Academic journal article Journal of Pan African Studies

The Black Campus Movement: An Interview with Ibram H. Rogers

Academic journal article Journal of Pan African Studies

The Black Campus Movement: An Interview with Ibram H. Rogers

Article excerpt

Karanja Keita Carroll (carrollk@newpaltz.edu) is currently an Assistant Professor of Black Studies at the State University of New York at New Paltz. He holds an MA and PhD in African American Studies from Temple University. His teaching and research interests include: intellectual history within Africana Studies, the disciplinary structure of Africana Studies, the contributions of Cheikh Anta Diop to African-centered thought, African/Black Psychology, African-centered Social Theory and African-centered Theory & Methodology. His publications have appeared in the Journal of Pan African Studies, Journal of the International Society of Teacher Education, Critical Sociology and Race, Gender & Class. He is also Associate Editor of The Journal of Pan African Studies (JPAS).

Ibram H. Rogers (www.ibram.org) is an assistant professor of Africana Studies at the University at Albany, SUNY. He is the author of the award-winning national study of black student activism entitled, The Black Campus Movement: Black Students and the Racial Reconstitution of Higher Education, 1965-1972. He has forthcoming or published twelve essays on the Black Campus Movement, black power, intellectual history, and Africana Studies in books and leading journals, including the Journal of Black Studies, Journal of Social History, Journal of African American Studies, The Journal of African American History, and The Sixties: A Journal of History, Politics and Culture. He has resided as a research fellow at the Library of Congress, the Rutgers Center for Historical Analysis, the Lyndon B. Johnson Library & Museum, and in Chicago through the Black Metropolis Research Consortium. He earned his doctorate in African American Studies at Temple University. Currently, he is working on two book projects: The White Studies Saga: Scientific Racism Before Black Studies (monograph) and Malcolm's Children: A History of Black power in New York (edited collection).

Karanja Keita Carroll (KKC): Thank you very much for taking the time out of your busy schedule to participate in this interview. As a new scholarly voice on the social and intellectual history of Africana/Black Studies, it is an honor to have you participate in this interview with the Journal of Pan African Studies (JPAS) on your recent publication The Black Campus Movement: Black Students and the Racial Reconstitution of Higher Education, 1965-1972 (2012).

Ibram H. Rogers (IHR): It is truly an honor to be interviewed by JPAS. I know that a host of thoughtful, dedicated, progressive scholars read this journal and I am excited about the chance to engage them. I hope I am able to shed some more light on the book, my labor of love the last five years.

KKC: This text is a much-needed contribution in the areas of the social history of Black students and the intellectual history of Africana/Black Studies. Can you explain to our readers why you wrote this text and what is/was your intended contribution to literature within Africana history and more broadly, Africana Studies?

IHR: I wrote this text to fill a glaring hole in the literature. Despite a growing number of campus studies of black student activism in the late 1960s and early 1970s, no one had produced a national study. It was a gargantuan task incorporating hundreds of campus stories into a national picture. But I felt it was vitally needed for a number of different reasons. First, I felt black student activism in the late 1960s had been overshadowed in the literature by black student activism in the early 1960s, and in the late 1960s by anti-war student activism and black power off-campus activism. Second, I felt it was necessary to share the complex context for the rise of Africana Studies in the late 1960s. Africana Studies rose on the backs of students, student activists who pressed for a series of demands to make their education politically and culturally relevant to them as students and their communities. …

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