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African American Studies

The Discipline and Its Dimensions


Nathaniel Norment, Jr.

African American Studies: The Discipline and Its Dimensions is a comprehensive resource book that recounts the development of the discipline of African American Studies and provides a basic reference source for sixteen areas of knowledge of the discipline: anthropology, art, dance, economics, education, film, history, literature, music, philosophy, psychology, religion, sociology, political science, science and technology, sports and religion. African American Studies defines bodies of knowledge, methodologies, philosophies, disciplinary concepts, contents, scope, topics scholars have concerned themselves, as well as the growth, development, and present status of the discipline. African American Studies validates that African American Studies is a unique and significant discipline—one that intersects almost every academic discipline and cultural construct—and confirms that the discipline has a noteworthy history and a challenging future. The various bodies of knowledge, the philosophical framework, methodological procedures, and theoretical underpinnings of the discipline have never been clearly delineated from an African-centered perspective.

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African American scholars in our discipline owe much to the work of our intellectual predecessors and colleagues. I recognize and cite their contributions in my text and endnotes, but I have undoubtedly omitted some intellectual reference and credits over the long process of writing this textbook.1 Let me express my sincere gratitude to those scholars and sources whose works have contributed to this book. In preparing African American Studies: The Discipline and Its Dimensions, I have benefited from the work of many scholars in the various subject areas of the discipline. This book could not have been completed without the help and support of my colleagues, my students, and my family. Many of my colleagues, graduate and undergraduate students, and valued friends have given their enthusiastic support and sound advice throughout the development of this textbook. I am grateful to the many faculty and students who have written to me to offer suggestions that greatly improved this book. Thank you and I hope that you can see your contributions.

I also wish to thank the following colleagues who have reviewed some or all of this manuscript and for their suggestions that greatly improved this book: Russell Adams and Greg Carr (Howard University), Karanja Carroll (SUNY New Paltz), Daniel Black (Clark Atlanta University), Mario Beatty (Howard University), Dana King (Philadelphia School District), Jerome Brooks (The City College of CUNY), Aimee Glocke (University of California-Northridge), Terry Kershaw (University of Cincinnati), Abu Abarry, Wilbur Jenkins, Harrison Ridley, Frank Johnson,...

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