Truth Without Tears

Carolyn R. Hodges is professor of German at the University of Tennessee at Knoxville and has served for two years as chair of the Africana Studies Interdisciplinary Program. She is the former head of the Department of Modern Foreign Languages and Literatures, Associate Dean for Academic Personnel in the College of Arts and Sciences, and Dean of the Graduate School at the University of Tennessee. She has also served as cochair of the University of Tennessee Task Force for the Internationalization and Intercultural Awareness Initiative; secretary-treasurer and president of the Southern Comparative Literature Association (SCLA); and a member of the editorial boards for The Comparatist (SCLA) and UT Press. She is the author of numerous articles and books, including two with Olga Welch: Standing Outside on the Inside: Black Adolescents and the Construction of Academic Identity (SUNY 1997) and Making Schools Work: Negotiating Educational Meaning and Transforming the Margins (Peter Lang 2003). Olga M. Welch recently ended a decade-plus tenure as Dean of the School of Education at Duquesne University. Before assuming that position, she was a professor in the Department of Theory and Practice in Teacher Education at the University of Tennessee. At Tennessee, she also served as interim head of the Educational Administration and Policy Studies Department, and head of the Counseling, Deafness and Human Services Department. She has published widely on executive mentoring, social justice, equity, and diversity. Her most recent publication is an edited volume, Turnaround Leadership: Deans of Color as Change Agents (Peter Lang 2012). She has also served as a reviewer for the United States Department of Education, and chaired several regional and national advisory boards in education. She is a member of the US Department of Health’s African American Health Care Congress and the African American Pre-Natal Issues Task Force. Among her publications are two books she has coauthored with Carolyn Hodges: Standing Outside on the Inside: Black Adolescents and the Construction of Academic Identity (SUNY 1997) and Making Schools Work: Negotiating Educational Meaning and Transforming the Margins (Peter Lang 2003).

"The authors provided a great balance of conceptually framing their work and providing rich and relevant examples from their deanships. I think this book serves as a great model of scholarly narrative writing, and it is an example I would offer to my students as such." —Teachers College Record