African Reflections on the American Landscape
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A Soldier Is Remembered of Meatballs 2” in Eva Lion Park on Saturday, August 9 at Dusk, Rain Or Shine
Serving Satsuma ● Pomona Park ● Lake Como ● Crescent City ● Seville ● Pierson ● Welaka ● Fruitland ● Georgetown ● East Palatka ● Palatka ● Interlachen ● Melrose ● San Mateo since 1898 Putnam County Only Putnam County’s Favorite Weekly Community Newspaper 50 August 6, 2014 • Volume 70, No. 12 (2 sections) Crescent City, Florida (Includes 7% FL Sales Tax) ¢ Movies in the Park The City of Crescent City will hold “Movies in the Park” featuring “Cloudy With a Chance A Soldier is Remembered of Meatballs 2” in Eva Lion Park on Saturday, August 9 at dusk, rain or shine. In case of rain the event will be moved to City Hall’s Commission Meeting room. Bring your blan- kets and low back chairs. There will be hot- dogs, popcorn and drinks available. Full Moon Paddle Full Moon Paddle and Movie on Melrose Bay. A moon light paddle complete with a movie and pass-around picnic. Boat Launch at end of Trout Street in Melrose. Friday, August 8, from 7 to 10 p.m. The movie will be shown at the end of a dock and can be viewed from kayaks. Meet at the boat launch at the end of Trout Street at 7 p.m. to start. Bring pass around food to share and your beverage of choice. This paddle is for experienced pad- dlers only. Putnam Blueways and Trails sponsor’s daytime trips that are more appro- priate for new paddlers. Boat light, whistle, Photos by Mike Jones and PFD are mandatory. For more informa- tion email putnambluewaysandtrails@gmail. com or visit www.putnambluewaysandtrails. org. Spark a Reaction The Putnam County Library System is hav- ing a Spark A Reaction: Graphic Novel work- shop in all its locations. -
Race, Gender and Class in the Autobiography of Huey P. Newton 1
Race, gender and class in the autobiography of Huey P. 1 Newton Chloé Avril, University of Gothenburg “We’ll just have to get guns and be men”, such was the powerful rallying cry uttered by Black Panther member (and later leader) Elaine Brown in her 1969 song “The End of Silence”. I take Brown’s words as the point of departure for my article, since they seem to encapsulate much of what is at stake in relation to gender and the Black Power movement. Brown’s call to arms in “The End of Silence” immediately poses the question of the significance as well as the function of masculinity in the movement. It also highlights the link between masculinity and armed resistance. However, the use of the verb “to be” signals that “men” are the product of an action—getting guns—rather than a pre-existing subject performing the action, thus putting into question the automatic correlation between masculinity and the male body, a feeling reinforced by the words being uttered by the female voice of Elaine Brown. The contradictions and problematic aspects of the Black Power movement’s invocation of black masculinity, as well as the intersections of race, gender and class, will be at the core of this discussion. In order to explore these issues, I will focus on the autobiography of Black Panther leader Huey Newton, Revolutionary Suicide , where I will examine the tensions in this activist narrative’s construction of a racialized, classed and gendered self. Historical background As far as mainstream U.S. history goes, the Black Power movement has characteristically been understood as a distinct historical phenomenon following on, and breaking from the more widely accepted Civil Rights movement. -
African American Culture
g e n e r a l i n f o r m a t i o n ν Most African-Americans are Christians of various denominations, such as Episcopal and Methodist or a combination of the two. They are also Baptist, Lutheran and he following information is provided to help Catholics as well as a number of Tyou become more aware of your patients’ and Pentecostals and Jehovah’s Witnesses. coworkers’ views, traditions, and actions. While you can use this information as a guide, ν African-Americans are a mainstay in the American entertainment culture in such keep in mind that all people within a culture fields as professional sports, cinema, are not the same. Be sure to ask your patients journalism and music. and their families about specific beliefs, practices, and customs that may be relevant ν You should address the patient in a and important during medical treatment and courteous manner. All people, without hospitalization. regard to culture, race, gender and disability, want to be treated with respect When describing the African-American culture, and courtesy. the following information could apply to African-Americans from all of the states, as ν Although most African-Americans were well as some African-Americans living outside born in the United States, a sizable of the United States. Each piece of number have come from such African information does not necessarily apply to all countries like: Nigeria, and Zaire/Congo. people of African-American descent. i n t e r - p e r s o n a l r e l a t i o n s h i p s relationship roles personal space ν Religion and extended family are traditionally ν Many African-Americans are outspoken, and very important among African-Americans. -
AFST 101 Package #030 to Be Picked up at Queens Copy Center 65-01 Kissena Blvd
QUEENS COLLEGE AFRICANA STUDIES PROGRAM FALL 2012 AFRICAN CIVILIZATION I Office Hours: Section 101 Mon & Wed: 11:00 a.m. -3:00 p.m. Tue. 10:50 a.m- 12:05 p.m Delany Hall room 125 Thur. 10:50 a.m- 12:05 p.m Prof. E. Julmisse [email protected] [email protected] SYLLABUS COURSE DESCRIPTION: The aim of this course is to offer a definitive introduction to the discipline of African Civilization from pre-historic cultures in Nubia, Ethiopia, Ancient Egypt, to the rise and fall of the Great West African Empires, to the coming of the Europeans and its impact on African societies. Moreover the course will survey the culture and regional history of several tribes of Western, Central, Eastern and Southern Africa. Our focus will be to dispel the myth that Africa has no history. British historian Hugh Trevor Roper argued:” There is only the history of Europeans in Africa. The rest is largely darkness. And darkness is not a subject for history”. “To attempt a history of Africa” declared Roper “is to amuse ourselves with the unrewarding gyrations of barbarous tribes in picturesque but irrelevant corners of the globe”… This view of pre-colonial African history may be considered as one that is biased which has stereotyped and hindered the proper study of Africa’s history. Therefore this course will re-examine the misinterpretations and reasons for distortions in the study of African Civilizations. The understanding of African history is essential to an appreciation of the heritage of the people of Africa and African descent. -
Occam's Razor Vol. 3 - Full (2013)
Occam's Razor Volume 3 (2013) Article 1 2013 Occam's Razor Vol. 3 - Full (2013) Follow this and additional works at: https://cedar.wwu.edu/orwwu Part of the Arts and Humanities Commons, Biological and Physical Anthropology Commons, Biology Commons, Comparative Politics Commons, Exercise Science Commons, Forest Biology Commons, Macroeconomics Commons, and the Physical Sciences and Mathematics Commons Recommended Citation (2013) "Occam's Razor Vol. 3 - Full (2013)," Occam's Razor: Vol. 3 , Article 1. Available at: https://cedar.wwu.edu/orwwu/vol3/iss1/1 This Complete Volume is brought to you for free and open access by the Western Student Publications at Western CEDAR. It has been accepted for inclusion in Occam's Razor by an authorized editor of Western CEDAR. For more information, please contact [email protected]. et al.: Vol. 3, 2013 Published by Western CEDAR, 2017 1 Occam's Razor, Vol. 3 [2017], Art. 1 occam’s razor OCCAM’S RAZOR OCCAM’S RAZOR occam’s razor CONTENTS spring 2013 Vol. 3 03 EDITOR IN CHIEF OUR SINCEREST GRATITUDE TO; FORWARD cameron adams glen tokola Chris Crow and Cameron Adams for having pioneered this journal. MANAGING EDITOR 05 REANIMATING IDENTITIES mckenzie yuasa sarah elder The Faculty Senate for providing Occam’s Razor WWU the the zombie manifestion ASSOCIATE EDITORS opportunity to be formally introduced to the departments of Western. of a darker america megan cook Rebecca Marrall, for her continued support in advising the journal. olivia henry 11 DARK CITY: rebecca ortega sophie logan Victor Celis, ASWWU Vice President for Academic Affairs, for his memories all alone support in our efforts to establish the journal’s presence. -
NEW ORLEANS NOSTALGIA Remembering New Orleans History, Culture and Traditions by Ned Hémard
NEW ORLEANS NOSTALGIA Remembering New Orleans History, Culture and Traditions By Ned Hémard Shall We Dance Dancing has been an essential part of New Orleans’ psyche almost since its very beginning. Pierre François de Rigaud, Marquis de Vaudreuil-Cavagnal replaced Bienville, the city’s founder, as Governor of Louisiana. He set the standards high with his polished manners, frequently sponsoring balls, dinners, and other elegant social soirées. Serving from 1743 to 1753, he even provided the colony with a Parisian dancing master named Baby. Below are numerous quotes through the ages about the Crescent City’s special love affair with dancing: There were balls, with court dress de rigueur, where gaily uniformed officers danced with bejeweled women. This was the beginning of fashionable life in the colony. - LYLE SAXON, writing of “de Vaudreuil’s régime” in Old Louisiana The eccentricities of Baby's mind, as well as those of his physical organization had made him famous in the colony, and the doleful mien with which he used to give his lessons, had gained him the appellation of the Don Quixote of dancing. -Louisiana Historian CHARLES GAYARRÉ on Baby, the Dancing Master The female Creoles being in general without education, can possess no taste for reading music or drawing, but they are passionately fond of dancing … passing whole nights in succession in this exercise. - PIERRE-LOUIS BERQUIN-DUVALLON, Travels in Louisiana and the Floridas in the Year 1802, Giving the Correct Picture of Those Countries It’s the land where they dance more than any other. - LOUIS-NARCISSE BAUDRY DES LOZIÈRES, Second Voyage à la Louisiane, 1803 Upon my arrival at New Orleans, I found the people very Solicitous to maintain their Public Ball establishment, and to convince them that the American Government felt no disposition to break in upon their amusements … - GOVERNOR W. -
How Did the Civil Rights Movement Impact the Lives of African Americans?
Grade 4: Unit 6 How did the Civil Rights Movement impact the lives of African Americans? This instructional task engages students in content related to the following grade-level expectations: • 4.1.41 Produce clear and coherent writing to: o compare and contrast past and present viewpoints on a given historical topic o conduct simple research summarize actions/events and explain significance Content o o differentiate between the 5 regions of the United States • 4.1.7 Summarize primary resources and explain their historical importance • 4.7.1 Identify and summarize significant changes that have been made to the United States Constitution through the amendment process • 4.8.4 Explain how good citizenship can solve a current issue This instructional task asks students to explain the impact of the Civil Rights Movement on African Claims Americans. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How can good citizenship solve a current issue? (4.8.4) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How did the 14th What role did Plessy v. What impacts did civic How did Civil Rights Amendment guarantee Ferguson and Brown v. leaders and citizens have legislation affect the Supporting Questions equal rights to U.S. Board of Education on desegregation? lives of African citizens? impact segregation Americans? practices? Students will analyze Students will compare Students will explore how Students will the 14th Amendment to and contrast the citizens’ and civic leaders’ determine the impact determine how the impacts that Plessy v. -
Annotated Bibliography -- Trailtones
Annotated Bibliography -- Trailtones Part Three: Annotated Bibliography Contents: Abdul, Raoul. Blacks in Classical Music. New York: Dodd, Mead and Company, 1977. [Mentions Tucson-born Ulysses Kay and his 'New Horizons' composition, performed by the Moscow State Radio Orchestra and cited in Pravda in 1958. His most recent opera was Margeret Walker's Jubilee.] Adams, Alice D. The Neglected Period of Anti-Slavery n America 1808-1831. Gloucester, Massachusetts: Peter Smith, 1964. [Charts the locations of Colonization groups in America.] Adams, George W. Doctors in Blue: the Medical History of the Union Army. New York: Henry Schuman, 1952. [Gives general information about the Civil War doctors.] Agee, Victoria. National Inventory of Documentary Sources in the United States. Teanack, New Jersey: Chadwick Healy, 1983. [The Black History collection is cited . Also found are: Mexico City Census counts, Arizona Indians, the Army, Fourth Colored Infantry, New Mexico and Civil War Pension information.] Ainsworth, Fred C. The War of the Rebellion Compilation of the Official Records of the Union and Confederate Armies. General Index. [Volumes I and Volume IV deal with Arizona.] Alwick, Henry. A Geography of Commodities. London: George G. Harrop and Co., 1962. [Tells about distribution of workers with certain crops, like sugar cane.] Amann, William F.,ed. Personnel of the Civil War: The Union Armies. New York: Thomas Yoseloff, 1961. [Gives Civil War genealogy of the Black Regiments that moved into Arizona from the United States Colored troops.] American Folklife Center. Ethnic Recordings in America: a Neglected Heritage. Washington: Library of Congress, 1982. [Talks of the Black Sacred Harping Singing, Blues & Gospel and Blues records of 1943- 66 by Mike Leadbetter.] American Historical Association Annual Report. -
From Maroons to Mardi Gras
FROM MAROONS TO MARDI GRAS: THE ROLE OF AFRICAN CULTURAL RETENTION IN THE DEVELOPMENT OF THE BLACK INDIAN CULTURE OF NEW ORLEANS A MASTERS THESIS SUBMITTED TO THE GRADUATE FACULTY OF LIBERTY UNIVERSITY BY ROBIN LIGON-WILLIAMS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ETHNOMUSICOLOGY DECEMBER 18, 2016 Copyright: Robin Ligon-Williams, © 2016 CONTENTS ACKNOWLEDGEMENTS iv. ABSTRACT vi. CHAPTER 1. INTRODUCTION 1 History and Background 1 Statement of the Problem 1 Research Question 2 Glossary of Terms 4 Limitations of the Study 6 Assumptions 7 2. LITERATURE REVIEW 9 New Orleans-Port of Entry for African Culture 9 Brotherhood in Congo Square: Africans & Native Americans Unite 11 Cultural Retention: Music, Language, Masking, Procession and Ritual 13 -Musical Influence on Jazz & Rhythm & Blues 15 -Language 15 -Procession 20 -Masking: My Big Chief Wears a Golden Crown 23 -African Inspired Masking 26 -Icons of Resistance: Won’t Bow Down, Don’t Know How 29 -Juan “Saint” Maló: Epic Hero of the Maroons 30 -Black Hawk: Spiritual Warrior & Protector 34 ii. -Spiritualist Church & Ritual 37 -St. Joseph’s Day 40 3. METHODOLOGY 43 THESIS: 43 Descriptions of Research Tools/Data Collection 43 Participants in the Study 43 Academic Research Timeline 44 PROJECT 47 Overview of the Project Design 47 Relationship of the Literature to the Project Design 47 Project Plan to Completion 49 Project Implementation 49 Research Methods and Tools 50 Data Collection 50 4. IN THE FIELD 52 -Egungun Masquerade: OYOTUNJI Village 52 African Cultural Retentions 54 -Ibrahima Seck: Director of Research, Whitney Plantation Museum 54 -Andrew Wiseman: Ghanaian/Ewe, Guardians Institute 59 The Elders Speak 62 -Bishop Oliver Coleman: Spiritualist Church, Greater Light Ministries 62 -Curating the Culture: Ronald Lewis, House of Dance & Feathers 66 -Herreast Harrison: Donald Harrison Sr. -
From African to African American: the Creolization of African Culture
From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness. -
Ethnomathematics and Education in Africa
Copyright ©2014 by Paulus Gerdes www.lulu.com http://www.lulu.com/spotlight/pgerdes 2 Paulus Gerdes Second edition: ISTEG Belo Horizonte Boane Mozambique 2014 3 First Edition (January 1995): Institutionen för Internationell Pedagogik (Institute of International Education) Stockholms Universitet (University of Stockholm) Report 97 Second Edition (January 2014): Instituto Superior de Tecnologias e Gestão (ISTEG) (Higher Institute for Technology and Management) Av. de Namaacha 188, Belo Horizonte, Boane, Mozambique Distributed by: www.lulu.com http://www.lulu.com/spotlight/pgerdes Author: Paulus Gerdes African Academy of Sciences & ISTEG, Mozambique C.P. 915, Maputo, Mozambique ([email protected]) Photograph on the front cover: Detail of a Tonga basket acquired, in January 2014, by the author in Inhambane, Mozambique 4 CONTENTS page Preface (2014) 11 Chapter 1: Introduction 13 Chapter 2: Ethnomathematical research: preparing a 19 response to a major challenge to mathematics education in Africa Societal and educational background 19 A major challenge to mathematics education 21 Ethnomathematics Research Project in Mozambique 23 Chapter 3: On the concept of ethnomathematics 29 Ethnographers on ethnoscience 29 Genesis of the concept of ethnomathematics among 31 mathematicians and mathematics teachers Concept, accent or movement? 34 Bibliography 39 Chapter 4: How to recognize hidden geometrical thinking: 45 a contribution to the development of an anthropology of mathematics Confrontation 45 Introduction 46 First example 47 Second example -
The Dance in Place Congo. I. Congo Square
THE DANCE IN PLACE CONGO. I. CONGO SQUARE. HOEVER has been to New Orleans with eyes not totally abandoned to buying and selling will, of course, remember St. Louis Cathedral, looking south-eastward — riverward — across quaint Jackson Square, the old Place W d'Armes. And if he has any feeling for flowers, he has not forgotten the little garden behind the cathedral, so antique and unexpected, named for the beloved old priest Père Antoine. The old Rue Royale lies across the sleeping garden's foot. On the street's farther side another street lets away at right angles, north-westward, straight, and imperceptibly downward from the cathedral and garden toward the rear of the city. It is lined mostly with humble ground-floor-and-garret houses of stuccoed brick, their wooden doorsteps on the brick sidewalks. This is Orleans street, so named when the city was founded. Its rugged round-stone pavement is at times nearly as sunny and silent as the landward side of a coral reef. Thus for about half a mile; and then Rampart street, where the palisade wall of the town used to run in Spanish days, crosses it, and a public square just beyond draws a grateful canopy of oak and sycamore boughs. That is the place. One may shut his buff umbrella there, wipe the beading sweat from the brow, and fan himself with his hat. Many's the bull-fight has taken place on that spot Sunday afternoons of the old time. That is Congo Square. The trees are modern. So are the buildings about the four sides, for all their aged looks.