A review of Noliwe Rooks' "White Money Black Power: The Surprising History of African American Studies and the Crisis of Race in Higher Education".
Written in 2009; 2,841 words; 13 sources; APA; $ 84.95
Paper Summary:
This paper summarizes and analyzes Noliwe Rooks' book, "White Money Black Power: The Surprising History of African-American Studies and the Cris of Race in Higher Education". The paper describes the book as a provocative account of the history of the Black Studies Movement, but takes issue with the wat that Rooks failed to take into account the way in which so many African Americans played such an important role within the development of Black Studies programs. The paper argues that Rooks, who is the Sociate Director of African American Studies at Princetown University, both misrepresents and overstates the influence of the Ford Foundation, under the leadership of McGeorge Bundy, on the Black Studies Movement by attempting to undermine and diminish the way in which Black Studies resulted from a movement that was, for the most part, essentially all-black. The paper further argues that Rooks' suggestion that white and other ethnic groups played an important role throughout the rest of the nation is false, thus diminishing this work's value within the disciplinary discourse.
Outline:
Introduction
Book Summary
Critical Analysis of the Text
From the Paper:
" Rooks places an important emphasis on the fact that the students who sparked the Black Studies movement were a multi-cultural group, thus challenging the historical images that usually depict primarily African American students as being pitted against armed police officers. Conversely, Rooks argues that "Although the familiar narrative chronicling the beginning of Black Studies generally centers on Black student protest and violence, in reality, at San Francisco State, Black, white, Native American, Asian, and Latino students rose up together, joined forces, and made or supported unequivocal demands" (Rooks, 2007, p.4), subsequently arguing that some "Eighty percent of the 18,000 students supported the strike by refusing to attend classes" (Ibid.). According to Rooks, therefore, this multi-cultural group of students initiated the creation of a Black Studies Department and an Ethnic Studies Department in order to meet the needs of Black students. "
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