As Mississippi's attorney general from 1956 to 1969, Joe T. Patterson led the legal defense for Jim Crow in the state. He was inaugurated for his first term two months before the launch of the Sovereignty Commission--charged ""to protect the sovereignty of Mississippi from encroachment thereon by the federal government""--which made manifest a century-old states' rights ideology couched in the rhetoric of massive resistance. Despite the dubious legal foundations of that agenda, Patterson supported the organization's mission from the start and served as an ex-officio leader on its board for the rest of his life. Patterson was also a card-carrying member of the segregationist Citizens' Council and, in his own words, had ""spent many hours and driven many miles advocating the basic principles for which the Citizens' Councils were originally organized."" Few ever doubted his Jim Crow credentials. That is until September 1962 and the integration of the University of Mississippi by James Meredith. That fall Patterson stepped out of his entrenchment by defying a circle of white power brokers, but only to a point. His seeming acquiescence came at the height of the biggest crisis for Mississippi's racist order. Yet even after the Supreme Court decreed that Meredith must enter the university, Patterson opposed any further desegregation and despised the federal intervention at Ole Miss. Still he faced a dilemma that confronted all white southerners: how to maintain an artificially elevated position for whites in southern society without resorting to violence or intimidation. Once the Supreme Court handed down its decision in Meredith v. Fair, the state attorney general walked a strategic tightrope, looking to temper the ruling's impact without inciting the mob and without retreating any further. Patterson and others sought pragmatic answers to the dilemma of white southerners, not in the name of civil rights but to offer a more durable version of white power. His finesse paved the way for future tactics employing duplicity and barely yielding social change while deferring many dreams.

Contributions by Sarah Archino, Mario J. Azevedo, Katrina Byrd, Rico D. Chapman, Helen O. Chukwuma, Tatiana Glushko, Eric J. Griffin, Kathi R. Griffin, Yumi Park Huntington, Thomas M. Kersen, Robert E. Luckett Jr., Floyd W. Martin, Preselfannie W. McDaniels, Dawn McLin, Laura Ashlee Messina, Byron D'Andra Orey, Kathy Root Pitts, Candis Pizzetta, Lawrence Sledge, RaShell R. Smith-Spears, Joseph Martin Stevenson, Seretha D. Williams, and Karen C. Wilson-Stevenson, and Monica Flippin Wynn Redefining Liberal Arts Education in the Twenty-First Century delves into the essential nature of the liberal arts in America today. During a time when the STEM fields of science, technology, engineering, and math dominate the narrative around the future of higher education, the liberal arts remain vital but frequently dismissed academic pursuits. While STEAM has emerged as a popular acronym, the arts get added to the discussion in a way that is often rhetorical at best. Written by scholars from a diversity of fields and institutions, the essays in this collection legitimize the liberal arts and offer visions for the role of these disciplines in the modern world. From the arts, pedagogy, and writing to social justice, the digital humanities, and the African American experience, the essays that comprise Redefining Liberal Arts Education in the Twenty-First Century bring attention to the vast array of ways in which the liberal arts continue to be fundamental parts of any education. In an increasingly transactional environment, in which students believe a degree must lead to a specific job and set income, colleges and universities should take heed of the advice from these scholars. The liberal arts do not lend themselves to the capacity to do a single job, but to do any job. The effective teaching of critical and analytical thinking, writing, and speaking creates educated citizens. In a divisive twenty-first-century world, such a citizenry holds the tools to maintain a free society, redefining the liberal arts in a manner that may be key to the American republic.

As Mississippi's attorney general from 1956 to 1969, Joe T. Patterson led the legal defense for Jim Crow in the state. He was inaugurated for his first term two months before the launch of the Sovereignty Commission - charged ""to protect the sovereignty of Mississippi from encroachment thereon by the federal government"" - which made manifest a century-old states' rights ideology couched in the rhetoric of massive resistance. Despite the dubious legal foundations of that agenda, Patterson supported the organization's mission from the start and served as an ex-officio leader on its board for the rest of his life. Patterson was also a card-carrying member of the segregationist Citizens' Council and, in his own words, had ""spent many hours and driven many miles advocating the basic principles for which the Citizens' Councils were originally organized."" Few ever doubted his Jim Crow credentials. That is until September 1962 and the integration of the University of Mississippi by James Meredith. That fall Patterson stepped out of his entrenchment by defying a circle of white power brokers, but only to a point. His seeming acquiescence came at the height of the biggest crisis for Mississippi's racist order. Yet even after the Supreme Court decreed that Meredith must enter the university, Patterson opposed any further desegregation and despised the federal intervention at Ole Miss. Still he faced a dilemma that confronted all white southerners: how to maintain an artificially elevated position for whites in southern society without resorting to violence or intimidation. Once the Supreme Court handed down its decision in Meredith v. Fair, the state attorney general walked a strategic tightrope, looking to temper the ruling's impact without inciting the mob and without retreating any further. Patterson and others sought pragmatic answers to the dilemma of white southerners, not in the name of civil rights but to offer a more durable version of white power. His finesse paved the way for future tactics employing duplicity and barely yielding social change while deferring many dreams.

Contributions by Sarah Archino, Mario J. Azevedo, Katrina Byrd, Rico D. Chapman, Helen O. Chukwuma, Tatiana Glushko, Eric J. Griffin, Kathi R. Griffin, Yumi Park Huntington, Thomas M. Kersen, Robert E. Luckett Jr., Floyd W. Martin, Preselfannie W. McDaniels, Dawn McLin, Laura Ashlee Messina, Byron D'Andra Orey, Kathy Root Pitts, Candis Pizzetta, Lawrence Sledge, RaShell R. Smith-Spears, Joseph Martin Stevenson, Seretha D. Williams, and Karen C. Wilson-Stevenson, and Monica Flippin Wynn Redefining Liberal Arts Education in the Twenty-First Century delves into the essential nature of the liberal arts in America today. During a time when the STEM fields of science, technology, engineering, and math dominate the narrative around the future of higher education, the liberal arts remain vital but frequently dismissed academic pursuits. While STEAM has emerged as a popular acronym, the arts get added to the discussion in a way that is often rhetorical at best. Written by scholars from a diversity of fields and institutions, the essays in this collection legitimize the liberal arts and offer visions for the role of these disciplines in the modern world. From the arts, pedagogy, and writing to social justice, the digital humanities, and the African American experience, the essays that comprise Redefining Liberal Arts Education in the Twenty-First Century bring attention to the vast array of ways in which the liberal arts continue to be fundamental parts of any education. In an increasingly transactional environment, in which students believe a degree must lead to a specific job and set income, colleges and universities should take heed of the advice from these scholars. The liberal arts do not lend themselves to the capacity to do a single job, but to do any job. The effective teaching of critical and analytical thinking, writing, and speaking creates educated citizens. In a divisive twenty-first-century world, such a citizenry holds the tools to maintain a free society, redefining the liberal arts in a manner that may be key to the American republic.