people of color in the urban centers to the slave rebellions that rocked the countryside, Finch shows how the rural plantation was connected to a much larger conspiratorial world outside the agrarian sector. While acknowledging the role of foreign abolitionists and white creoles in the broader history of emancipation, Finch teases apart the organization, leadership, and effectiveness of the black insurgents in midcentury dissident mobilizations that emerged across western Cuba, presenting compelling evidence that black women played a particularly critical role.

Describes the experiences of African Americans in the South, from the Emancipation in 1863 to the 1954 Supreme Court decision that declared school segregation illegal.

Time and the Rhythms of Emancipatory Education argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. Beyond the contemporary rhetoric of acceleration, speed, urgency or slowness, this book provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education. Drawing upon time and rhythm studies, complexity theories and educational research, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions of education in order to (re)theorize and address current societal and educational challenges. The book is divided into three parts. The first begins by discussing the specificities inherent to the study of time in educational sciences. The second contextualizes the evolution of temporal constraints that determine the ways education is institutionalized, organized, and experienced. The third and final part questions the meanings of emancipatory education in a context of temporal alienation. This is the first book to provide a broad overview of European and North-American theories that inform both the ideas of time and rhythm in educational sciences, from school instruction, curriculum design and arts education, to vocational training, lifelong learning and educational policies. It will be of key interest to academics, researchers and postgraduate students in the fields of philosophy of education, sociology of education, history of education, psychology, curriculum and learning theory, and adult education.

Arguably, no event since the American Revolution has had a greater impact on US history than the Civil War. This devastating and formative conflict occupies a permanent place in the nation's psyche and continues to shape race relations, economic development, and regional politics. Naturally, an event of such significance has attracted much attention from historians, and tens of thousands of books have been published on the subject. Despite this breadth of study, new perspectives and tools are opening up fresh avenues of inquiry into this seminal era. In this timely and thoughtful book, Paul D. Escott surveys the current state of Civil War studies and explores the latest developments in research and interpretation. He focuses on specific issues where promising work is yet to be done, highlighting subjects such as the deep roots of the war, the role of African Americans, and environmental history, among others. He also identifies digital tools which have only recently become available and which allow researchers to take advantage of information in ways that were never before possible. Rethinking the Civil War Era is poised to guide young historians in much the way that James M. McPherson and William J. Cooper Jr.'s Writing the Civil War: The Quest to Understand did for a previous generation. Escott eloquently charts new ways forward for scholars, offering ideas, questions, and challenges. His work will not only illuminate emerging research but will also provide inspiration for future research in a field that continues to adapt and change.

"This book argues that, since transatlantic slavery, patience has been used as a tool of anti-black violence and political exclusion, but shows how during the Civil Rights Movement black artists and activists used theatre to demand "freedom now," staging a radical challenge to this deferral of black freedom and citizenship"--

How did slave-owning Southern planters make sense of the transformation of their world in the Civil War era? Matthew Pratt Guterl shows that they looked beyond their borders for answers. He traces the links that bound them to the wider fraternity of slaveholders in Cuba, Brazil, and elsewhere, and charts their changing political place in the hemisphere. Through such figures as the West Indian Confederate Judah Benjamin, Cuban expatriate Ambrosio Gonzales, and the exile Eliza McHatton, Guterl examines how the Southern elite connectedÑby travel, print culture, even the prospect of future conquestÑwith the communities of New World slaveholders as they redefined their world. He analyzes why they invested in a vision of the circum-Caribbean, and how their commitment to this broader slave-owning community fared. From Rebel exiles in Cuba to West Indian apprenticeship and the Black Codes to the Òlabor problemÓ of the postwar South, this beautifully written book recasts the nineteenth-century South as a complicated borderland in a pan-American vision.