African American Research Center, Library, University of Illinois at Urbana-Champaign
Journal Title Details:
p. 146
Notes:
Also published as: Oliveira, Eliana de. Mulher negra, professora universitária: trajetória, conflitos e identidade. Brasília: Liber Livro Editora, 2006
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
104 p, The history of the favelas of Rio de Janeiro begins in the final years of the nineteenth century as Brazil transitioned from an empire to a republic. As the nation continued to undergo dramatic political changes throughout the course of the twentieth century, the slums of its second largest city grew in size and number, in turn experiencing significant changes of their own. Initially, these communities were loosely incorporated squatter settlements that sprang up organically in order to house internal migrants and itinerant laborers. As they became more numerous and increasingly populated by a burgeoning urban underclass, favela residents began to organize internally, forming associações de moradores, or residents’ associations.
Chicago: University of Chicago, Dept. of Anthropology
Location:
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
272 p., Analyzes the relations between macropolitical changes and the lives of people in Alcantara. Chapters detail: (1) the changing social, economic, and ecological lives of Alcantara's villagers; (2) the contested effects of recent multicultural governance in Brazil--specifically remanescentes das comunidades dos quilombos (escaped-slave descended communities); (3) how state-sanctioned experts in Alcantara help shape people's understanding of the region's deep social inequality; and (4) the circulation of rumors of US plans to undermine Brazil's space program and invade the Amazon forest.
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
240 p., Survey and focus group sampling of students in high achieving schools compared to lower achieving schools were used to examine why there are fewer black men graduating from high schools in New York City as well as high schools around the country compared to other groups of students. Race is disaggregated in order to look at the difference in achievement rates for African American, black Hispanic, African, and Afro-Caribbean men.
