Jack Johnson: Reluctant Hero of the Black Community

The difficulties which both White and Black Americans had with Jack Johnson, the first Black man to win the world heavyweight boxing championship, resulted from his status as a reluctant hero. Johnson was hated by White Americans for exhibiting a strong sense of individuality, for excelling in a sport that had previously been closed to men of his race, and for asserting his right to love the three White women whom he married. And although Black Americans admired his courage and felt vindicated by his success in the ring, they were troubled by the ways that Johnson’s uncompromising individuality distanced him from the Black community, and by the fact that White Americans used his behavior as an excuse to seek reprisals against that community. In particular, Black Americans were angered by Johnson’s relationships with White women. That anger was motivated, in part, by the same race prejudice that moved the White community to object to Johnson’s romantic and sexual preference for White women. However, the anger of the Black community was also a product of their fear that Johnson’s objective was to associate himself with those on the upper rungs of the racial hierarchy rather than to dismantle that hierarchy. Just as Albert Memmi warned that “[t]he first ambition of the colonized is to become equal to that splendid model [of the colonizer] and to resemble him to the point of disappearing in him. . . . [and that a] mixed marriage is the extreme expression of this audacious leap,”the Black community suspected that Johnson’s first allegiance was not to the oppressed racial community whose fortunes were significantly impacted by his behavior, but to himself - irrespective of how his individual desires affected that community

FINDING A CONSTITUTIONALLY PERMISSIBLE PATH TO SEX EQUALITY: THE YOUNG WOMEN\u27S LEADERSHIP SCHOOL OF EAST HARLEM

PANEL Two: CONSTITUTIONAL, STATUTORY, AND POLICY ISSUES RAISED BY ALL-FEMALE PUBLIC EDUCATIO

Breaking Into The Academy: The 2000-2002 \u3cem\u3eMichigan Journal of Race & Law\u3c/em\u3e Guide for Aspiring Law Professors

Once you have set your sights upon a career in law teaching you must determine how best to position yourself to obtain a job in the field. The answer is to write, publish, and otherwise bolster your credentials. Write as many papers with as many of your law school professors as you can; write onto a journal and have your article published; work as a research assistant for a professor and write with him or her; work for a judge and write bench memos and draft opinions; work for a public interest organization or a law firm and publish scholarship about the law you practice there. Whatever you do, write. In addition to providing proof of your interest in legal scholarship and supplying material from which you can fashion a job talk (a scholarly presentation that is a common feature of the interview process), writing with professors, judges, and lawyers will allow you to find mentors who will be able to vouch for your abilities when you need recommendations

Breaking into the Academy: The 1998-2000 \u3cem\u3eMichigan Journal of Race & Law\u3c/em\u3e Guide for Aspiring Law Professors

I was not very far into my law school experience when I realized that my professors had the best job in town-it took me quite a bit longer to discover that I, too, could get in on the deal. Do not misunderstand me-being a law professor is not easy. In fact, when done correctly, the job requires a tremendous amount of intellectual energy, emotional commitment, long hours, and hard work. However, if you enjoy writing, research, public speaking, and developing mentoring relationships, being a law professor could be the career for you. This Article, and the listings of helpful organizations and citations to other articles about law teaching that follow, are intended to help guide the law professor wannabe through the process of applying for a tenuretrack faculty position at a law school

Literacy Coaching for Instructional Change in Guided Reading: Navigating Form and Function

The purpose of this research was to examine how one teacher’s guided reading instruction evolved while engaged in a job-embedded professional development experience across the school year. The teacher taught and debriefed multiple guided reading lessons per visit with a literacy coach. The authors employed qualitative methods to analyze the transcripts from interviews and pre- and postconferences, written reflections, and field notes from the lessons. Findings demonstrate that the teacher shifted from being hyper-focused on the form of guided reading to the actual function of guided reading. Initially, she concentrated on text level, time and planning, and management, which the authors identified as attention to form; over time she gave more attention to the decision-making aspects and instructional opportunities that the authors identified as the function of guided reading. The findings further show how the social nature of the job-embedded professional development supported the teacher’s change in instructional practices