Celebrating the life and times of the extraordinary Octavius Catto, and the first civil rights movement in America

This week, in North Philly Notes, we honor Octavius Valentine Catto, the subject of Daniel R. Biddle and Murray Dubin’s majestic biography, Tasting Freedom. Catto is being honored with a statue that will be unveiled on the apron of Philadelphia’s City Hall on September 26 at 11:00 am. 

A video interview with the authors of Tasting Freedom

 

A Q&A with the authors of Tasting Freedom

Q: Octavius Catto was a pioneer of the Civil Rights movement in the Civil War era. Where did you hear about him, why is he so little known, and what prompted you to write his life and times?
A: Murray discovered him in 1993 while doing research for a book he was writing on the history of South Philadelphia. Dan heard a historian talking on the radio about black life in the city in the 19th century and discussing Catto. Catto is little known because he died so young, before he had a chance to become prominent on the national scene. We both thought his life was extraordinary.

Q: How and where did you do your research? What surprises did you discover?
A: We did our research in Pennsylvania, New York, Washington D.C., South Carolina and New Jersey in churches, college reading rooms, and the Library of Congress. We scoured diaries, letters, newspapers, census records, box scores and song sheets in an effort that took more than seven years. We didn’t realize until more than a year into the work that there was a civil rights movement in the 19th century.

Q: Tasting Freedom provides an extensive history of the Civil War era and how African Americans faced racism on the baseball field, on streetcars, as voters, in the military etc. How did Catto and his “band of brothers” combat this discrimination?
A: He and his contemporaries in the North needed to fight for many rights that whites took for granted. Their weapons were their organizing skills to mold public opinion and educate whites, exemplary public behavior, bravery on the Civil War battlefield and physical courage in the face of threats and bodily harm to integrate the streetcars.

Q: Catto taught at the Institute for Colored Youth. He was very instrumental in educating free slaves and helping them get established. His famous speech at a graduation begins, “There Must Come a Change!” It started as a history of the school and ended with a call for equal rights. It had an immediate impact and was reprinted and circulated widely. How far-reaching was his speech?
A: The Institute for Colored Youth sent more teachers South to teach freed slaves and their children than any other school in the nation. It’s clear that I.C.Y. students were listening to Catto.

Q: Catto’s story intersects with historical figures such as the “feminist”/abolitionist Lucretia Mott, and famous orators like Frederick Douglass, with whom he shared stages. How did Catto establish himself in Philadelphia society and make the social/political connections he did?
A: Catto was a prominent educator who ran the boys school at the Institute for Colored Youth, the best school for black youth in the city, and arguably the best school for youth of any color. That elevated him to an important role in the community. He was a charismatic speaker who was the son of a well-known clergyman. Active in civil rights activities in his 20s, he fought the same battles that Douglass and Mott were fighting. And he was a rising Republican leader in the black community.

Tasting Freedom_AD(12-16-09) finalQ: Tasting Freedom has a terrific chapter about baseball and Catto’s experiences with the Pythians. Unable to integrate baseball, interracial matches were played unofficially with Catto’s team playing in the first game between white and black clubs. Did he have the respect of whites, or did he have a negative reputation?
A: The Philadelphia Athletics, the top white team in the city in the 1860s, permitted the Pythians to play on the Athletics’ field and were supporters of Catto’s effort to compete against white teams. It was not uncommon to see white ballplayers in the stands watching Pythian games.

Q: The chapter on the battle for streetcars shows Catto’s strength as an agitator. He tried to change laws. What do you think he could have accomplished had his life not been cut short?
A: That’s the question we wish we could answer. But we’ll try: We believe he would run for public office locally and won, and then would have sought higher office in the state. We also believe he might have received an appointment by the President to represent the United States overseas in a diplomatic position. And we think he may have left Philadelphia at some point to run his own school, perhaps in the South.

Q: You provide detailed descriptions of Catto’s enemies and the reaction to his death and its aftermath. How great was the riot that occurred?
A: Catto was shot to death in an 1871 election-day riot in Philadelphia that was one of the worst days of violence that the city had ever seen. We described the riot in the book as “five blocks in one direction and three in the other.” Scores of black men were shot and beaten and an untold number were scared away from the polls.

Q: You end Tasting Freedom with an epilogue on Catto’s legacy. How do you measure Catto’s contribution to history?
A: Influence is difficult to measure. We know that W.E.B. Du Bois knew about Catto because he wrote about him in “The Philadelphia Negro.” And we know that black leaders in the early 20th century read Du Bois. So it makes sense to say that Catto’s life was known to the black men and women who began the NAACP and who led the Harlem Renaissance. We also know students that Catto taught became civil rights leaders in the South and went on to teach black students across the nation.

Q: So what are two white guys doing writing about African American history?
A: We are newspaper guys and what we care about our good stories. The story of Catto’s life is a great story that no one has ever told. Even more important is the story of the civil rights movement in the 19th century, which has been little told. We thought that putting the two together would be a great yarn.

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Go “Back to School” with Temple University Press books

This week in North Philly Notes, we celebrate the start of the fall semester with some of our favorite education titles.

2448_reg.gifIn Journeys of Sociology: From First Encounters to Fulfilling Retirements, edited by Rosalyn Benjamin Darling and Peter J. Stein, twenty-two eminent retired sociologists reflect on their lives and their career choices.

For most sociologists, their life’s work does not end with retirement. Many professors and practitioners continue to teach, publish, or explore related activities after leaving academia. They also connect with others in the field to lessen the isolation they sometimes feel outside the ivory tower or an applied work setting.

The editors and twenty contributors to the essential anthology Journeys in Sociology use a life-course perspective to address the role of sociology in their lives. The power of their personal experiences—during the Great Depression, World War II, or the student protests and social movements in the 1960s and ’70s—magnify how and why social change prompted these men and women to study sociology. Moreover, all of the contributors include a discussion of their activities in retirement.

From Bob Perrucci, Tuck Green, and Wendell Bell, who write about issues of class, to Debra Kaufman and Elinore Lurie, who explain how gender played a role in their careers, the diverse entries in Journeys in Sociology provide a fascinating look at both the influence of their lives on the discipline and the discipline on these sociologists’ lives.

2411_reg.gifAddressing Violence Against Women on College Campuses, edited by Catherine Kaukinen, Michelle Hughes Miller, and Ráchael A. Powers, considers what we know, what we are doing, and how we can improve our prevention of and response to violence against women on college campuses.

Violence against women on college campuses has remained underreported and often under addressed by both campus security and local law enforcement, as well as campus administrators. The researchers, practitioners, and activists who contribute to the pertinent volume Addressing Violence Against Women on College Campuses examine the extent, nature, dynamic and contexts of violence against women at institutions of higher education.

This book is designed to facilitate an ongoing discussion and provide direction on how best to prevent and investigate violence against women, and intervene to assist victims while reducing the impact of these crimes. Chapters detail the necessary changes and implications that are part of Title IX and other federal legislation and initiatives as well as the effect these changes have had for higher education actors, including campus administrators, victim advocates, and student activists. The contributors also explore the importance of campus efforts to estimate the extent of violence against women; educating young men and women on the nature of sexual and dating violence; and shifting efforts to both make offenders accountable for their crimes and prompt all bystanders to act.

Addressing Violence Against Women on College Campuses urgently argues to make violence prevention not separate from but rather an integral part of the student experience.

2464_reg.gifKnowledge for Social Change: Bacon Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First Century, by Lee Benson, Ira Harkavy, John Puckett, Matthew Hartley, Rita A. Hodges, Frances E. Johnston, and Joann Weeks, argues for and proposes concrete means to radically transform research universities to function as democratic, civic, and community-engaged institutions.

Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey—as well as their own work at Penn’s Netter Center for Community Partnerships to help create and sustain democratically engaged colleges and universities for the public good.

Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the “relief of man’s estate”—an iconic phrase by Francis Bacon that emphasized the continuous betterment of the human condition—and to realize Dewey’s vision of an organic “Great Community” composed of participatory, democratic, collaborative, and interdependent societies.

1941_reg.gifRace and Class Matters at an Elite College, by Elizabeth Aries, considers how race and class collide at a prestigious liberal arts college. Aries provides a rare glimpse into the challenges faced by black and white college students from widely different class backgrounds as they come to live together as freshmen. Based on an intensive study Aries conducted with 58 students at Amherst College during the 2005-2006 academic year, this book offers a uniquely personal look at the day-to-day thoughts and feelings of students as they experience racial and economic diversity firsthand, some for the first time.

Through online questionnaires and face-to-face interviews, Aries followed four groups of students throughout their first year of college: affluent whites, affluent blacks, less financially advantaged whites from families with more limited education, and less financially advantaged blacks from the same background. Drawing heavily on the voices of these freshmen, Aries chronicles what they learned from racial and class diversity—and what colleges might do to help their students learn more.

2248_reg.gifSpeaking of Race and Class: The Student Experience at an Elite College, by Elizabeth Aries with Richard Berman, examines the challenges of diversity from freshman orientation to graduation. This follow-up volume to Race and Class Matters at an Elite College, completes a four-year study of diversity at a prestigious liberal arts college. Here the fifty-five affluent black, affluent white, lower-income black, and lower-income white Amherst students whom Aries interviewed in their freshmen and senior years provide a complete picture of what (and how) each group learned about issues of race and class.

Aries presents the students’ personal perceptions of their experiences. She reveals the extent to which learning from diversity takes place on campus, and examines the distinct challenges that arise for students living in this heterogeneous community. Aries also looks more broadly at how colleges and universities across the country are addressing the challenges surrounding diversity. Speaking of Race and Class testifies to the programming and practices that have proven successful.

Liberating Services Learning and the Rest of Higher Education Civic Engagement, by Randy Stoecker, challenges—and changing—our thinking about higher 2401_reg.gifeducation community engagement.

Randy Stoecker has been “practicing” forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, “Practice does not make perfect.” In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work.

Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By “liberating” service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact.

Liberating Service Learning and the Rest of Higher Education Civic Engagement challenges—and hopefully will change—our thinking about higher education community engagement.

2414_reg.gifIncidental Racialization: Performative Assimilation in Law School, by Yung-Yi Diana Pan, examines racialization, inequality, and professional socialization.

Despite the growing number of Asian American and Latino/a law students, many panethnic students still feel as if they do not belong in this elite microcosm, which reflects the racial inequalities in mainstream American society. While in law school, these students—often from immigrant families, and often the first to go to college—have to fight against racialized and gendered stereotypes. In Incidental Racialization, Diana Pan rigorously explores how systemic inequalities are produced and sustained in law schools.
Through interviews with more than 100 law students and participant observations at two law schools, Pan examines how racialization happens alongside professional socialization. She investigates how panethnic students negotiate their identities, race, and gender in an institutional context. She also considers how their lived experiences factor into their student organization association choices and career paths.

Incidental Racialization sheds light on how race operates in a law school setting for both students of color and in the minds of white students. It also provides broader insights regarding racial inequalities in society in general.

 

Examining institutional responses to campus sexual violence

This week in North Philly Notes, the co-editors of Addressing Violence Against Women on College Campuses address the state of rape accusations on college campuses under the current administration, and why we need to redouble our efforts to eliminate sexual violence.

As the editors of Addressing Violence Against Women on College Campuses, we thought we were prepared for what a new White House and Federal administration would mean for institutional responses to sexual violence against college students. The progress over the last several years has been palpable, especially given the confluence of student and survivor activism, policy enactments, expanding assessment and etiology research, as well as institutions of higher education’s significant efforts to improve their responses to victims and innovative prevention efforts. Given indicators that the new administration would not maintain the course of the previous one, in the months after the election we discussed with each other what the possible impact could be. Perhaps reduced funding for the Department of Education, a contraction of the number of investigations by the Office for Civil Rights, and/or a redefinition of the current interpretation of Title IX. All of these situations would remove the burden and promise of institutional Title IX responses to campus violence. These concerns led us to wonder in the Preface of our book, that if Title IX was redefined via a new “Dear Colleague” letter, what could be the future of the Violence Against Women Act (VAWA), the Clery Act, and the Campus SaVE Act—repeal, strip funding, or fail to enforce? If any of these changes occurred, we posited, the corresponding effects on institutions of higher education, and more importantly their students, would be substantial.

Addressing Violence on College Campuses_smWe are now on the brink of the changes we feared, when the progress anti-violence scholars, activists and legislators have made might begin to crumble under the weight of the new, shifting narrative created by the Department of Education. As the stage is set for sweeping policy dismantling, there emerges a narrative of women as falsely accusing men, rape as “drunken sex,” and the reporting of sexual violence as women changing their minds about “our last sleeping together was not quite right.” This rhetoric, along with the narrative that presumes that only women are raped, is disheartening as it negates all of the work survivors, activists, and academics have done to address violence against all genders. We are dismayed—nay, angered—that those responsible for enforcing regulations on violence on college campuses, such as Candice Jackson, the acting assistant secretary for civil rights at the Department of Education, would assert, publicly, a victim-blaming discourse. She not only discounts victims’ voices but also endorses an understanding of offenders as victims too, making survivors and the schools that try to hold the offenders accountable the “real” perpetrators. Bringing “claims” of rape or adjudicating such claims is to discriminate, the logic goes.

This shift in defining who our government must protect in cases of sexual assault is possible because rape itself—at least according to Ms. Jackson—is no longer the rape that activists defined and legislators later codified in sexual assault legislation, but rather the mere imaginings of a college woman recovering from drunken sex. Though Ms. Jackson later apologized for what she termed a “flippant” remark, the problem is that this remark reifies the victim-blaming culture within which survivors already must try to seek justice. Now, though, they must do so under official federal endorsement of a narrative in which women have regrettable sex and then men are falsely accused. The data, as presented in Addressing Violence Against Women on College Campuses, does not support this narrative. But of course there has long been rape deniers and widespread endorsement of rape myths (including the oft-repeated belief that rape victims lie) in our society. We did not imagine, however, that our government officials appointed to address sexual violence would publicly endorse such beliefs in this day and age.

We therefore join the call of the 50 organizations who recently demanded that Ms. Jackson reject her own comments publicly and consistently, as Fernanda Zamudio-Suaréz wrote about in The Chronicle of Higher Education, on July 20, 2017. And, in the face of Ms. Jackson’s comments, we need college administrators to continue to push their campuses to “do the right thing.” They must do everything that have been striving to do to prevent, respond to, and adjudicate violence, which may involve rejecting a call from the administration for reduced enforcement in the future. We also call upon college students to accelerate their incredible efforts to change the social climate on college campuses and directly confront and reject victim-blaming narratives.

Our concern for what will happen under this current administration—as researchers and women—is growing.  But we also believe in the power of many to eliminate violence against women. Historically, legislation about violence against women has followed from the tireless efforts of activists. We encourage students, faculty, and officials of institutions of higher education to be those activists that refuse to see harm done to college students on college campuses.

University-Community Partnerships for the Public Good: A Democratic Imperative

This week in North Philly Notes, Ira Harkavy, John Puckett, Matthew Hartley, Rita A. Hodges, Francis E. Johnston, and Joann Weeks, the co-authors of Knowledge for Social Changediscuss the importance and mutual benefits of local partnerships involving the university and the community. 

Martin Luther King used the phrase “fierce urgency of now” and called for immediate “vigorous and positive action” to end segregation and the unequal treatment of African-Americans. Given the severe dysfunction of the American political system—as well as many political systems throughout the world—vigorous and positive action is also required  at this time. In particular, universities have an increased and increasing responsibility to contribute to the advancement of knowledge and improvement of the human condition.

Colleges and universities, as former Harvard University President Derek Bok and others have emphasized, have become the central societal institutions in the modern world. The path to power and success for the vast majority of leaders in science, health care, business, law—indeed, in nearly every area of American life—passes through colleges and universities. They have become the primary engines of growth for an increasingly knowledge-based global economy. Colleges and universities have also come to play a key role in their local environments as anchor institutions. They possess enormous resources (especially human resources), develop and transmit new knowledge, educate for careers and advancement, function as centers of artistic and cultural creativity, and have a powerful influence on the norms, values, and practices of the pre-K–12 schooling system. They are catalysts and hubs for local and regional economies as employers, real estate developers, clients for area vendors, and incubators for business and technology.

In the past several decades, enlightened self-interest has prompted many colleges and universities to respond to external pressures from government, foundations, and public opinion by partnering in local community economic development efforts to help solve pressing problems including poverty, crime, violence, and physical deterioration. These partnerships also manifest a renewed commitment to the historic civic and democratic purposes of higher education.

Knowledge for Social Change_smIn Knowledge for Social Change, we focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey—as well as our own work at Penn’s Netter Center for Community Partnerships—to help create and sustain democratically engaged colleges and universities for the public good. We particularly highlight our model of university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more-democratic schools, communities, and societies.

We argue, however, that universities, including our own, have not fulfilled their promise.

What strategic step might help engage Penn, as well as other universities, to embrace that democratic vision actively as well as rhetorically? In one of his most important propositions, John Dewey stated, “Democracy must begin at home, and its home is the neighborly community.” Democracy, he emphasized, has to be built on face-to-face interactions in which human beings work together cooperatively to solve the ongoing problems of life. We are updating Dewey and advocating the following proposition: Democracy must begin at home, and its home is the engaged neighborly college or university and its local community partners. Neighborliness, we contend, is the primary indicator that an institution is working for the public good.

The benefits of a local community focus for college and university civic engagement programs are manifold. Ongoing, continuous interaction is facilitated through work in an easily accessible location. Relationships of trust, so essential for effective partnerships and effective learning, are also built through day-to-day work on problems and issues of mutual concern. In addition, the local community provides a convenient setting in which service learning courses, community-based research courses, and related courses in different disciplines can work together on a complex problem to produce substantive results. Work in a university’s local community, since it facilitates interaction across schools and disciplines, can also create interdisciplinary learning opportunities. Finally, the local community is a real-world learning site in which community members and academics can pragmatically determine whether the work is making a real difference and whether both the neighborhood and the institution are better as a result of common efforts.

For Dewey, knowledge and learning are most effectively advanced when human beings work collaboratively to solve specific, significant real-world problems in “a forked road situation, a situation that is ambiguous, that presents a dilemma, which poses alternatives.” Focusing on universal problems—for example, poverty, poor schooling, and inadequate healthcare—that are manifested locally is, in our judgment, the best way to apply Dewey’s brilliant proposition. A focus on local engagement is an extraordinarily promising strategy for realizing institutional mission and purpose.

“Only connect!” The powerful, evocative epigraph to E. M. Forster’s Howard’s End captures the essence of our argument—namely, that the necessary revolutionary transformation of research universities is most likely to occur in the crucible of significant, serious, sustained engagement with local public schools and their communities.

Knowledge for Social Change concludes by calling on democratic-minded academics to create and sustain a global movement dedicated to radically transforming research universities to realize Bacon’s goal of advancing knowledge for “the relief of man’s estate”—that is, the continuous improvement of humanity—as well as Dewey’s utopian vision of an organic “Great Community” composed of truly participatory, democratic, collaborative, and interdependent societies.

Temple University Press titles now available through Knowledge Unlatched

We’re pleased to announce the release of our latest round of titles available through Knowledge Unlatched.  The following books are now freely available on OAPEN and HathiTrust.

Hybridity, or the Cultural Logic of Globalizationby Marwan Kraidy

The intermingling of people and media from different cultures is a communication-based phenomenon known as hybridity. Drawing on original research from Lebanon to 1770_regMexico and analyzing the use of the term in cultural and postcolonial studies (as well as the popular and business media), Marwan Kraidy offers readers a history of the idea and a set of prescriptions for its future use.  Kraidy analyzes the use of the concept of cultural mixture from the first century A.D. to its present application in the academy and the commercial press. The book’s case studies build an argument for understanding the importance of the dynamics of communication, uneven power relationships, and political economy as well as culture, in situations of hybridity. Kraidy suggests a new framework he developed to study cultural mixture—called critical transculturalism—which uses hybridity as its core concept, but in addition, provides a practical method for examining how media and communication work in international contexts.

Just a Dog: Understanding Animal Cruelty and Ourselves, by Arnold Arluke

1837_regPsychiatrists define cruelty to animals as a psychological problem or personality disorder. Legally, animal cruelty is described by a list of behaviors. In Just a Dog, Arnold Arluke argues that our current constructs of animal cruelty are decontextualized—imposed without regard to the experience of the groups committing the act. Yet those who engage in animal cruelty have their own understandings of their actions and of themselves as actors. In this fascinating book, Arluke probes those understandings and reveals the surprising complexities of our relationships with animals. Just a Dog draws from interviews with more than 250 people, including humane agents who enforce cruelty laws, college students who tell stories of childhood abuse of animals, hoarders who chronically neglect the welfare of many animals, shelter workers who cope with the ethics of euthanizing animals, and public relations experts who use incidents of animal cruelty for fundraising purposes. Through these case studies, Arluke shows how the meaning of “cruelty” reflects and helps to create identities and ideologies.

Somalis in the Twin Cities and Columbus: Immigrant Incorporation in New Destinations, by Stefanie Chambers

In the early 1990s, Somali refugees arrived in Minneapolis and St. Paul, Minnesota. Later in the decade, an additional influx of immigrants arrived in a second destination of Columbus, Ohio. These refugees found low-skill jobs in

2435_regwarehouses and food processing plants and struggled as social “outsiders,” often facing discrimination based on their religious traditions, dress, and misconceptions that they are terrorists. The immigrant youth also lacked access to quality educational opportunities.In Somalis in the Twin Cities and Columbus, Stefanie Chambers provides a cogent analysis of refugees in Midwestern cities where new immigrant communities are growing. Her comparative study uses qualitative and quantitative data to assess the political, economic, and social variations between these urban areas. Chambers examines how culture and history influenced the incorporation of Somali immigrants in the U.S., and recommends policy changes that can advance rather than impede incorporation. Her robust investigation provides a better understanding of the reasons these refugees establish roots in these areas, as well as how these resettled immigrants struggle to thrive.

Influential sexologist and activist Magnus Hirschfeld founded Berlin’s Institute of Sexual Sciences in 1919 as a home and workplace to study homosexual rights activism and 2432_regsupport transgender people. It was destroyed by the Nazis in 1933. This episode in history prompted Heike Bauer to ask, Is violence an intrinsic part of modern queer culture? The Hirschfeld Archives answers this critical question by examining the violence that shaped queer existence in the first part of the twentieth century.  Hirschfeld himself escaped the Nazis, and many of his papers and publications survived. Bauer examines his accounts of same-sex life from published and unpublished writings, as well as books, articles, diaries, films, photographs and other visual materials, to scrutinize how violence—including persecution, death and suicide—shaped the development of homosexual rights and political activism. The Hirschfeld Archives brings these fragments of queer experience together to reveal many unknown and interesting accounts of LGBTQ life in the early twentieth century, but also to illuminate the fact that homosexual rights politics were haunted from the beginning by racism, colonial brutality, and gender violence.

Comprehending Columbine, by Ralph W. Larkin

On April 20, 1999, two Colorado teenagers went on a shooting rampage at Columbine High School. That day, Eric Harris and Dylan Klebold killed twelve fellow students and a teacher, as well as wounding twenty-four other people, before they killed themselves. Although there have been other books written about the tragedy, this is the first serious, impartial investigation into the cultural, environmental, and psychological causes of the Columbine massacre. Based on first-hand interviews and a 1846_regthorough reading of the relevant literature, Ralph Larkin examines the numerous factors that led the two young men to plan and carry out their deed. For Harris and Klebold, Larkin concludes, the carnage was an act of revenge against the “jocks” who had harassed and humiliated them, retribution against evangelical students who acted as if they were morally superior, an acting out of the mythology of right-wing paramilitary organization members to “die in a blaze of glory,” and a deep desire for notoriety. Rather than simply looking at Columbine as a crucible for all school violence, Larkin places the tragedy in its proper context, and in doing so, examines its causes and meaning.

Temple University Press and Libraries receive NEH grant to make out-of-print labor studies titles openly available

This week in North Philly Notes, we are proud to announce a grant Temple University Press and Temple Libraries received from the NEH.

Temple University Press and Temple University Libraries have received a grant from the National Endowment for the Humanities to make 25 to 30 out-of-print labor studies titles freely available online as part of the Humanities Open Book Program. The titles were selected based on their impact on and ongoing relevance to scholars, students, and the general public.

unnamedMary Rose Muccie, Director of Temple University Press, said, “The Press has long been a leading publisher of labor studies titles, many of which have gone out of print. We’re grateful to the NEH for their support as we make these titles available again without access barriers and help them to find new audiences.”

Joe Lucia, Dean of Libraries, added, “Temple University Press and Libraries welcome the opportunity to leverage our already strong relationship and partner on the digitization of these important titles. This is one in a series of projects that support our shared mission of making scholarship widely accessible.”

The books will be updated with new cover art and will include new forewords by experts in the field of labor studies that will place each book in its appropriate historical context. The selected titles reflect a range of disciplines, including history, sociology, political science, and education.

The digitized titles will be hosted on a custom project portal where readers will be able to download them in EPUB and PDF formats. A print-on-demand option will also be provided.

About Temple University Press
Founded in 1969, Temple University Press chose as its inspiration Russell Conwell’s vision of the university as a place of educational opportunity for the urban working class. The Press is perhaps best known as a publisher of books in the social sciences and the humanities, as well as books about Philadelphia and the Delaware Valley region. Temple was an early publisher of books in urban studies, housing and labor studies, organizational reform, social service reform, public religion, health care, and cultural studies. It became one of the first university presses to publish in what later became the fields of women’s studies, ethnic studies— including Asian American and Latino studies, as well as African American Studies.

About Temple University Libraries
Temple University Libraries serve as trusted keepers of the intellectual and cultural record—collecting, describing, providing access to, and preserving a broad universe of materials, including physical and digital collections, rare and unique books, manuscripts, archives, ephemera and the products of scholarly enterprise at Temple. We are committed to providing research and learning services, to providing open access to our facilities and information resources, and to fostering innovation and experimentation. The Libraries serve Temple’s students, researchers, teachers and neighbors on Main, Center City and Health Sciences Center campuses in Philadelphia and on our Ambler and Harrisburg campuses.

About The National Endowment for the Humanities

NEH Logo MASTER_082010Created in 1965 as an independent federal agency, the National Endowment for the Humanities supports research and learning in history, literature, philosophy, and other areas of the humanities by funding selected, peer-reviewed proposals from around the nation. Additional information about the National Endowment for the Humanities and its grant programs is available at: www.neh.gov.

Remembering the late TUP author Tom Regan

This week in North Philly Notes, we honor the late Tom Regan, who was the author or editor of several Temple University Press titles, including: Animal Sacrifices, Health Care Ethics, The Early Essays, The Thee Generation, and Elements of Ethics, among other titles.  

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Regan’s obituary (below) appeared in The Philadelphia Inquirer on February 17.

Tom Regan, the author of a noted book on animal rights and a professor emeritus of philosophy at NC State University, has died. Marion Cox Bolz, a spokesperson for the family, said Regan died Friday after a bout of pneumonia at his North Carolina home. Regan was 78.

Regan is known for “The Case for Animal Rights,” which is described on the web page http://www.tomregan.info as stating non-human animals bear moral rights. He wrote that a crucial attribute that all humans have in common, he argues, is not rationality, but the fact that each of us has a life that matters to us.

Regan is survived by his wife Nancy, son Bryan and daughter Karen and four grandchildren. Funeral arrangements are pending.

 

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