The following is an excerpt from Erica Lorraine Williams’s chapter “Niara Sudarkasa: Inspiring Black Women’s Leadership” in The Second Generation of African American Pioneers in Anthropology edited by Ira E. Harrison, Deborah Johnson-Simon, and Erica Lorraine Williams.

Remembering Niara Sudarkasa

Pioneering cultural anthropologist Niara Sudarkasa has traveled to twenty-seven African countries and conducted research in West Africa, the Caribbean, and the United States. Her research interests have included West African trade and migration, anthropology and development, the roles of African women, African and Caribbean immigration to the United States, African and African American family organization, race and ethnicity, and diversity, equity, and excellence in higher education. Born in 1938 as Gloria Marshall in Ft. Lauderdale, Florida, she adopted the name Niara—an adaptation of a Swahili word meaning “woman of high purpose.” Her choice of this name is fitting, considering how she has earned nearly twenty fellowships, grants, and awards, more than seventy-five civic and professional awards, and honorary degrees from a dozen colleges and universities.

Sudarkasa has long been recognized for her many “firsts.” She was the first black woman to teach at New York University and the first African American woman to teach anthropology at the University of Michigan. In her twenty years at the University of Michigan, she was the first African American woman to earn tenure in the arts and sciences, become full professor, head an academic center, and become the associate vice president for academic affairs. In 1972, at the age thirty-four, she became one of the youngest people to be elected to the executive board of the American Anthropological Association (AAA). From 1987 to 1998, Sudarkasa served as the president of historically black Lincoln University. This chapter explores Sudarkasa’s trajectory as a scholar, advocate, and higher education administrator, and describes her contributions to scholarship on feminist anthropology, gender and migration, black women’s leadership, and extended families in the African diaspora.

Niara Sudarkasa was born to seventeen-year-old Rowena Marshall and raised by her maternal grandparents, who had migrated to Florida from the Bahamas. Her mother “picked beans, scrubbed floors and worked in a dry-cleaners most of her life to send her four children to college” (Sudarkasa, “Don’t Write Off Thomas”). Her grandfather was a farmer and her grandmother was a housewife. Sudarkasa’s upbringing in an extended family, where financial responsibility and decision making was shared between her mother and grandparents, most likely fueled her later research interest in extended families in the African diaspora. Sudarkasa started school at the age of five and skipped the sixth grade. She reflected, “My mother assumed that we were all going to go to college. She was very keen on our going. So were my grandparents and my teachers at Dillard High School, which was the only school that black children could attend in Ft. Lauderdale.”

In 1953, at age fifteen, Sudarkasa entered Fisk University on a Ford Foundation early entrant scholarship. Sudarkasa majored in English at Fisk, but transferred to Oberlin College in 1956 after participating in a domestic exchange program. Sudarkasa’s time at Oberlin introduced her to the anthropology of Africa and the African diaspora. In a course with George E. Simpson, she was amazed to discover that the esus (practice of pooling money together) that she witnessed in the Bahamian community in South Florida were cultural legacies from the Yoruba people. Another course introduced her to topics such as polygyny, polyandry, patriarchy, and matriarchy. She reflects on the impact Simpson had on her career trajectory: “I was really fascinated by the courses that I had with George Simpson, who had been a student of Herskovits and had done his research in the Caribbean—that’s when I learned a lot about the African cultures that had survived in the New World.”

In 1957, she graduated from Oberlin College at the age of eighteen in the top 10 percent of her class. Sudarkasa pursued her master’s and doctoral degrees in anthropology at Columbia University. Her decision to apply to Columbia was largely motivated by the fact that her mother had moved to New York a few years earlier. Interestingly, she described the process of applying to graduate school as one that was shrouded in mystery: “I didn’t know a lot about getting into graduate school. When I decided I wanted to go, nobody at Oberlin gave me any advice about it. I thought if I go to Columbia, I could always stay with my mother if I didn’t get a scholarship.” She was awarded a scholarship for tuition, lived with her mother, and worked part time in the registrar’s office. Influenced by the work of Melville Herskovits, Sudarkasa’s master’s thesis focused on the historical influences of African and European mutual aid associations on benefit societies in the West Indies. . . . Sudarkasa benefited from having Eliott Skinner as her research supervisor. She says, “I didn’t feel discouraged from studying Africa, because Elliott Skinner was at Columbia. . . . He encouraged me to do research in Africa as opposed to the Caribbean.” Skinner pointed out that before she could study the diaspora, she must first know the continent.

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We are pleased to announce that Dockworker Power: Race and Activism in Durban and the San Francisco Bay Area by Peter Cole was a co-winner of the Philip Taft Labor History Book Award, awarded by the Labor and Working-Class History Association (LAWCHA) and the Cornell ILR School. From the award announcement:

Dockworker Power: Race and Activism in Durban and the San Francisco Bay Area offers a powerful story while detailing a lesser-known chapter in American labor history. Peter Cole supplies us with an innovative comparative study examining dockworkers in Durban, South Africa, and San Francisco, California, illuminating their similar struggles as waterfront laborers and the different ways they worked as union activists to improve labor conditions under the threat of containerization.  Simultaneously, Cole points out how the two groups participated in transnational political and social movements, fighting against apartheid and American racism while also struggling for racial equality within their unions.

Congrats, Peter!

We are pleased to announce the winner of the 2019 LAWCHA (Labor and Working Class History Association) Gutman Prize!

Congratulations to Alina R. Méndez, whose dissertation titled “Cheap for Whom? Migration, Farm Labor, and Social Reproduction in the Imperial Valley-Mexicali Borderlands, 1942-1969” will be published in the Working Class in American History Series at the University of Illinois Press.

LAWCHA encourages the study of working people, their lives, workplaces, communities, organizations, cultures, activism, and societal contexts. It aims to promote a diverse and cross-cultural understanding of labor and working-class history. And it encourages innovative, theoretically-informed and interdisciplinary approaches.

The dissertation prize is named in honor of the late Herbert G. Gutman, a pioneering labor historian and a founder of the University of Illinois Press’s Working Class in American History Series. LAWCHA hopes that the spirit of Gutman’s inquiry into the many facets of labor and working-class history will live on through this prize.

Congratulations Alina! We look forward to publishing your book. 19

Other recent winners of the Gutman Prize include:

We are pleased to announce that Media, Geopolitics, and Power: A View from the Global South by Herman Wasserman was named Book of the Year by the Global Communication and Social Change division of the International Communication Association (ICA). The award was announced at the annual meeting of the ICA in Washington, DC, May 24-28. The award is granted to a book that provides a major contribution to research on issues of production, distribution, content and reception of communication at global, “glocal,” transnational, transcultural, international, and regional levels.

Congrats, Herman!

Erika K. Jackson is an associate professor of history at Colorado Mesa University. She recently answered some questions about her book, Scandinavians in Chicago: The Origins of White Privilege in Modern America.


Q: Why did you decide to write this book?

I have a complicated identity as an adopted child raised in a family with a strong Swedish-American heritage. I would always get asked if I was Swedish, and when I told people that I was at least Scandinavian according to my adoption records, there was always a sense of intrigue and recognition of racial privilege. In my early twenties, I worked at the Swedish American Museum and Center as a museum intern and felt even closer to my (adopted) ancestors, which led me to investigate the origins of ethnic privilege I recognized when speaking with people from a contemporary perspective about my ethnic roots. When first reviewing the secondary literature in researching my book, I was struck by the notion that many scholars focused on the privileges Americans granted Scandinavians during the late nineteenth and early twentieth centuries, but it was almost as if there was a hesitation among some writers to be forthright in their assertions. Based on my lived experience, as well as primary source research, I knew I had stumbled upon a new direction of focus, especially as whiteness studies was becoming more prominent during the mid-2000s.

Q: Who were your biggest influences?

I had the immense opportunity to work with some of the individuals who had the greatest impact on my book, including Lisa Fine and Dag Blanck. Lisa was my graduate advisor at Michigan State who modeled excellence as a scholar and seasoned educator in women and gender studies and labor history. Dag saw potential in my work early on and has become an important mentor, most recently inviting me this past November to participate in a seminar on the future direction of Swedish-American studies at the Swedish Embassy in Washington D.C. and George Washington University. In my research, my greatest influences in regard to the history of race and ethnicity are Matthew Frye Jacobson, Thomas Guglielmo, and Russell Kazal, while Gail Bederman, Ruth Frankenberg, and Joanne Meyerowitz’s works helped me to integrate whiteness and gender into my study. From a more pointed perspective on Scandinavian American history, the scholarship produced by Catrin Lundström, Jørn Brøndal, Dag Blanck and Philip J. Anderson, Arne Lunde, and Joy Lintelman inspired me to rethink the direction of the field.

Q: How did you conduct research for your book?

 Research for my book took me across the country and the Atlantic Ocean and was the most fulfilling part of the process. Early in the process, I traveled to Växjö, Sweden, as part of a scholar exchange and did some initial research at the Swedish Emigrant Institute. After that, I began the bulk of my work in Chicago at the Newberry Library, Kenilworth Historical Society, the Chicago History Museum and the Swedish-American Archives of Greater Chicago at North Park University before receiving the Dagmar and Nils William Olsson fellowship at the Swenson Swedish Immigration Research Center at Augustana College. In the early stages of my research, I knew I wanted to provide more of a balance between the voices of women and men in locating the origins of white privilege with Scandinavians in Chicago, but ultimately the sources I found guided the direction of the project. Over the years, I became more interested in the influence of newspapers on both Americans and Scandinavians, which took me to Pacific Lutheran University’s Archives and Special Collections and back to the Newberry to focus more closely on the foreign language and english language presses in Chicago and the Midwest. Research is still what I love to do the most and find great joy in discovering long-forgotten sources.

Q: What is the most interesting discovery you made while researching and writing your book?

There were two major discoveries that come to mind – those types of sources that historians gasp out loud when found in a quiet archive. The first was the image that begins the introduction to my book taken from a Chicago Daily Tribune article published on January 19, 1908 that asked, “Will the World’s Most Beautiful Woman Be Found in Sweden or Norway?” The article said everything that I wanted my book to convey, that Nordic whiteness was a concept created by Scandinavians and parlayed in American newspapers and popular culture. It was assumed that, of course, the most beautiful woman in the world would be located out of these two countries, regardless of the fact that the article discussed an international beauty contest. The second major discovery is featured in chapter two, “Vikings and Dumb Blondes,” which I believe is one of the first “dumb blonde” jokes published in the popular American satirical magazine, Puck, in 1909. The origin of the joke focused on the lack of intelligence among Scandinavian domestics, where a fortune teller tells a patron that there will be “a wreck in your home” caused by a blonde woman. The audience’s initial response is to sexualize the insinuation, that a blonde woman would cause marital disharmony, but instead, the patron indicates that the so-called wreck had already occurred when the “new Swedish maid” let the dumb-waiter fall, breaking all the dishes.

Q: What myths do you hope your book will dispel or what do you hope your book will help readers unlearn?

Ultimately, I hope to dispel the myth of the hierarchy of race constructed by “race scientists” like William Ripley, Joseph Deniker, and Madison Grant, which continues to drive race consciousness in America to this day. As I argue in the conclusion to my book, Nordic whiteness is the ultimate position of unquestioned racial hegemony to this day. This is one of many reasons why, I believe, that people are utterly fascinated by my adopted ethnic background. One of the first questions I am always asked is, “if you’re Swedish, why do you have brown hair?” These myths of race extend beyond perceptions of Nordic whiteness to apply to any racial or ethnic distinction we have created as a society over our history to negotiate identity.

Q: What is the most important idea you hope readers will take away from your book?

 I hope for my readers to come away with a better understanding of the ways in which race was socially constructed over our nation’s history. It may be a bit utopian, though my ultimate goal is for readers to have an appreciation of their own racial and ethnic background – adopted or not – and learn to embrace it if they have not already. Finally, I invite my readers to always use a critical eye when consuming newspapers and other media outlets.

Q: What do you like to read/watch/or listen to for fun?

The topic of my next book is taking a completely different direction in historical focus to investigate the experience of girlhood in the 1990s and the influence of white privilege on the third wave. Because research is joyful to me, I like to immerse myself in the popular culture of the 1990s to help shape the direction of my study. I listen to quite a bit of feminist rock by Bikini Kill, Bratmobile, and Hole; watch movies and television shows focused on the perspective of “girls” like My So-Called Life and Felicity; and read Sassy and zines from that period. I live in Colorado, so in my spare time I try to get outdoors and into the mountains as much as possible.

As part of the special blog tour in honor of Mark Saunders, we celebrate the generosity our staff demonstrates toward every student who walks through our doors.

Over the last year and a half, our newly formed internship committee has worked hard to grow and support a comprehensive internship program. We have expanded opportunities to undergraduate and graduate students in the region who wish to gain experience in academic publishing with the mission of increasing diversity and inclusion in the industry. By all measures, our staff’s efforts in this area have been a great success. We have continued to support paid staff positions and long-term internships, built a variety of opportunities for single semester practicums, and hosted several two-hour career exploration “field trips” during the academic year.

Staff involvement in these efforts has been incredible. An astonishing 80% of our staff members (representing every Press department) have volunteered their time in some way over the last twelve months to support the many elements of our growing program. Eleven staff members currently serve on the internship committee. Many staff members have met one-on-one with students for informational interviews. Others have shared their career histories during group field trips from the graduate college and the English department. Three-quarters of the staff have attended at least one monthly professional development lunch. And a large number serve as direct supervisors for student staff and interns – offering their years of expertise to those just beginning to explore the wide diversity of careers in publishing.

Spring semester 2019 was a high point in our collective efforts. A record 18 students were in the building on a regular basis, ranging from paid staff in marketing and journals to our third “Round-the-Press” intern. We hosted an additional two graduate students in April for an innovative one day “immersive” internship experience designed in collaboration with the Graduate College. Beginning in late April, I had the pleasure of speaking with eight students as they wrapped up their time with us. One student had interned in our art department for two years designing book covers and marketing materials; five students from the iSchool spent the semester working on special projects; and one undergrad was leaving her paid position in the IT department. Each was invited to share the positive aspects of their experiences and make suggestions for the future. I was delighted – though not surprised – that no matter the length of time these students had worked with us, each and every one of them identified the openness and generosity of our staff as a highlight of their experience.

Thank you to each and every U of I Press staff member who has given of their time and expertise to help introduce a new generation of people to the world of academic publishing!

By Julie Laut, Outreach and Development Coordinator

 

Join us October 4-5 on the University of Illinois Urbana-Champaign campus for conversations on past and present student activism in honor of our new book by Michael Metz, Radicals in the Heartland: The 1960s Student Protest Movement at the University of Illinois. 

October 4–5, 2019

Friday Keynote:

Lae’l Hughes-Watkins, University Archivist at the University of Maryland College Park, and co-founder of Project STAND (Student Activism Now Documented), which focuses on documenting student activism among historically marginalized communities.

Saturday Sessions:

Radicals in the Heartland: Reflections on the 1960s Protest Movement

Moderator: Michael Metz (BA ’70), author of Radicals in the Heartland

Panelists: Vern Fein (MA ’65), Vince Wu (MS ’66), and Vic Berkey

Documenting Student Activism: The Role of the Archive

Moderator: Ellen Swain, UIUC Student Life and Culture Archives

Panelists: Jessica Ballard, UIUC Archives, and Lae’l Hughes-Watkins, University Archivist, University of Maryland

Illinois Student Activism: Past and Present

Moderator: TBD

Panelists: TBD

 

CHECK OUT THESE RELATED EVENTS IN AND AROUND URBANA-CHAMPAIGN!

Friday, October 4

Walking Tour of Key Anti-Vietnam War Demonstration Sites

Location: Meet on the South Patio (Quad side) of the Illini Union (1401 W. Green St.)

Start time: TBD

Join Vic Berkey (SFS and SDS leader) and Vern Fein (MA ’65) (Committee to End the War and SDS leader) for a FREE guided one-hour walking tour of some of the key sites of anti-Vietnam War demonstration sites on the University of Illinois campus. Some sites may require participants to navigate steps. Contact Vern Fein for more information.

Contact: Vern Fein (vernfein@gmail.com)

 

Saturday, October 5        Check back soon for more related events!

 

Learn more here.

Co-sponsored by: The University of Illinois Press and the University of Illinois Archives

Questions? Contact Julie Laut, University of Illinois Press, jlaut2@illinois.edu

If sport provides a powerful lens through which social norms are produced, reproduced, and challenged, sports media compose key mechanisms through which these meanings are built and communicated. As studies of sports media gain momentum in the humanities and social sciences, this field-defining series will feature humanistic research that explores and critiques sports media’s significance, uses, and power.

Studies in Sports Media will bridge the gap between media studies and sports studies by paying attention to sport’s history, politics and particularities while probing the industrial, political, commercial, and aesthetic contexts that shape media’s production, circulation, and consumption. Books in the series will make important scholarly interventions while exhibiting the clarity, accessibility, and liveliness that nonacademic audiences expect.

Humanistic approaches to sports media analyze media industry, text, and public engagement in historic context. From “traditional” broadcast outlets to “new” media applications, sports media represent a rare site of broad public struggle over questions of community and identity. From the constant churn of SportsCenter to smartphone apps and talk radio, to team logo-wear as haute couture, fantasy gaming, and league appeals to corporate citizenship, sports media are an increasingly inescapable part of everyday life. 

The series’ editors encourage submissions that present humanistic approaches to the study of sports media as provocative and significant interventions by which to consider historic and contemporary questions of community, identity, “interactivity” and engagement, industry, text and context.

Single-authored monographs and edited collections will be considered for inclusion in the series.

Inquiries and proposals can be sent to Daniel Nasset: dnassett@uillinois.edu

SERIES EDITORS

Victoria E. Johnson is Associate Professor in the Department of Film and Media Studies and Ph.D. Program in Visual Studies at the University of California, Irvine, where she is also affiliated faculty in African American Studies. Her publications focus on U.S. television history, cultural geography, and critical race theory with current work examining the cultural history of U.S. television through the lens of sports media, and the marketing of sports culture to a post-Title IX generation of women. http://www.faculty.uci.edu/profile.cfm?faculty_id=4927

Travis Vogan is Assistant Professor in the School of Journalism & Mass Communication and the Department of American Studies at the University of Iowa.  His research focuses on the intersections among U.S. sports media’s cultural history, industrial contours, and institutional politics. He is the author of Keepers of the Flame: NFL Films and the Rise of Sports Media (2014) and ESPN: The Making of a Sports Media Empire (2015). http://clas.uiowa.edu/sjmc/people/travis-vogan

The semester has finally ended and that means it’s time to catch up your TBR pile. To help you stock your shelves, we’re having a summer sale!

June 3-14, use Promo Code SUMMER on our website to get 40% off all books! That’s right, all books! And all formats too. So whether you prefer ebooks, paperbacks, or hardcovers, the promo code will work for all of them.

Happy Reading!

 

 

The following is a guest post from intern Laura Coby, a graduate student in English at the University of Illinois at Urbana-Champaign. For the past three years, we’ve partnered with the English department to provide a graduate student a comprehensive experience of scholarly publishing. Students start in journals, and then move through acquisitions, editorial, design, and production, and marketing. Read Laura’s reflections on the process below to learn more.

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Throughout my undergraduate and graduate career, I have worked in many of the departments involved in running an academic press—editorial, production, design, and even some small-scale marketing. However, these isolated experiences were all performed at separate presses.  When I heard about the Round-the-Press internship, I became very excited at the prospect of seeing how all the various departments come together to work as a unit.

I began my internship in the Press’s journals department. During this stage of my internship, I performed mostly editorial tasks, such as prepping files for the copyeditor with type-marking codes and revising page proofs. I was overwhelmed and highly impressed by the amount of journals that come out of the UI Press and how efficiently each stage of the publishing process is facilitated with each publication.

I moved next to acquisitions, where my internship began to mimicking the life cycle of a book. During the acquisitions portion of my internship, I gained an understanding of how books are acquired by the UI Press. I went over manuscript proposal material and peer review packets with acquisitions editors, and they highlighted ideal qualities of each. I also attended internal and transmittal meetings—giving me a better idea of acquisitions’ role in the grand scheme of things. Because this was the department I had the least experience with, I held several informational interviews with the acquisitions editors to provide a better understanding of what the day-to-day workload is like.

The EDP (editorial, production, and design) portion of my internship began in editorial. Here, I copyedited partial manuscripts, copyedited marketing copy, edited an index, and checked a set of revised page proofs. From there, I went to production where I used InDesign to typeset the interior of a book. Afterwards, I revised the page proofs for that title to ensure there were no style errors. I, then, moved to design where I learned some of the ins and outs of Photoshop—culminating in my design of a back cover for one of our books. My favorite parts of working in EDP were the incredibly tangible tasks I was given to complete; I felt a sense of accomplishment producing work that would benefit the department.

The last stage of my internship landed me in marketing. I learned a great deal about all of the different avenues for promoting and selling scholarly books. I wrote and edited copy for book covers and the catalog for the season. I also pulled quotes from reviews for promotional materials and wrote a blog post for one of our titles. I really enjoyed ending my internship in marketing because—as I traveled through my internship—I was able to see marketing’s influence through an acquisitions or EDP lens, and now, I could finally see all of the other departments through a marketing lens, tying the whole experience together.

Through my experience with the Round-the-Press internship, I have been able to sharpen previous publishing skills and learn new ones. This internship has allowed me to paint a picture of how each department at an academic press works together to form one, cohesive operation and has increased my excitement of future publishing opportunities to come.

–Laura Coby