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Royce, racism and the colonial ideal: white supremacy, imperialism, and the role of assimilation in Josiah Royce's Aberdeen address -- Race questions and the Black problem: Royce's call for British administration as a solution to the Black peril -- No revisions needed: historicizing Royce's provincialism, his appeal to the white man's burden, and contemporary claims of his anti-racism -- On the dark arts: the ethnological foundations of Royce's idealism as derivative from Joseph Le Conte's 'southern problems'; or the evolutionary basis of Royce's assimilationist program

Unlike many Black-specific disciplines in the academy (Black psychology, Black history, etc.), Black philosophy never completely forged a unique conceptual framework separate from American and continental philosophical traditions. Instead the field has continued to define its validity to the extent that Black authors extend the thought of white philosophers toward race. This epistemic convergence, or the extent to which Black theory converges with established white philosophical traditions and white racial sensibilities, continues to misguide many of the current philosophical techniques of Africana thought. Because this practice is so dominate, it has made current scholarship in African American and Africana thought derelict, in the sense that all investigations into Blackness are normatively and hence ideologically driven and not culturally relevant to the actual lives of Africana people.

AbstractRace‐neutral philosophies often depend on the illusion of a universal humanist orientation. This philosophical position, while common, often misses what is concretely at stake in the diagnosis and analyses of anti‐Black racism in the United States. This article argues that racism is part of a deliberate strategy of academic philosophy to keep the discipline white. When one considers the demographic underrepresentation of Blacks compared to other groups in the academy, the use of universal pretenses to negate the experiences of racial minorities, and the sociological realities of race and racism in America, academic philosophy emerges as one of many ideological stratagems used to deny the realities of death and dying in our society. The authors argue that race neutrality and colorblindness cloak the societal consequences and disciplinary practices that allow segregation, violence, and anti‐Black death to continue unabated.

AbstractThe current white supremacist racial order in America fundamentally relies on fear and pain to shape the subjectivities of Black people in childhood. This violence is most visible when enacted by police officers against unarmed Black youth. A less visible yet more pernicious form of racist violence against Black children is exercised by community proxies such as Black teachers and parents. Annual government reports reveal that Black children are more likely to be injured or killed by their parents than by police. In this paper we inquire as to why, despite the many Black writers who have described parental violence as an intergenerational re‐enactment of the violence of slavery, and despite decades of research on the harms of hitting children, social theorists have not analyzed how Black parents can serve as proxies for white supremacist violence. We argue that Black parenting culture has in many ways internalized the white supremacist view that corporal punishment is required to instill the discipline necessary to spare Black youth from police violence and incarceration. We conclude that until social scientists foreground the voices of Black youth in their studies, rather than adults, our ability to understand and confront the reproduction of white supremacist violence will be impeded. We argue that the physical punishment of children in Black families is an aspect of the legacy or "afterlife" of slavery. We contend that this omission persists because Black youth voices are absent from social analysis on the issue of physical punishment, existing only in clinical studies divorced from macro‐sociological analysis, and we discuss how this omission occurred as a matter of scholarly history.

This collection invites us to think about how African-descended men are seen as both appealing and appalling, and exposed to eroticized hatred and violence and how some resist, accommodate, and capitalize on their eroticization. Drawing on James Baldwin and Frantz Fanon, the contributors examine the contradictions, paradoxes, and politico-psychosexual implications of Black men as objects of sexual desire, fear, and loathing. Kitossa and the contributing authors use Baldwin's and Fanon's cultural and psychoanalytic interpretations of Black masculinities to demonstrate their neglected contributions to thinking about and beyond colonialist and Western gender and masculinity studies. This innovative and sophisticated work will be of interest to scholars and students of cultural and media studies, gender and masculinities studies, sociology, political science, history, and critical race and racialization. Contributors: Katerina Deliovsky, Delroy Hall, Dennis O. Howard, Elishma Khokhar, Tamari Kitossa, Kemar McIntosh, Leroy F. Moore Jr., Watufani M. Poe, Satwinder Rehal, John G. Russell, Mohan Siddi

Frontmatter -- Contents -- Acknowledgements -- Foreword -- Notes on Contributors -- 1 Introduction -- I History and Context of African American Studies -- 2 Danny Glover: Memories from 1968 -- 3 Pedagogy and Decolonization: Historical Refl ections on Origins of Black Studies in the United States -- 4 Toward Radical Pan-African Pedagogy and Civic Education -- 5 The "Field and Function" of Africana Studies: Insights from the Life and Writings of W. E. B. Du Bois -- II African American Studies: Theories and Methodologies -- 6 African American Studies: Discourses and Paradigms -- 7 Afrocentricity and Africology: Theory and Practice in the Discipline -- 8 Revisiting White Privilege: Pedagogy in Black Studies -- 9 Social Science Research in Africana Studies: Ethical Protocols and Guidelines -- 10 Africana Studies and Oral History: A Critical Assessment -- III Social Responsibility, Service Learning and Activism -- 11 Africana Studies and Community Service: Using the STRENGTH Model -- 12 Africana Studies and Civic Engagement -- 13 Danny Glover and Manning Marable: Activism Through Art and Scholarship -- 14 Contemporary Women of the African Diaspora: Identity, Artistic Expression and Activism -- IV Selected Areas of Scholarship in the Discipline -- 15 He Wasn't Man Enough: Black Male Studies and the Ethnological Targeting of Black Men in Nineteenth-Century Suffragist Thought -- 16 Reading Black Through the Looking Glass: Decoding the Encoding in African Diasporic Literature -- 17 Diversity and Representations of Blackness in Comic Books -- 18 Black Athletes and the Problematic of Integration in Sport -- 19 African American Music: The Ties That Bind -- 20 Afrofuturism and the Question of Visual Reparations -- 21 The Black Studies Movement in Britain -- Index