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Title
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<h3><strong>Diversity in Public Service (D-1)</strong></h3>
Description
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<strong><em>"If we cannot now end our differences, at least we can help make the world safe for diversity."</em></strong><br /> <br />- John F. Kennedy <br /> <br /> Age, economic, educational, ethnic, gender and racial diversity are important issues playing out at every level of the civic sphere. Changes in demographic characteristics of populations necessitate appropriate diversification in the public service workforce in order to build a more egalitarian society. Wherever possible, administrators in every public organization responsible for the delivery of public goods and services should ideally reflect the composition of the populations that they serve. The same applies to firefighters, and law enforcement officers and other front-line employees in the public service such as nurses, teachers, and public transportation employees.<br /> <br />Reflecting the diversity of the population in the public workforce communicates to the public that their interests are being understood because people very much like them will be the ones assisting and interacting with them regarding their concerns and applications for public service. There is a general belief that people feel most comfortable with people just like themselves and expect to be better understood by their own kind.<br /> <br />Another important reason for diversity in public service is that it imports diverse perspectives on issues and therefore diverse approaches to problem solving and conflict resolution. Diversity in public service also fosters collaboration and cooperation across the different groups that comprise the population.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Booker T. Washington
Subject
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Political and Educational Leader
Description
An account of the resource
<p><strong><em>Living is the art of loving. Loving is the art of caring. Caring is the art of sharing. Sharing is the art of living. If you want to lift yourself up, lift up someone else.<br /><br /></em></strong>- Booker T. Washington<br /><br /></p>
<p><span style="font-weight:400;">Booker T. Washington (April 5, 1856- November 14, 1915), born Booker Taliaferro, is particularly notable for his role in founding the Tuskegee Institute of Alabama. By advocating for the education of freed African slaves in America, Washington paved the way for generations of underserved Americans. He argued that both theoretical and vocational training would help these exploited individuals to attain full freedom. The people that Washington was able to uplift through his devotion to education and teaching, remind us of the important public service role that teachers play in our communities. </span></p>
<p><span style="font-weight:400;">Washington was not raised with a formal or traditional educational path. Much of Washington’s early education was self-administered. Upon realizing that Washington was a keen learner, his mother bought him a book, which he used to teach himself to read and write. (Biography 2017) However, when Washington’s family moved to West Virginia following emancipation, he was given occasional lessons by the wife of his father’s employer. During his time living in Malden, he once wrote that “there was not a single member of my race who could read.” (Booker) He later walked to Virginia to attend the Hampton Institute, a school which was established to educate freed slaves. Along with traditional academic subjects, he was also trained in the industrial trades, such as carpentry and agriculture. The Hampton Institute was led by General Samuel C. Armstrong, who held the belief that training African Americans in industrial fields would enable them to gain new economic freedoms. This belief was passed down from Armstrong to Washington. (Gardner 1975)</span></p>
<p><span style="font-weight:400;">Soon after graduating from the Hampton Institute, Washington began teaching at the school. Throughout his years there, he developed a close relationship with Armstrong, leading the latter to eventually invite Washington to help him establish a new school, the Tuskegee Institute. Washington took what he learned at the Hampton Institute with him when developing the new institute’s curriculum, intertwining academic courses with “occupational training” (Frantz 1997, 88 ). Along with this, Washington also added to the curriculum, lessons on “character building and the inculcation of middle-class values” (Gardner 1975, 505). The goal of the Tuskegee Institute was to give African American individuals the tools to support themselves successfully in the hostile environment of the Jim Crow South. </span></p>
<p><span style="font-weight:400;">Washington created the curriculum at Tuskegee so that it focused on three main components: academic classes, industrial shops, and theory classes which would connect with the industrial classes (Generals 2000). As the school grew, the departments they offered grew with it, and eventually Tuskegee had a Mechanical Department and an Industries for Women Department. Soon, the school was able to offer courses in agriculture, brickmaking, printing, wagon-building, and even shoe-making (Gardner 1975). Tuskegee began as a very small school located in one building, but over the course of one year, it grew into a hundred acre lot, allowing the institute to accommodate far more students. In its first few years, the institute was funded by the Hampton Institute’s treasury, and by the selling of bricks that Tuskegee students created. </span></p>
<p><span style="font-weight:400;">All of this work centered on Washington’s belief that, in order to fix the racial problems in the United States, the black community needed to focus on education and economic independence. While Washington strongly believed that vocational education was the best way to achieve these goals, there were many who disagreed with this pedagogical model, the most notable being W.E.B. DuBois. DuBois was another prominent black intellectual of the 20th century, who, contrary to Washington, believed that focusing on vocational education only served to lead African Americans back into a life of servitude. DuBois believed that in order for African Amerians to gain full freedom, they had to “obtain social and economic equality through the education of an elite few who could hold their own in the social and political maneuverings of the day.” (Frantz 1997, 89) Even though both men advocated for the full liberty of African descendants in America, they held very different ideas about how that liberty could be grasped. </span></p>
<p><span style="font-weight:400;">While the Tuskegee Institute did largely focus on vocational education and its importance, graduates of the school went on to work successfully in a multitude of fields. Twenty years after the school initially opened in 1902, graduates were found working in various fields, such as education and medicine. Many graduates went on to pursue further education via graduate school, and some even continued on to open their own schools in the south. One notable graduate of the school, Russell C. Calhoun, went on, along with his wife, to found the Robert Hungerford Industrial School. This school educated and boarded students in grades 6-12, and also offered both academic and vocational courses. </span></p>
<p><span style="font-weight:400;">Unfortunately, Washington did not live long enough to see the racial issues in the United States lessened. Not only did official segregation outlive him by fifty years, but even over one hundred years after his death, we continue to witness deeply rooted racial injustices in the United States. After a long life of teaching and serving his community, Booker T. Washington passed away in 1915. Washington remained principal at Tuskegee up until his death. His legacy lives on at Tuskegee, which has evolved into what is known today as Tuskegee University. Tuskegee University has continued to be one of the United States’ Historically Black Colleges and Universities (HBCUs).<br /><br /><strong>Sources: <br /><br /></strong></span></p>
<ol start="1906"><li><span style="font-weight:400;"> Booker T. Washington. Black and White Print. Place: Subcollection: Archives, Repository: Division of Rare and Manuscript Collections, Cornell University Library, Archival Location: Collection #4600 Box 60. </span>https://library-artstor-org.ezproxysuf.flo.org/asset/SS35197_35197_19448605<span>. </span></li>
</ol><ol start="1945"><li><span style="font-weight:400;"> Radio program transcript (Page 3). text, image/jpeg, transcripts. Place: Bronx Community College Archives. </span>https://library-artstor-org.ezproxysuf.flo.org/asset/SS7731922_7731922_12222273.<span> </span></li>
</ol><p><span style="font-weight:400;">“Robert Hungerford Preparatory High School,” 2018. Abandonedfl.com, </span><span style="font-weight:400;">https://www.abandonedfl.com/robert-hungerford-preparatory-high-school/</span><span style="font-weight:400;"> (accessed 13 June 2021) </span></p>
<p><span style="font-weight:400;">Biography. “Booker T. Washington,” 2017. Biography.com, </span><span style="font-weight:400;">https://www.biography.com/activist/booker-t-washington</span><span style="font-weight:400;"> (accessed 11 June 2021). </span></p>
<p><span style="font-weight:400;">"Booker T. Washington." In </span><i><span style="font-weight:400;">Contemporary Heroes and Heroines</span></i><span style="font-weight:400;">. Vol. 2. Detroit, MI: Gale, 1992. </span><i><span style="font-weight:400;">Gale In Context: Biography </span></i><span style="font-weight:400;">(accessed June 10, 2021). </span><span style="font-weight:400;">https://link.gale.com/apps/doc/K1607000273/BIC?u=mlin_b_suffuniv&sid=bookmark-BIC&xid=8f</span> <span style="font-weight:400;">f267a9.</span></p>
<p><span style="font-weight:400;">Frantz, Nevin R. “The Contributions of Booker T. Washington and W.E.B. DuBois in the Development of Vocational Education” </span><i><span style="font-weight:400;">Journal of Industrial Teacher Education </span></i><span style="font-weight:400;">34, no. 4 (1997): 87-91 </span></p>
<p><span style="font-weight:400;">Gardner, Booker T. “The Educational Contributions of Booker T. Washington” </span><i><span style="font-weight:400;">Journal of Negro Education </span></i><span style="font-weight:400;">44, no. 4 (Autumn, 1975): 502-518 </span></p>
<p><span style="font-weight:400;">Generals, Donald. “Booker T. Washington and the Progressive Education: An Experimentalist Approach to Curriculum Development and Reform” </span><i><span style="font-weight:400;">Journal of Negro Education </span></i><span style="font-weight:400;">69, no. 3 (Summer, 2000) 215-234 </span></p>
<p><span style="font-weight:400;">Lewis, Theodore. “Booker T. Washington’s Audacious Vocationalist Philosophy” </span><i><span style="font-weight:400;">Oxford Review of Education </span></i><span style="font-weight:400;">40, no. 2 (2014) 189-205 </span></p>
<p><span style="font-weight:400;">Tuskegee University. “Dr. Booker Taliaferro Washington Founder and First President of Tuskegee Normal and Industrial Institute”. Tuskegee.edu, </span><span style="font-weight:400;">https://www.tuskegee.edu/discover-tu/tu-presidents/booker-t-washington</span><span style="font-weight:400;"> (accessed 13 June 2021). </span></p>
<p><span style="font-weight:400;"><strong> </strong></span></p>
<br /><strong>Further Reading:</strong><br /><p><span style="font-weight:400;">Harlan, Louis R. “Booker T. Washington and the White Man’s Burden” </span><i><span style="font-weight:400;">The American Historical Review </span></i><span style="font-weight:400;">71, no. 2 (January 1966) 441-467. </span></p>
<p><span style="font-weight:400;">Harlan, Louis R. “The Secret Life of Booker T. Washington” </span><i><span style="font-weight:400;">The Journal of Southern History </span></i><span style="font-weight:400;">37, no. 3 (August 1971) 393-416.</span></p>
<p><span style="font-weight:400;">Marable, W. Manning. “Booker T. Washington and African Nationalism” </span><i><span style="font-weight:400;">Phylon </span></i><span style="font-weight:400;">35, no. 4 (1974) 398-406. </span></p>
<p><span style="font-weight:400;">Washington, Booker T. “The Afro-American in the South” </span><i><span style="font-weight:400;">New York Evangelist </span></i><span style="font-weight:400;">66 no. 41 (oct. 10, 1895): 24. </span><span style="font-weight:400;">https://blackfreedom.proquest.com/the-afro-american-in-the-south-booker-t-washingtons-speech /</span></p>
Creator
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Kaitlin Whalen
Date
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1944-1945
Format
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First photo - Booker T. Washington. <br /><br />Medium: Drawing <br /><br />Second photo - Painting. <br /><br />Medium: Oil on Canvas.
Identifier
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Booker T. Washington, Education, African-Americans, Tuskegee, Reformer, Civil Rights
Relation
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Link: <a href="http://americanart.si.edu/collections/search/artwork/?id=12362.">Booker T. Washington</a> <br /><br />Link: <a href="https://americanart.si.edu/artwork/booker-t-washington-legend-11561">Booker T. Washington Legend</a>
Publisher
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William H. Johnson
Contributor
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William H. Johnson
Language
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English
Type
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Artwork
Coverage
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Historic
African-Americans
Booker T. Washington
Civil Rights
Education
Reformer
Tuskegee