Spelman Narrative Analysis

In the article, “The War on Stupid People”, Freedman depicted the emphasis the society has placed on determining or facilitating human capacity has failed the less intelligent people. Freedman detailed his argument by providing evidence on how intelligence played a huge role in employment opportunities and academic performance. Moreover, he illustrated the issue of the economically disadvantaged/less intelligent, the current approach is flawed in the favoring the intelligent. He asserted with the evolution of the view of intelligence to the point as becoming a detrimental measure for human worth. He developed his main message by first established a neutral tone by providing statistical evidence of what a significant role intelligence has played,

Gerald Graff, a professor of English and education at the University of Illinois at Chicago, is analyzing the differences between those who are called street smart and the education system. With Graff’s level of education, the essay is composed using grammatical elements to point out the different positions of individuals. The essay’s organization captures the reader’s attention and focused on the points of view Graff is describing.

In lines 35-40, Fridman compares the anti-intellectualism in America to East Asian countries’ pro-intellectualism. Then later, In lines 41-46, Fridman provides another international comparison, but this time is he was comparing the amount of money earned by professors in other countries and the earnings of professional athletes in the US. Fridman suggests in these comparative examples that America is behind the pro-intelligence movement. He uses these examples to enhance his argument of why America should be more accepting to smart and curious students and also give the reader a sense of patriotism so that they will take pride in their country to solve the problem at hand. These connections to international situations help the reader understand and agree with his position. They add to the persuasiveness of the

The reading "Hidden Intellectualism" by Gerald Graff reflects views on being "street smart" and "book smart." He explains that society tends to associate people who are intelligent on solely being "book smart" and performing well in academics, rather than being street smart. He goes on to further explain that students perhaps can be intelligent on topics that interest them. Graff opens up the reading by giving his own personal experience on feeling torn between trying to prove that he was smart yet fearing that he was overdoing it. He was trying to prove that he learned just as much about the real world by reading his sports books and magazines as he would have if he had read the classic works of literature like most students in school. Essentially,

In her 2013 “Bowie State University Commencement Speech”, found in They Say/I Say, Michelle Obama, the current First Lady of the United States, uses several rhetorical strategies, including historical references and appeals to emotion and history, in order to drive her central message of the importance of education and the responsibly of her audience to deliver the legacy of education to the next generation. Throughout the piece, Obama relays a historical analysis of the progress made in education for African Americans, including an exploration of the toil and sacrifice made over the decades so that that progress could come to pass. She concludes by calling the graduating students to action to carry on the legacy of educational excellence that

Intellectualism is the factor of being intellect or intelligent. The idea of what it means to be educated can be interpreted many different ways by different people. Some think it’s having a 4.0 and going to Harvard, while others believe in the idea of having common sense. In the essay, “Hidden Intellectualism,” Gerald Graff reflects how lack of education is viewed negatively in society. On top of that, a question also lies what it means to educated. In order to be truly educated, a person should be well rounded not in just tests of intelligence, but the tests of life as well.

Gerald Graff’s essay “Hidden Intellectualism” contemplates the age-old idea that street smarts are anti-intellectual. However, as Graff points out, “schools and colleges are at fault for missing the opportunity to tap into such street smarts and channel them into academic smarts.” (244). What Graff means by this is that being street smart does not mean a person lacks intelligence. Rather, educational institutions need to find a way to effectively ‘tap into’ this different format of intellectualism to produce academic intelligence. Graff goes on to point out that society associates ‘weighty’ subjects, like Shakespeare and Plato, with intellectualism, but not less serious subjects, such as sports and video games. In consideration of this overlook

In "Outliers: The story of success", Malcom Gladwell explained and gave examples of ways to be successful. There are many ways that Gladwell mentioned, such as luck, practice, background, family, and culture. There are many more of course, but I will save time. There are three of which I think are the most important, these being Intelligence, Social Skills, and Location; and these are explanations as to why I think these are the most important.

Both Lucy Cobb Institute and Spelman Seminary are representations of the attempts to prepare southern women and girls for the New Century by using different philosophies created by the founders of each institution. Both institutions differentiated in the types of students that attended as well as the motivations of the students. Race, class, and ideology shaped secondary education, as well as how women saw their responsibilities as "leaders of their race". In Leaders of their Race, written by Sarah H. Case, the idea of race, respectability, and sexuality in Women's Education is thoroughly explored.

In Hidden Intellectualism article, Gerald Graff begins the article with talking about “street smart” and that not everyone have to be good in school to be considered smart. He also said that schools and colleges overlook the intellectual of street smart. For Gerald Graff he noticed that he had intellectual when he noticed that he was using reason and arguments to talk about sports with his friends. Then Graff moves to saying that Intellectuals is looked down at and that he was scared to show the intellectual side of him because he was worried of people bullying him but when he was talking about sport he was sharing his intellectual without anyone knowing. Graf mentioned that sports is more intellectual than school. Sports is full of challenging,

Last week, award winning investigative reporter Nikole Hannah-Jones visited Emerson to accept the President’s award for civic leadership. Jones is known for writing pieces about modern civil rights issues including modern coverage of the 1968 Fair Housing Act, the Black Lives Matters movement and the effects of the school desegregation busing programs placed in the 1970s.

Mary McLeod Bethune has been characterized as an educational paragon among educators and social activists alike for her intellectual legacy. The heroine of social justice worked tirelessly to defend the argument that the Negro was not academically inferior seeking and acquiring community support for political and academic endeavors. Mary McLeod Bethune & Black Women’s Political Activism’s design is to accomplish education for the Negro while altering the fundamental discrimination. Hanson’s central concept characterizes Bethune as a visionary that utilized passive-aggressive tactics to ultimately achieve her objective of securing funding for education the Negro.

Published in The Campus on March 18, 1965, Professor Korn describes his personal journey to support the cause of the civil rights marchers in Selma. He describes how he met other supporters and would band together along the way to Selma. When he reached Selma, he describes how he felt during Reverend James Reeb’s funeral march and the march that took place on March 9, 1965. Lastly, he describes seeing a hate broadcast condemning the Selma marchers as communist.

In the article, The Trouble with Coeducation: Mann and Women at Antioch, 1853-1860, Mann is viewed as the creator of one of the first coeducational colleges in the United States that promoted educational reform in women’s education. Women, who sought a liberal education, gathered from all over the country to attend Antioch College, but eventually, some became disenchanted as they felt limited in the subjects they could choose. Consequently, the women held demonstrations, demanded the right to speak in public about their cause, and fought against discrimination and inequality.

Fostering this both Black women’s empowerment and conditions of social justice within the academe can align with the movement that adequately addresses intersectionality of race, gender, and class, the Black feminist movement. While this theoretical framework has been studied in several fields of study, the black feminist movement within higher education is uncharted in the field of African American studies.