Black Listed: African American Writers and the Cold War Politics of Integration, Surveillance, Censorship, and Publication

Black Listed: African American Writers and the Cold War Politics of Integration, Surveillance, Censorship, and Publication


Black Listed: African American Writers and the Cold War Politics of Integration, Surveillance, Censorship, and Publication

A Handbook for Student-Centered Active Learning and Teaching and the Surveillance of Black Life in the 1950s

The “Black Listed” Spring 2018 Graduate Center Class
Edited by Allison Guess

Authors: Arelle Binning, Daniel A. "Dan" Carlson, Damele E. Collier, Cathy N. Davidson, Flora R. de Tournay-Oden, Shelly Eversley  Charles J. Greene, Allison Guess, Kashema Hutchinson, Kayla F. "Tyler" Morse, Charlene Obernauer, Pedro Sepulveda, Chelsea S. Thompson, Luis Zambrano

This work is licensed under the Create Commons Attribution 3.0 United States License.

A HASTAC Publication. A collaboration between the Futures Initiative at the Graduate Center, City University of New York, and HASTAC@CUNY


Table of Contents

Editor's Note


Introduction How Blogging Is (or Should Be) Essential to Active Learning and Radical Pedagogy by Cathy N. Davidson

Part I: Building a Syllabus

  1. Our Inaugural Syllabus by Cathy N. Davidson, Shelly Eversley and Allison Guess

  2. Our Evolved Student-led Syllabus 

Part II  Black Listed Week-by-Week

  1. Before the Class Began: An Article Comparing McCarthyist Views of Free Speech and Present views posted by Cathy N. Davidson

  2. Before the Class Began: Black Listed: What We Will Do on Day #1 by Cathy N. Davidson

  3. Week 1: Day One of "Black Listed" by Allison Guess

  4. Week 2Black Listing Then and Now?: Similarities and Continuities by Allison Guess

  5. Weeks 1-2: Blacklisted Weeks 1 & 2 by Tyler Morse, Amrit Justin Trewn and Kashema Hutchinson

  6. Week 4"Blacklisted" Recap March 6, 2018 Sojourning while Young, Gifted, Black and Immigrant: Claudia Jones and left Black feminism in the 1950s by Allison Guess

  7. Week 5: Triply-Oppressed Status: Claudia Jones, Brown Girl, Brown Stones, and the Bronx Slave Market by Flora de Tournay and Chelsea S. Thompson

  8. Week 7: Censorship in Real Time: The Case of Chester Himes. A Video by Daniel Carlson 

  9. Week 8: Sexuality, Sex and Normalization of Surveillance by Daniel Carlson and Luis Zambrano

  10. Weeks 11-12: Global Blackness in Exile - Debates and Controversy by Pedro Sepulveda, Charles Greene and Arelle Zephyr

Part III  Pedagogy Blogs by Cathy N. Davidson

  1. The (Open) Online Tools We Use--and Why You Should Too! 

  2. "Entry Tickets": The Best, Easiest Way To Focus a Class, a Group

  3. Building a Better Assessment System with Clear and Meaningful (and Useful!) Guidelines 

  4. Building a Better Course Evaluation Form: Here's a Template

  5. The Best Question To Ask on the Last Day of Class

Part IV Final Projects 

  1. "Thinking Beyond the Canon" by Flora de Tournay 

  2. "Black List: New York" by Pedro Sepulveda

  3. "Ann Petry Un-Surveilled: Strategy and Survival for Black Leftists During the Cold War" by Charlene Obernauer

  4. "Under a Microscope: FBI Surveillance of African-American Writers, Artists, and Activists in the 1940s, 50s, & 60s" by Daniel Carlson 

  5. "Louis Armstrong and the Cold War: The Real Ambassador" by Damele Elliott Collier

  6. "Workshop Curriculum: Un/Mapping Past / Place / Future" by Tyler Morse

Part V Other Resources and Contributions

  1. Upcoming Conference February 16-17, 2018 "Subverting Surveillance: Strategies to End State Violence"

  2. Lorraine Hansberry Documentary on PBS

  3. Talks at the Schomburg: "Lorraine Hansberry and Reimagining the Biography"

  4. Raisin in the Sun at Blackmore Theater (This Day in HIstory)


Editor's Note

Allison Guess

The experience of editing this public webpage was an honor and practice of sincere reflection. As both the Assistant Instructor for the Black Listed spring 2018 course and the Editor of this collection, I have attempted to thoughtfully assemble the following entries and curate a sort of “how to” guide for replicating a student-centered and active pedagogy course. Working, teaching and learning alongside Drs. Cathy N. Davidson and Shelly Eversley, and the student-authors of the Black Listed course, has contributed a keen insight on the ways in which we must show up in our classrooms.

The process of writing, editing, learning and teaching are often times, if not always, always, collaborative. One continuously learns and finds themself in the midst of a productive intellectual challenge. At the same time, the will of agility and the expression of growth means that we learn to collectively struggle to analyze a problem. We thought a lot about our audience in this course. Particularly, we thought about the implications of focusing on the surveillance of Black life, retrospectively (and as a continuum) in this contemporary moment. This class was collaboratively taught by both Cathy N. Davidson, who lended her pedagogical wisdom and Shelly Eversley, who’s research, analysis and impeding book, by the same name of the course, provided the substantial content for deep consideration. I, Allison Guess, was the Assistant Instructor in this course, providing a geographical understanding to the surveillance of Black life as it relates to race, class, power, positionality, gender and political expression. The essays and reflections below are authored not only by Drs. Davidson and Eversley and myself rather, they are wrapped by the brilliant essays, recaps and reflections written by the students who really made the course.



We would like to express our deep appreciation to Drs. Cathy N. Davidson and Shelly Eversley for dreaming up this timely course.

This was a collaboration between the Futures Initiative at the Graduate Center, City University of New York, and HASTAC and HASTAC@CUNY. We would like to thank The Graduate Center and City University of New York for their institutional support, without which none of this work would be possible.   

We would also like to thank the following people:

From the Graduate Center, we thank Chase Robinson, President; Provost Joy Connolly and David Olan, Associate Provost and Dean for Academic Affairs.

We are also indebted to Katina Rogers, Director of  Programs and Administration at the Futures Initiative, Lauren Melendez, Director of the Futures Initiative Peer Mentoring Program and Administrative Specialist and Celi Lebron, the Futures Initiative’s Budget Manager. We would like to add a special note of thanks to the student-authors who participated in this course and truly made it what it was. It was truly a privilege to work with such attuned and dedicated graduate students.



Introduction: How Blogging Is (or Should Be) Essential to Active Learning and Radical Pedagogy
Cathy N. Davidson


Why blog?   If there is no communicative purpose and no learning theory and research supporting blogging, than it can become as meaningless as any other classroom exercise assigned for the sake of an exercise.

In this case, for our "Black Listed" course, we have thought through the blog and comments on the blog as part of the structure of this course, including the learning structure of a course that only meets two hours a week. In general, at other universities, graduate courses meet three or four or five hours a week--two is very unusual; the brevity, structurally, almost necessitates lecturing and one-way transmission models for sheer efficiency of knowledge transmission.  Since lecturing is a very inefficient method for actual learning (if measured by retention or applicability of learned insights to other situations), we are using active learning. But active learning has its own inefficiencies and the blog allows us to fill in for those.

Active learning/radical pedagogy/engaged learning are different terms for a similar and now quite old concept that is still not prevalent in formal higher education (Dewey, Vygostsky, bell hooks, Paulo Freire, Audre Lorde all use different terms for the same phenomenon).  Active learning is basically about students not learning from an expert but becoming expert, largely by designing and executing a knowledge exercise that they then teach to others. (In medical school, the time-honored post-coursework method is "See one. Do one. Teach one," an application of active learning to surgery and clinical practice.)

In active learning, the student does research as part of the structure of learning for the collective group of students, transmitting what they have learned to their classmates.  Research includes defining a topic, exploring a subject, learning deeply about that subject, and then communicating that to others in a way that allows them to experience some of the "exploratory" power of learning that topic.  The end of "See one. Do one. Teach one." is for the person taught to then . . ."see one, do one, teach one."

Inventory methods allow every member of the class, at least once in every class, to have a situation structured for their participation (i.e. "research" or "interpretation"--not just "seeing" but "doing").  In inventory methods, 100% of the students are given the structural opportunity to participate at least once in each class.

Is this an efficient method?  It depends on what one means by "efficient."  Lecturing is the most effective way for one-way communication, from professor to student.  Selectivity (calling on students who raise their hands or calling randomly) is the second. But (and this is a major "but"), one-way communication is an extremely inefficient method for leaning. That an amount of information is conveyed does not mean the same amount is taken in, absorbed, rendered useful by memory or application.   So many studies of both lecture and selective response (discussion method) ignore this or measure it only by short-term responses to multiple-choice tests.  Long term, we know the results are dismal, as studies show going all the way back to the 1880s "memory failure curves" of early experimental psychology.

For truly interactive learning, where you yourself are grappling with your own ideas, the inventory methods are where real learning and understanding happen, in balance with knowledge (either from our readings or from our Prof Eversley or other contributions to the course by students who have made themselves expert on that week’s topic).

The blogs are a necessary not accidental component of our course.  They are a key component of active learning. They help you develop a voice, a point of view, and an interpretation.  When others respond to your work, you have the best possible insight into how well you are conveying your ideas.

This corrects the normal class structure: normally, the first time you express your own ideas for an audience is in your final, graded paper where the only audience is the prof.  This reinforces, in the most high-stakes way, that the only important person in the room is the prof and the "job" of higher education is to be graded well by that person. Typically, with final projects, no one but the professor ever sees what you have done.

Blogging changes the audience of your writing and changes the ideology. And the hierarchy.

Ideally, you are writing blogs that might well be a draft for your final paper or project.  Or, also ideally, they provide a place for you to work out more systematically your own framework for interpreting a text or a phenomenon than you would ever have the chance to do in any kind of a group situation (i.e. class) and with interlocutors who both share your knowledge base but who may or may not share your interpretation of that knowledge base (the novel, the article, etc).

Why blog?  Because it connects each of us to the other, in a relationship of ideas and insights--not all waiting to hear what the prof's ideas and insights are.   Those are of course valid and important. But so is learning to express one's own thoughts based on evidence, moving from thinking to expression, moving from expression to interaction and dialogue.

Active learning is about building active participation beyond the classroom too.  If used thoughtfully, blogging can be a building block in that process.


Our Inaugural Syllabus

Cathy N. Davidson, Shelly Eversley and Allison Guess


Black Listed: African American Writers and the Cold War Politics of Integration, Surveillance, Censorship, and Publication

Prof. Cathy N. Davidson (Graduate Center, Futures Initiative); Prof. Shelly Eversley (Baruch, Equality Archives); Assisting Instructor Allison Guess (Doctoral Fellow, Futures Initiative, and PhD Candidate, Geography)

English 80300, IDS 81630   S 2018

Tuesdays, 6:30-8:30pm  (Begins Tues, Jan 30, 2018)  ROOM 3207

Course description:  This course examines the inter-relationship between the Cold War, the early Civil Rights movement, and the writing and censorship of African American writers from the mid-1940s to the early 1960s, with an emphasis on the McCarthy Era. By looking at a range of literary and theoretical texts, we will work to understand the relationship between a range of legal, political, and social conditions and the forms of Black protest and expression at that time. We will be looking at writers who were deeply involved in many forms of activism, including the organizing of domestic workers and other less well-known aspects of the Civil Rights movement (such Claudia Jones and Alice Childress), writers who wrote against and around censorship especially of same-sex sexual and affective relationships (such as Chester Himes and James Baldwin), writers who had to leave America to write about it (including Ralph Ellison, Richard Wright and others), and writers, especially Black women writers, who did not have the freedom to leave the U.S. and who, for the most part, disappeared within America and to literary history (including Alice Childress and Ann Petry).


Pedagogical Method: We will be used and examining a range of pedagogies variously known as active learning, radical pedagogy, engaged pedagogy, or student-centered learning. These are rooted in traditions that extend from Montessori, Dewey, and DuBois to Ella Baker, Paulo Freire, bell hooks and Audre Lorde to Howard Gardner and Carol Dweck. All are designed to help every student not only to learn the content but to be able to apply ideas beyond the classroom, to life and society. Because we believe deep learning about literature, close reading, and historical perspective are crucial tools for understanding the world, we will constantly be emphasizing the ways we learn from the writers we read in this course, from the political situation in which they were embattled and ultimately thrived.


Website and digital components: Much of the activity of the course will be made public on a course website and in a “group” made for our course as part of the network. Students will be expected to learn minimal digital literacy skills as part of the contribution to public knowledge that is at aim in the course.

We will use three online tools for this course: a shared Google Doc for weekly agendas and assignments and collaborative note-taking; a class Wordpress website where students will blog each week and then, the following week, write a comment or response to each blog; and then a HASTAC public website for published work, recaps, resources of interest to a larger public.   


Equality Archive:   Students in the course will be given an opportunity to submit a short publication to the Equality Archive, an open education resources on the history, issues, and people relevant to issues of sex and gender equality in the United States.


Spring Symposium, Wed March 28: As a Futures Initiative course, our class will need to be represented in a panel, poster session, workshop, or other contribution in the Futures Initiative Symposium, “Publics, Politics, and Pedagogy: Remaking Higher Education for Our Times” on Wednesday, March 28th, 9:00am-5:00pm (Skylight Room). All class members will be included in the preparation or presentation at the Symposium (the equivalent of a midterm paper).


This class is intended to offer students the following:

–in-depth knowledge of the course topic

–in-depth knowledge and practice of active or engaged learning (radical pedagogy) models applicable to teaching, management, community organizing, and any collective experience

–critical reading and thinking of literary works in a deeply informed historical and political context

–original research and writing, including possible archival research

–collaborative planning and presentation

–dialogical communication with one’s peers (in writing before class as well as in class)

–extensive practice in giving and responding to serious, informed, critical feedback and in thinking through alternative to "grading" as an evaluation mechanism

–publication of one’s work to a wider audience

–individual and collaborative project management

Course Requirements:

Successful completion of this course means fulfilling the four basic course requirements at a fully professional (graduate student) level, with original work, respect for the collaborative team, attention to the seriousness of the topic, and innovation in pedagogical approach.

(1) Full participation in each class, including blogging about each reading, followed by a response/comment on each class mate’s blog.

Class Participation:

Even if you cannot attend in person, you will be required to do the reading and blogging assignment. If you cannot physically attend a class, please indicate that you won’t be there on the Google doc agenda for that class period. If you need to miss a class where your Group is presenting, you need to make arrangements with your Group for how you will still contribute and then let the Instructors know.

Weekly Blogging and Commenting:

Before the first class of each Group Topic, post a blog response on the Futures Initiative Wordpress site  to the reading (approx. 400 words--the lengthy of an entry in Equality Archive)

Before the second class of each Group Topic, post a response or comment to each blog post for each of your classmates.  (These can be brief, under 100 words is fine).

(2) Full participation in one Group [equivalent to a “midterm exam/paper”]

You will participate fully in choosing the topic, the readings, the pedagogy, and taking charge of two classes.  

You will write up, with photos, videos, or illustrations, a public presentation of your Group work and post it to our Group.  For examples of how this has been done in the past, see:

Every Group will also write a self-evaluation of their own contribution, as individuals and as team members (during the second class period for which the Group is responsible)

The rest of the class will also write an evaluation of the Group’s presentation

[Please see the handout for thoughts on evaluations and we will discuss the forms, purposes, and different kinds of alternative evaluation, feedback, and grading available in formal education.]

(3) Contribution to the Futures Initiative Symposium  

Not everyone will be able to attend but, if you can, the full days’ participation is encouraged. You will also work together to find a way to present our class to the Symposium participants.  (We’re hoping we can come up with a unique and interesting presentation together.)

(4) Final Project  

Final research/pedagogy project:  Due May 22, 2017, with a public component, posted by the due date to the Group.

There are several options.


A.   OPTION 1:  12-15 pp RESEARCH PAPER:  A research paper that grows out of the topic of this course, 12-15 pp with full bibliography.  If you are a doctoral student, this might be a part of a dissertation chapter, a prospectus, or other work re-shaped as a stand-alone paper for this course.   For those pursuing a doctorate, we strongly urge that your final project be all or part of a piece you will or will plan to submit for publication.

i.To fulfill the online publication requirement, you can post an abstract of your paper rather than the full paper in our public Group on You will need to join the Group to post.

B.  OPTION 2:  SYLLABUS AND REFLECTION ESSAY: For those interested in     pedagogy, an alternative assignment would be to write a syllabus and then a reflection (approx 1500 words) on why you made the choices you made.

To fulfill the online publication requirement, you can post an abstract of your paper rather than the full paper in our public Group on You will need to join the Group to post.

C. OPTION 3  What else? Make us a proposal!  If you have an alternate idea for a significant final project, please make a proposal.  It should be a project that has the same scope as these, and that includes a public blogging component on  This can be a substantive, original multimedia project.  If it is collaborative, define the roles of each participant.

One possibility is a contribution to the Equality Archives project led by Professor Shelly Eversley, Baruch College.  If you are interested, please let us know and we can put you in touch with Professor Eversley.

D.  OPTIONS FOR ENGLISH PHDs (plus public component):  Check with the English Department and your adviser about what you need for your English Department Portfolio.  We have agreed to make final projects compatible with the portfolio requirements for English Department (and other) students but have very little information.  It’s your responsibility to check and confirm that this "counts" for the English Department: This is the information we have (quoted directly):

i.     12-15 page review essay--an annotated bibliography of 15 primary or secondary sources

ii.     a syllabus with a 1500 word account of a pedagogical approach to a text

iii.     a 10-page conference paper.”       


We will be discussing various assessment methods throughout the course and careful feedback will be part of each Group presentation.  Please see the handout on one professor’s alternative assessment form. We hope to present others as the course proceeds and invite students to bring in relevant assessment documents.

Possible Topics and Texts:

On the first day of class, students will begin the process of working collaboratively to prepare a topic (and a pedagogical method) that will extend over two class periods.  Students will craft this presentation from the suggested topics and texts below.

These texts were chosen because they are rich, multi-layered, and offer many opportunities for graduate students to do extensive theorizing, historical, and other kinds of research (including archival). They are grouped under topics, all of which students leading our discussions may wish to revise, remix, recombine, refocus.

1- The Sojourners: Women, Activism, Communism, Immigration, Deportation

Claudia Jones, “We Seek Full Equality for Women” (1949) Black Nationalism, Marxism, Identity

Ralph Ellison, Invisible Man (1952)

2- Sexuality, Sex and Normalization of Surveillance

Ann Petry, The Narrows (1953)

3- Print culture (magazines, Black newspapers: how ideas are transmitted)

Langston Hughes, Simple Speaks His Mind (1950) or Simple Stakes a Claim (1957) Alice Childress, Like One of the Family (1956)

Stories published in Afro American and Defender and Pittsburgh Courier

4- Editing, Censorship, Rebellion, and Incarceration

Chester Himes, Yesterday Will Make You Cry (formerly C ast the First Stone (1952)

5- Global Blackness in Exile: Debates and Controversy

Richard Wright, White Man, Listen! (1957) (“Tradition and Industrialization”) James Baldwin, “Princes and Powers” (1957)

Franz Fanon, On Violence (1960)

6- Activism, Communism, Deportation, Women

Claudia Jones, “We Seek Full Equality for Women” (1949)

Secondary and Other Readings and References   (we will be adding to this list throughout the course)


Other possible readings:

Simone Browne Dark Matters {for context on the long history of surveilling black people}

Katherine McKittrick, “Freedom is a Secret” {For a critical perspective on objectivity ie surveillance}

B. Ransby “Ella Baker and the Black Freedom Movement: A Radical Democratic Vision” {For an understanding of how some Black activists evaded surveillance and the challenges to recovering biographic information}


Other readings/references:

James Baldwin, Nobody Knows My Name (1961)

Thelma Wamble, All in the Family (1953)

Zora Neale Hurston, “What White Editors Won’t Publish”

Paul Robeson’s Freedom (newspaper), especially columns by DuBois, Hansberry

Erik McDuffie, Sojourning for Freedom (selections)

William Maxwell, FBI Eyes (selections), James Baldwin: The FBI File; “Total Literary Awareness”

Mary Helen Washington, The Other Black List

Eric Porter, The Problem of the Future World: WEB DuBois and the Race Concept at Midcentury

Dayo Gore, Radicalism at the Crossroads: African American Women Activists in the Cold War



Our Evolved Student-led Syllabus

On the first day of class, students self-organized into groups and chose and individualized a topic for their group project. Throughout the term, they elaborated on this syllabus making and assigning readings while exercising active pedagogical approaches. This evolved syllabus represents the scaffolded work done by the three Instructors prior to the start of course, and by the students, who on the first day of class made the following alterations.

Tentative Course Schedule:  Details to be decided by students in “Black Listed.”

Tuesdays  630-830PM

Jan 30  First day of class. This is a student-centered, student-designed class that puts equal emphasis on original research and pedagogical innovation.  After carefully reading the syllabus together, students will design the class, select groups, and take responsibility (in the group) for two class sessions that both focus on the topic and use an innovative pedagogical approach to ensure that everyone in the class engages with the topic in a meaningful way.  Students who are teaching this semester are urged to try this approach in their undergraduate classrooms, gain feedback from their students, and report back to the class.

–Distribute hard copy of preliminary syllabus

–Leave room 645-745.  Students self-organize, divide up into groups, choose topics, design work plan.

–Rejoin at 745 and populate the syllabus on

Feb 6  Overview of the "Black Listed" (Prof. Shelly Eversley); Overview of pedagogy and introduction of symposium plans (March 28; Prof. Cathy Davidson)  "Total Literary Awareness” by William Maxwell

Feb 13 Group 1 (Tyler, Amrit, and Kashema) Topic:  Print Culture, Editing, Censorship, Rebellion, Incarceration


Simone Brown, Dark Matters: Introduction (1-29), Racializing Surveillance (50-62) -…

Katherine McKittrick: Freedom is a Secret

Mary Helen Washington, The Other Blacklist: Introduction

No class Feb 20 (GC classes follow a Monday Schedule)


Please also visit Maxwell's archive of the FBI files on African-American writers:[] and select one to look closely at, using the readings as a framework for approaching the file. Please bring any questions, thoughts and takeaways from this encounter to class on Tues, to share and discuss.  

Feb 27:  


Yesterday Will Make You Cry, by Chester Himes  and 400 word blog on the Wordpress site about this book

Mar 6  Group 2 (Chelsea, Damele, Charlene, Flora)  Topic: Black Feminism and Intersectional Critical Theory


Paule Marshall, Brown Girl, Brownstones (1959) (Available via CUNY libraries, NYPL, Brooklyn Public Library)

Mar 13


“The Bronx Slave Market” (1950)

Mar 20 Group 3 (Dan and Luis)  Topic: Race, Racism, Sexuality, Interracial Relations, and Queer Sexualities.


"Color Blind” by Margaret Halsey

“Strange Love” by Leisa D. Meyer

“The Liberal 1950s?” by Joanne Meyerowitz

Portfolio of 1950s Popular Black Literature and Essays, including from Tan Confessions, Jet, and other popular magazines owned, edited, and for Black post-War audiences as well as critical essays on this topic

Assignment: Choose one article from the “1950s Periodical” folder

Mar 27


Novel:  The Narrows, by Ann Petry (Available via CUNY libraries, NYPL, Brooklyn Public Library)

Suggested 1st week reading: Chapters 1-7; full discussion will be in 2nd week, based upon the remainder of the book.

“White Pervert” by Tyler T. Schmidt

Mar 28  Futures Initiative Conference:  Publics, Politics, and Pedagogy: Rethinking Higher Education for Turbulent Times" KELLY SKYLIGHT ROOM   9am-5pm

Full Conference Recap, with videos.

Panel by "Black Listed" Class with video on censorship, "Censorship in Real Time: The Case of Chester HImes," a stop-motion animated video by Dan Carlson and members of the class found here.

Apr 10   Professor Shelly Eversley presents new work on The Narrows  

April 17   Group 4 (Arelle, Charles, Pedro)  Topic: International Black Activism


Penny Von Eschen, Race Against Empire: Black Americans and Anticolonialism, 1937-1957

Introduction and Chapter 8

"Let Paul Robeson Sing" by Manic Street Preachers

"Here I Stand" documentary on Paul Robeson's life

April 24


Richard Wright, "I Choose Exile"

Tumblr version:

Manuscript Version from Kent State University

Richard Wright, "Tradition and Industrialization"

May 1  Assist Instructor, Allison Guess, distributed a draft of part of her dissertation prospectus focusing on archival research, Black Land and “the Plot”; Prof Shelly Eversley discusses The Equality Archive.

May 8  Intro and Chp 8, Conclusion (recommended Chps 1 and 2) Cathy N Davidson, The New Education: How to Revolutionize the University to Prepare Students for a World in Flux (students have been given copies of the book). Why all progressive social movements are school movements (Freedom Schools, etc); why all reactionary movements are school movements. Prof Eversley will talk about the Jefferson School

May 15   LAST DAY OF CLASS  Big wrap up 

May 22  Final projects due.  Post to "Black Listed" Group on





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