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African-American studies (also known as black studies) is an inter/multidisciplinary field that analyzes and treats the past and present culture, achievements, characteristics, and issues of people of African descent in North America, the diaspora, and Africa. The field challenges the sociohistorical and cultural content and definition of western ideology. African-American studies argues for a multicultural interpretation of the Western Hemisphere rather than a Eurocentric one. It has its earliest roots in history, sociology, literature, and the arts. The field's most important concepts, methods, and findings to date are situated within these disciplines.
More than one hundred and fifty years after the signing of the Emancipation Proclamation, African Americans still struggle for a space in academia for a legitimate voice to express their interpretations and perspectives of their historical and contemporary experiences in Africa, the diaspora, and North America. Those in African-American studies argue not only that their voices have been marginalized, but that the history of African Americans' experiences and contributions to the United States has historically and systematically been missing from the texts and the curricula. Thus, African-American studies functions as a supplementary academic component for the sole purpose of adding the African experience to traditional disciplines.
Implicit to African-American studies is the notion that the black diasporic experience has been ignored or has not been accurately portrayed in academia or popular culture. From the earliest period of the field to the present, this movement has had two main objective: first, to counteract the effects of white racism in the area of group elevation; and second, to generate a stronger sense of black identity and community as a way of multiplying the group's leverage in the liberation struggle.
The Foundations of African-American Studies
The Atlanta University Conferences held from 1898 to 1914, under the auspices of W. E. B. DuBois, marked the inauguration of the first scientific study of the conditions of black people that covered important aspects of life (e.g., health, homes, the question of organization, economic development, higher education, common schools, artisans, the church, crime, and suffrage). It was during this period that African-American studies was formally introduced to the university and black academics initiated re-search studies.
One of the important goals of the scholars of this period was to counteract the negative images and representations of blacks that were institutionalized within academia and society. This was in response to the major tenet of social science research at this time that argued blacks were genetically inferior to whites and that Africa was a "dark continent" that lacked civilization. The American Negro Academy, founded in 1896, set as one of its major goals to assist, by publications, the vindication of the race from vicious assaults in all areas of learning and truth. In 1899 DuBois published a sociological study, The Philadelphia Negro. This landmark study highlighted the conditions of blacks in Philadelphia in the Seventh Ward. The study investigated the black experience as reflected in business, public education, religion, voluntary associations, and public health.
In 1915 the founding of the Association for the Study of Negro Life and History (ASNLH) by Carter G. Woodson marked the beginning of a new era in African-American studies. The ASNLH was founded to promote historical research; publish books on black life and history; promote the study of blacks through clubs and schools; and bring harmony between the races by interpreting the one to the other. In 1916, Woodson founded the Journal of Negro History and served as its editor until his death. This was perhaps one of Woodson's greatest contributions to the area of African-American studies.
In 1926 Woodson and his colleagues launched Negro History Week. This event, which later evolved into a whole month, was not intended to be the only time of the year in which Negro history was to be celebrated and taught. Woodson and his colleagues viewed this as a time to highlight the ongoing study of black history that was to take place throughout the year.
It was during this time that historically black colleges and universities (HBCUs) began to respond to the scholarly activities in history and social science. It was becoming clear that black education should conform to the social conditions of black people. Black colleges began to add courses in black history to their curricula; this corresponded with the call by black college students for a culturally relevant curriculum, a theme that reoccurred later with greater political influence.
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In the late 1960s, many Black students at universities who pushed for Black Studies programs were part of the Black Power movement. They were influenced by the teachings of black activists, who argued that US higher education did not prepare Black students to solve the problems of their communities.
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