JUBILEE: The Black Counterpublic and Counterspace of the HBCU​ (September 17, 2025)

I. Opening

• RRs should be the equivalent of 500 words
• You have a 2-week grace period (3 weeks for RR1) w/o penalty and then D2L turns the work to "0"
• No late RRs can be emailed because I can't manage the layers of paperwork (i.e., "grading" happens on the D2L platform where everything is stored an organized)
• Remember to email your links to google slide or canva (with editor privileges) by noon on Tuesday before presentation. You can edit up until the moment you present.  The updates will automatically show.
• No RR on the day you present (it will be counted as extra credit if you do)
• "Point spreads for the "Book Exhibit Project" will be available next week

Sign-Up Sheet for Hype Panel Presentations

Sample of Undergrad Slide Presentation

Sign-Up Sheet for Black YAL Book

List of YA Books for the Course

PDF of Public-Facing Learning Guide

Link to Course Policies & Processes

Image Source: https://www.pbs.org/newshour/education/racial-unrest-historically-black-colleges-universities-seeing-spike-enrollment

II. Welcome to Beyoncé University: The Black Consciousness, Histories, and CounterSpaces of the HBCU

Renee O., Texas Christian University

---

Natali C., Texas Christian University

Beyonce University by Natali Coronado

---

Kellan H-P, Texas Christian University

From Brown v. Board to Beyoncé OFFICIAL PRESENTATION by Kellan Harrington-Pham

---

In 15 minutes, we can discuss any of the following: 

• The questions that your colleagues have framed on their slides
• Any comments and questions that you, as audience, might have

In closing: Are there any points of tension that you think might arise in a public presentation of this content (assume, for instance, that the author/their peoples you cite might be in the room)?

Image Source: https://stateofhbcus.wordpress.com/2013/08/26/heart-and-soul-of-the-movement-influence-of-historically-black-colleges-and-universities-on-the-civil-rights-movement/

III. HBCUs as CounterSpace and CounterPublic continued . .  .

(Finishing up from last week) Post-Reconstruction, Freedmen's Bureaus & Fugitive Literacies

---

Group 1

(Alexis and Katie)

Black Teachers/ HBCU Graduates: Rewriting Reconstruction (with an emphasis on South Carolina)

1. Read the linked data sheet in brown above (handouts also available) 
2. Summarize any main/important findings for your colleagues
3. Share any critical historical contexts
4. Address: How did these teachers understand themselves? How did these teachers understand the purpose of their HBCU education?  Why? 
5. Connect this group topic to what you chose to read for class

---

Group 2

(Chris, Kellan, Rachel)

JUBILEE!! Fisk University and the Early Archival Practices of HBCU Students

1. Watch the three videos below
2. Summarize any main/important findings for your colleagues
3. Share any critical historical contexts
4. Address: How did these early HBCU students and their teachers (most of whom were newly emancipated) understand themselves as students? As future teachers? As historians/archivists?  Why? 
5. Connect this group topic to what you chose to read for class

---

Group 3

(Amanda, Renee, Sarah)

Dr. Elwood Robinson, 13th Chancellor of Winston-Salem State University: The History and Importance of the HBCU Experience

1. Watch the video at the right (also linked above)
2. Summarize any main/important findings for your colleagues
3. Share any critical historical contexts
4. Address: How do HBCU university presidents/administrators understand their role?  Why?  
5. Connect this group topic to what you chose to read for class

---

Group 4

(Deja, Natali, Omar)

"Five Contributions HBCUs Have Made to Social Movements in America" Dr. Jelani M. Favors (link)

1. Read the linked essay in brown above (handouts also available)
2. Summarize any main/important findings for your colleagues
3. Share any critical historical contexts
4. Address: How and why have HBCU students made education, justice, and activism synonymous ... and moreso than any other college students?
5. Connect this group topic to what you chose to read for class

---

IV. Closing Writing & Discussion

The prolific Black Studies theorist, Fred Moten, argues that fugitivity involves Black people’s refusal to accept unjust standards and oppression. He calls fugitivity a kind of desire and spirit that is always dreaming of escape and transgression even when not achievable. Fugitivity embraces living on the outer edges, plays with what is considered improper, and does not compromise with racist regimes by rendering them as inevitable. Fugitive success is not always about annihilation of anti-black regimes though; it is also about cleverly and joyfully thwarting them from moment to moment (click here for more).