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Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

Destination management is in urgent need of analytical and policy tools, and even more so in the context of tourism for development programs. Understanding both structural elements and dynamic processes are essential. This chapter describes a model of destinations which considers three types of structural components: factors/resources, attractors (of tourism demand), and support systems. It analyzes as well the optimizing behavior of destination stakeholders, both endogenous and exogenous, as a way to understand destination dynamics. The model can be applied in the strategic positioning of destinations as well as in achieving competitiveness and sustainability—ultimately contributing to development—through tourism policy plans and governance processes. The model was born in the context of a European Eureka–ComTur research project, and has been tested in a variety of destinations.