- University News Archive - 糖心Vlog传媒 Little Rock /news-archive/tag/barclay-key/ 糖心Vlog传媒 Little Rock Fri, 17 Dec 2021 14:30:26 +0000 en-US hourly 1 https://wordpress.org/?v=6.9.4 糖心Vlog传媒 Little Rock Public History Graduate Spotlight on Acadia Roher /news-archive/2021/12/17/acadia-roher-commencement/ Fri, 17 Dec 2021 14:30:26 +0000 /news/?p=80578 ... 糖心Vlog传媒 Little Rock Public History Graduate Spotlight on Acadia Roher]]> Why did you choose to study at 糖心Vlog传媒 Little Rock?聽 I chose to study at 糖心Vlog传媒 Little Rock because I didn鈥檛 want to move out of Little Rock. It was really important for my community work that I stayed here. There also aren鈥檛 that many programs in Arkansas available to get a master鈥檚 degree in public history. Dr. Barclay Key, a friend and neighbor who is a professor in the history department, encouraged me to apply. This was a really good option. What is the topic of your thesis? My thesis is titled, 鈥淯rban Renewal in Little Rock鈥檚 Dunbar Historic Neighborhood: A Walking Tour.鈥 I decided to do a project thesis. When working as a graduate assistant for the Center for Arkansas History and Culture (CAHC), the project I was most involved in was mapping renewal. We digitized and analyzed all of the materials that 糖心Vlog传媒 Little Rock has about mapping renewal in Little Rock and its impact on the city. I have been really interested in all the forces that shape our city, particularly in relation to segregation. The Dunbar neighborhood was the first urban renewal project in Little Rock that set the stage in Little Rock, so it felt like the best place to start. Who was your favorite professor or mentor? Dr. Marta Cieslak, from Poland, taught an incredible women鈥檚 history class. In all of our readings and discussions with her, the way that she brought out everyone in the classroom was absolutely incredible. What are some of the highlights from your college career? My graduate assistantship/internship at CAHC was the highlight from September of 2018 until September 2021. I got to do so many cool projects there, and they really saw it as an extension of our learning process. All of the GAs had meetings every week to grow and learn together academically. I feel like I walked away knowing what an archivist does and basically how to do every step that we would need to know. Were you involved in any community work or have a job? I was involved in a lot of community work, with the main one being public education. I think having democratic control of our schools is really important. The LRSD was under state control for five years starting in 2015, so I was a part of a group that was holding the state accountable for what was happening within the school district. We were pushing for them to hand over control back to the community. I also was a nonprofit consultant with contract work doing anything from facilitated meetings to a strategic planning process. What are you looking forward to after graduation? I will be making a big move to Maryland. I got a job at the Montgomery County planning department to be a historical research associate. We will be looking into racial covenants. Racial covenants were created when a subdivision developer would require that only white Americans could buy or rent certain properties. It still has a huge impact on our landscape today and how they continue to develop. Montgomery County is looking at this history to undo and repair some of the harm that was done. I鈥檓 looking forward to being in a new place, and this research is really important to me. I think this is the kind of work that needs to be happening all over the country. Where do you see yourself in 10 years? One of the reasons I鈥檓 moving to Maryland is because my sister just had a baby, and I really want to be close to her. So hopefully, I will have a 10-year-old nephew that I will be close to. I also want to get involved in housing justice work in Maryland, being there for my family, and making a living wage. Doing research or working as an archivist is something that matters and is meaningful to me. What is the best advice you were given or would like to give to new college students? If you have to write a paper that involves any kind of historic research, ask archivists and librarians. Don鈥檛 be afraid to ask the reference desk. What I鈥檝e learned from being at CAHC, people who work there know all these treasures that are waiting for students to find them. They’re difficult to come by on your own, but if you speak with an archivist, they’ll be ecstatic that you’re interested and will want to help you.]]> History professor to discuss 1967 Little Rock School Board crisis /news-archive/2018/03/05/history-professor-discuss-1967-little-rock-school-board-crisis-evenings-history-presentation-march-6/ Mon, 05 Mar 2018 17:06:46 +0000 /news/?p=69677 ... History professor to discuss 1967 Little Rock School Board crisis]]> After the 1957 desegregation of Central High School, a coalition of blacks and whites banned together to elect school board members who would comply with federal court orders and work to completely desegregate schools in Arkansas鈥 capital. To fulfill these requests, the school board hired a team of researchers from the University of Oregon to construct the most effective plan to fully desegregate the Little Rock School District. 鈥淭he Oregon plan ignited a controversy that threatened investments in white neighborhoods, reinvigorated segregationist sentiments, and permanently divided the city,鈥 said Dr. Barclay Key, professor of American History at the University of Arkansas at Little Rock. The school board鈥檚 attempts outraged the public, and the plan was eventually halted. In 1967, segregationists gained control of the school board, scrapped the plan that the previous board members had established, and for several years following, did little to comply with desegregation laws in order to maintain the status quo for middle and upper class whites. During his Evenings with History presentation, Key will discuss the Oregon plan, analyze the results of the 1967-68 Little Rock School Board elections, and interpret the long-term consequences for the city鈥檚 refusal to desegregate its schools. The talk will begin at 7:30 p.m. Tuesday, March 6, in the Ottenheimer Auditorium in the Historic Arkansas Museum, located at 200 E. Third St. in Little Rock. Refreshments will be served at 7 p.m. Key joined the 糖心Vlog传媒 Little Rock faculty in 2012 after teaching one year at Iowa State University and five years at Western Illinois University. He obtained his bachelor鈥檚 degree from the University of North Alabama, Master of Divinity from David Lipscomb University, and master鈥檚 and Ph.D. in history from the University of Florida. Key is the author of 鈥淩ace and Restoration: Churches of Christ and the African American Freedom Struggle,鈥 and has published chapters in two edited collections from the University Press of Florida. The Evenings with History series is sponsored by the University History Institute. 糖心Vlog传媒 Little Rock students may attend the event at no cost, but admission for faculty, staff, and community members depends on subscription to the institute. For more information, contact the Department of History at 501-569-3235.  ]]> 糖心Vlog传媒 Little Rock class investigates Elaine Massacre /news-archive/2018/02/21/barclay-key-investigates-elaine-massacre/ Wed, 21 Feb 2018 14:56:03 +0000 /news/?p=69495 ... 糖心Vlog传媒 Little Rock class investigates Elaine Massacre]]> In 1919, one of the deadliest racial conflicts in the country occurred in Elaine, Arkansas. Historians still do not know how many people died during the Elaine Massacre, a conflict with an estimated death toll ranging from 20 to more than 800. Barclay Key, associate professor of history at the University of Arkansas at Little Rock, and students in his 鈥淎ge of Reform鈥 class searched through U.S. census records during the fall 2017 semester in an attempt to identify potential victims of the Elaine Massacre and determine how many people were actually killed. Class participants include Rachel Barnes, Jessica Chaney, Caroline Cortinez, Norah Hamdan, Alex Martin, Maegan McClure, Anna Piker, Aaron Roberts, Paula Russell, Emily Simmons, Sydney Stranger, Madison Zaliski, and Kelly Zgleszewski. 鈥淓xtant sources do not agree on the scope of the massacre, and local officials at the time were indifferent to the black lives lost,鈥 Key said. 鈥淟ocal landowners, whose desire to eliminate union organizing sparked the massacre, immediately needed labor to harvest, so they minimized the violence and purposefully concealed what transpired.鈥 On Sept. 29, 1919, representatives of the Progressive Farmers and Household Union of America met with 100 African-American farmers at a church to discuss unionizing. When a group of white men interrupted the meeting, two white men were shot. The sheriff organized a posse. A mob of an estimated 500 to 1,000 white people stormed through Phillips County, killing black men, women, and children on sight. The governor called in 500 federal troops, who arrested nearly 260 black people. The federal troops were also believed to have taken part in the massacre, revealing another reason why the number of people killed in the massacre remains unknown. 鈥淚t seems likely that soldiers who were initially summoned to quell potential violence actually participated in the massacre,鈥 Key said. 鈥淭heir commander would not have wanted to report that his soldiers committed such atrocities.鈥 Nearly 100 years after the terrifying events of the Elaine Massacre, Key turned to U.S. census records since research into other historical records has been exhausted and still have not solved the mystery of the Elaine Massacre. 鈥淲e endeavored to compare and contrast the 1910 and 1920 censuses for one township in Phillips County,鈥 Key said. 鈥淲e basically wanted to know if the families identified in the 1910 census were still there in 1920. We wanted to make an initial effort to account for people in both censuses, one of the few remaining ways we might develop conclusive evidence regarding the scope of the massacre.鈥 Each student researched approximately 100 people from both censuses to attempt to discover the person鈥檚 status before and after the Elaine Massacre occurred.
Professor Barclay Key

Professor Barclay Key

Alex Martin, a junior history and American Sign Language major from Boyce, Louisiana, was horrified to discover that only 14 of the 96 people he researched were still living in Elaine during the 1920 census, while a further nine people may have been living in different parts of the country without their previous families. 鈥Some of those missing people could be justified with saying, 鈥楬e was already in his 80s and could have easily died from natural causes,鈥 or, 鈥楽he may have married and been listed under her married name in 1920.鈥 But I’m only telling myself those things because you want to find a little hope in something like that,鈥 Martin said. 鈥淚t鈥檚 definitely difficult to wrap your head around something on that scale happening when no one talks about it. The Elaine Massacre was a tragedy, and there was no reason for it other than racism.鈥 Martin is still haunted by the unknown fates of some of the people he researched, such as Eugenia Jones, who was 10 years old in 1910. 鈥淢ost of her family, eight out of 10 other people, were not in the 1920 census,鈥 Martin said. 鈥淎 Eugenia Jones, aged 20, was living in Lake Charles Ward 2, Louisiana, in 1920. 聽She was listed as the head of house’s niece. It could’ve been the same woman, sent to live with her nearest family, but I can’t prove it was.鈥 Although there are numerous reasons why a person might not appear in the 1920 census 鈥 misspelled name, marriage, moving to another town, death – many historical records have already been exhausted without providing an answer to the mystery of how many people died as a result of the Elaine Massacre. 鈥淪tudents discovered that they could not find the vast majority of the people from that one district in that one township,鈥 Key said. 鈥淩egardless of the circumstances, the fact that they could account for so few people from the vicinity of Elaine was a haunting discovery.鈥 Another student, Caroline Cortinez, a junior history major from Little Rock, found that out of the nearly 100 people she researched, only eight African Americans listed in the 1920 census were still living in the Elaine area in 1920. 鈥淚 can honestly say I had a vague memory of hearing about the Elaine Massacre, but I had no idea it was as bad as it was,鈥 Cortinez said. 鈥淚t鈥檚 depressing, but I think it鈥檚 imperative that students learn about this, especially since we live in Arkansas. I talked to my mom, and she didn鈥檛 even know about it, and a lot of people have that reaction.鈥]]> 糖心Vlog传媒 Little Rock offers unique course choices for spring 2018 /news-archive/2018/01/12/ua-little-rock-offers-unique-course-choices-spring-2018/ Fri, 12 Jan 2018 17:49:40 +0000 /news/?p=68992 ... 糖心Vlog传媒 Little Rock offers unique course choices for spring 2018]]> Anyone who is on the lookout for an interesting course to take during the spring 2018 semester has many options recommended by the professors of the University of Arkansas at Little Rock.聽 糖心Vlog传媒 Little Rock courses offer students the chance to create innovative products and learn how to market them as well as explore everything from art and architecture in London to how countries rebuild in the aftermath of civil war. 糖心Vlog传媒 Little Rock has courses for students interested in exploring unique career choices such as archaeology, costume design, forensic anthropology, and the military. Check out the following guide for choices that will satisfy an interest in the history of China, France, the U.S. as well as public health policies and the role of women in modern history. On Campus ANTH 3313: Archaeology 12:15-1:30 p.m. Mondays and Wednesdays by Krista Lewis This course is a gateway to so many opportunities to participate in uncovering clues from the past here in Arkansas and around the world. Some students from the class are selected to travel to Oman, where Dr. Lewis has been working on a medieval port city archaeological site. ANTH 4355/5355: Forensic Anthropology 1:40-2:55 p.m. and 3:05-4:20 p.m. Tuesdays and Thursdays by Kathryn King By examining skeletal characteristics, students will learn to estimate sex, age, and ethnic origin. They will also delve into how trauma, disease, fire, and time affect bones. This course is appropriate for anyone who plans to study anatomy, medicine, animals, and crime. ARHA 4310/5310: Special Topics, London: Art, Artists, and Society 1:40-2:55 p.m. Mondays and Wednesdays by Floyd Martin This course focuses on the city of London, its architecture, and visual arts and artists associated with the city, especially in the 18th century. GNST 2300: Intro to Gender Studies 12:15-1:30 p.m. Tuesdays and Thursdays by Rohn Muse This course discusses gender and how it is defined by people and societies. It takes a cross-cultural examination of gender identity and cultures in politics, economics, family, health, religion, and multiple other areas. HIST 3328: Modern France 11-11:50 a.m. Mondays, Wednesdays, and Fridays by Tom Kaiser France, America鈥檚 oldest ally, shares with the United States a strong republican tradition. Yet, where the U.S. had only one revolution and one constitution since the 18th century, France has had many. What accounts for this instability? 聽This course seeks the answers by tracking competing notions of the French nation since the French Revolution and their impact on French politics. HIST 3342: Modern China 1:40-2:55 p.m. Mondays and Fridays by Jeff Kyong McClain Do you know the story of Hong Xiuquan, self-proclaimed younger brother of Jesus, who started the world’s deadliest civil war? Or how about The Society of Righteous Fists, who could allegedly repel bullets with their mystical arts? This course will explore these and other mysteries of China. HIST 3356: The Gilded Cage, 1876-1900 9:25-10:40 a.m. Tuesdays and Thursdays by Carl Moneyhon This class examines major economic and demographic developments in the 1870-1900 period that helped to create modern America, industrialization, big business, and urbanization. It also explores the impact of these changes on American society, culture, ideas, politics, and foreign policy. Issues explored include the emergence of the Robber Barons, development of the middle and professional classes, realistic literature, professional politics, foreign adventures, and the Spanish American War. HIST 3358: Recent America 9-9:50 a.m. Mondays, Wednesdays, and Fridays by Barclay Key The course will invite students to examine the most important events in U.S. history, from World War II to the present. The course will discuss secret communiqu茅s between Japanese diplomats before the Pearl Harbor attack, the most effective protest strategies of the Civil Rights Movement, and explore the political philosophies of Presidents Ronald Reagan and Lyndon Johnson. Students will also analyze the most significant films and songs since 1940. HIST 4371: Women in World History Taught 11-11:50 a.m. Mondays, Wednesdays, and Fridays by Marta Cieslak Have you ever wondered why we talk about “women’s history” but never about “men’s history?鈥 This course explores this question and many other questions that the men who for centuries wrote, studied, and taught history refused to answer or even pose. We will examine how women around the world were exploited, abused, and restricted but also how they resisted, ruled, and controlled their own destiny. A complex network of social, political, and economic factors that shaped women’s experiences will guide this investigation throughout the last five centuries of “women’s history.” IFSC 4302/5302: Strategies for Innovation 6-8:40 p.m. Thursdays by Dan Berleant and Linda Holzer This course examines strategies for developing innovative products. Topics include how to choose promising problems that are ripe for innovative solutions, how to generate multiple ideas for solving these problems, how to select the most promising solutions, and how to sell your solution to potential partners, managers, and investors. MSCI 1101: Leadership 1 and Leadership II 10-11:50 a.m. Wednesdays by Major Eric Weatherman MSCI 1101 Leadership I (10-10:50 a.m.) emphasizes the importance of communication, decision making, and the understanding of human behavior in leadership situations. MSCI 1101 Leadership II (11-11:50 a.m.) is a continuation of Leadership I and focuses on leadership development and basic tactical skills. Both courses are required for students who want to qualify for college scholarships through the ROTC program, but any student can take the courses as one-hour electives. ROTC is a college and university-based program for training commissioned officers of the U.S. Armed Forces.
PHIL 3375: Environmental Philosophy 3:05-4:20 p.m. Mondays and Wednesdays by Keith Robinson
This course will examine philosophical accounts of value in the context of the “Anthropocene,” a period in which humans have impacted the climate, species diversity, and the very geology of the planet. We will consider some of the most difficult moral issues that face us today, including population, food, climate change, pollution, and the loss of species life.
PHIL 4388: Truth (Seminar in Metaphysics/Epistemology)
1:40-2:55 p.m. Mondays and Wednesdays by Jan Thomas
What does it mean to say that a claim is true? The answer seems straightforward, but it may not be. Do facts presuppose certain points of view? Are there alternative facts? Some suggest that there really is no such thing as truth, or that to say a claim is true is merely redundant, a linguistic shortcut, or a kind of social arm-twisting. This course will examine a variety of theories of truth to attempt to sort out these and other issues. POLS: 4365/INTS 3321: Peace building and Post-Conflict Reconstruction 12:15-1:30 p.m. Mondays and Wednesdays by Eric Wiebelhaus-Brahm This course examines the challenges of rebuilding social, political, and economic institutions in the aftermath of civil war. When peace processes are being negotiated or one side emerges victorious, politicians, rebels, activists, victims, and the general public must decide how society is to move on. The international community, too, likely has some interest in the outcome of the conflict. Building peace first requires understanding the factors that gave rise to conflict. The course begins by briefly exploring the literature on the causes of civil war before examining the politics of war-to-peace transitions. From there, discussion will be a range of issues that frequently must be dealt with during the rebuilding process, including disarmament, demobilization, and reintegration of fighters; rule of law capacity building; post-conflict justice; and economic reconstruction. Finally, there will be a review of the state-of-the-art in terms of how the international community can play a constructive role in promoting lasting peace in conflict-affected societies. SOCI 4365: Sociology of Organizations 10-10:50 a.m. Mondays, Wednesdays, and Fridays by Kinko Ito This course will examine how organized groups, jobs, and environments affect the social world and how people relate to each other. The course will explore intriguing questions many of us have pondered. Why is my boss so incompetent? How is a political party different from a cocktail party? Why do so many instances of ofkaroshi (death from too much work) take place in Japan? This course is important for anyone who exists within an organization, which is all of us. THEA 2310: Costume Techniques 10-11:15 a.m. Mondays and Wednesdays by Donald Bolinger The course is aimed at sewing construction for the stage but has practical applications for any beginning sewer. The course consists of two major projects; a sample bag project where numerous machine and hand-sewing techniques are practiced and utilized to realize a finished carry-all bag, and a final garment project where the student uses skills learned in the sample bag process to cut, construct and finish a complete garment of their choice. Online: HHPS 7310: Theoretical Foundations in Health Education This online graduate course taught by Amar Kanekar discusses diverse health behavior change theories and their applications in health education and public health. Weekend: PADM 7331: Public Health Policy Feb. 2-4 and March 2-4 by Nichola Driver This graduate course in public health policy will be taught over two weekends in February and March. The course will review the U.S. healthcare system, its components, the social determinants of health, public health disparities, and other key health policy challenges. It will focus on the major health policy institutions and important issues that cut across institutions, including the federal/state financing programs. ]]>