"White Money, Black Power"
A review of Noliwe Rooks' "White Money Black Power: The Surprising History of African American Studies and the Crisis of Race in Higher Education".
# 115142 | 2,841 words | 13 sources | APA | 2009 |
Published on Jul 09, 2009 in English (Persuasive Writing) , Literature (General) , African-American Studies (General)
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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.
Critical Analysis of the Text
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. "
Sample of Sources Used:
- Asante, Molefi K. (1986). "Book Review Essay: A Note on Nathan Huggins' Report to the Ford Foundation on African-American Studies." In Journal of Black Studies, V.17, n.2, pp. 255-262, Dec 1986.
- Badejo, Diedre L. "Out of the Revolution: The Development of Africana Studies." Journal Title: The Western Journal of Black Studies. Volume: 27. Issue: 3. Publication Year: 2003. Page Number: 215+. COPYRIGHT 2003 The Western Journal of Black Studies; COPYRIGHT 2004 Gale Group
- Blassingame, J.W. "Black Studies: An Intellectual Crisis." In The African American Studies Reader, edited by Nathaniel Norment, Jr. Durham: Carolina Academic Press, 2001: 22-30.
- Colon, Alan. "Reflections on the History of Black Studies." Journal Title: The Journal of African American History. Volume: 93. Issue: 2. Publication Year: 2008. Page Number: 271+. COPYRIGHT 2008 Association for the Study of African American Life and History, Inc.; COPYRIGHT 2008 Gale, Cengage Learning
- Hall, Perry A. (2006). Online article: "History, Memory, and Bad Memories." Retrieved 04/08/2009 from:< http://wings.buffalo.edu/AandL/aas/department/rooks_review.pdf>
Cite this Book Review:
"White Money, Black Power" (2009, July 09) Retrieved December 07, 2019, from https://www.academon.com/book-review/white-money-black-power-115142/
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