In this groundbreaking work, Patrice D. Rankine asserts that the classics need not be a mark of Eurocentrism, as they have long been considered. Instead, the classical tradition can be part of a self-conscious, prideful approach to African American culture, esthetics, and identity. Ulysses in Black demonstrates that, similar to their white counterparts, African American authors have been students of classical languages, literature, and mythologies by such writers as Homer, Euripides, and Seneca. Ulysses in Black closely analyzes classical themes (the nature of love and its relationship to the social, Dionysus in myth as a parallel to the black protagonist in the American scene, misplaced Ulyssean manhood) as seen in the works of such African American writers as Ralph Ellison, Toni Morrison, and Countee Cullen. Rankine finds that the merging of a black esthetic with the classics—contrary to expectations throughout American culture—has often been a radical addressing of concerns including violence against blacks, racism, and oppression. Ultimately, this unique study of black classicism becomes an exploration of America’s broader cultural integrity, one that is inclusive and historic. Outstanding Academic Title, Choice Magazine

The lumber industry employed more African American men than any southern economic sector outside agriculture, yet those workers have been almost completely ignored by scholars. Drawing on a substantial number of oral history interviews as well as on manuscript sources, local newspapers, and government documents, The Tribe of Black Ulysses explores black men and women's changing relationship to industrial work in three sawmill communities (Elizabethtown, South Carolina, Chapman, Alabama, and Bogalusa, Louisiana). By restoring black lumber workers to the history of southern industrialization, William P. Jones reveals that industrial employment was not incompatible - as previous historians have assumed - with the racial segregation and political disfranchisement that defined African American life in the Jim Crow South. At the same time, he complicates an older tradition of southern sociology that viewed industrialization as socially disruptive and morally corrupting to African American social and cultural traditions rooted in agriculture. William P. Jones is an assistant professor of history at the University of Wisconsin, Milwaukee. Barrett, Alice Kessler-Harris, David Montgomery, and Nelson Lichtenstein.

Multiprotocol Label Switching (MPLS) represents a powerful new solution for streamlining routing, accelerating packet delivery, and improving Quality of Service (QoS). In this book, leading networking consultant Uyless Black introduces every aspect of the MPLS protocol and reviews its most compelling applications.

A Spanish slave recounts his eight-year odyssey exploring the New World with Cabeza de Vaca.

A retelling of Homer's The Odyssey.

Like many black school principals, Ulysses Byas, who served the Gainesville, Georgia, school system in the 1950s and 1960s, was reverently addressed by community members as "Professor." He kept copious notes and records throughout his career, documenting efforts to improve the education of blacks. Through conversations with Byas and access to his extensive archives on his principalship, Vanessa Siddle Walker finds that black principals were well positioned in the community to serve as conduits of ideas, knowledge, and tools to support black resistance to officially sanctioned regressive educational systems in the Jim Crow South. Walker explains that principals participated in local, regional, and national associations, comprising a black educational network through which power structures were formed and ideas were spread to schools across the South. The professor enabled local school empowerment and applied the collective wisdom of the network to pursue common school projects such as pressuring school superintendents for funding, structuring professional development for teachers, and generating local action that was informed by research in academic practice. The professor was uniquely positioned to learn about and deploy resources made available through these networks. Walker's record of the transfer of ideology from black organizations into a local setting illuminates the remembered activities of black schools throughout the South and recalls for a new generation the role of the professor in uplifting black communities.