I recently attended a conference about the state of African American studies at the Shomburg Center in New York City. Many of the panels were a traditional array of graduate students and professors presenting their own research. But several innovative panels discussed pedagogy in African American studies. I was thrilled by a presentation in which a professor spoke about how she was working through including New York City’s recent immigrant groups in her more traditional syllabus for African American history classes. The recognition that history has an important and complex relationship with the present and the future is integral if we as educators want to keep history “active.”
I was less than thrilled however when the next day I listened to a room full of professors complain about how they are “terrified” for today’s youth because they have no political activism, no sense of their community’s history, and even no taste in music. What is the world coming to when our students are listening to Willow Smith’s “Whip My Hair”? The End Is Nigh!! This discussion bothered me on two levels; it indicated that these professors had no sense of their own past (isn’t this the same thing your parents were saying about you when you were growing your hair long and listening to Rock and Roll and Funk?) and it reeked of the kind of mentality that makes history as inactive as possible for our students. Continue reading
Slavery was one of the grossest violations of human rights and dignity in human history. It permeated, at one time or another, every inch of the globe: from the sugar plantations, and mines of the Americas, to the harems of the Ottoman Empire and the armies of the Sokoto Caliphate, slavery was an incredibly diverse and global institution. 
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Do laptops have a place in the lecture hall? An ongoing debate has raged over whether they do. At York University, the on-campus newspaper Excalibur 
