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Malcolm X and United States Policies Towards Africa: a Qualitative Analysis of His Black Nationalism and Peace Through Power and Coercion Paradigms
Malcolm X and United States Policies towards Africa: A Qualitative Analysis of His Black Nationalism and Peace through Power and Coercion Paradigms by Abdul Karim Bangura, Ph.D. [email protected] Researcher-in-Residence, Abrahamic Connections and Islamic Peace Studies at the Center for Global Peace, American University; Director, The African Institution; Professor, Research Methodology and Political Science; Coordinator, National Conference on Undergraduate Research initiative at Howard University, Washington, DC; External Reader of Research Methodology at the Plekhanov Russian University, Moscow; Inaugural Peace Professor for the International Summer School in Peace and Conflict Studies at the University of Peshawar in Pakistan; and International Director and Advisor to the Centro Cultural Guanin in Santo Domingo Este, Dominican Republic. The author is also the author of more than 75 books and more than 600 scholarly articles. The winner of more than 50 prestigious scholarly and community service awards, among Bangura’s most recent awards are the Cecil B. Curry Book Award for his African Mathematics: From Bones to Computers; the Diopian Institute for Scholarly Advancement’s Miriam Ma’at Ka Re Award for his article titled “Domesticating Mathematics in the African Mother Tongue” published in The Journal of Pan African Studies (now Africology: The Journal of Pan African Studies); the Special United States Congressional Award for “outstanding and invaluable service to the international community;” the International Center for Ethno- Religious Mediation’s Award for his scholarly work on ethnic and religious conflict resolution and peacebuilding, and promotion of peace and conflict resolution in conflict areas; and the Moscow Government Department of Multicultural Policy and Intergrational Cooperation Award for the scientific and practical nature of his work on peaceful interethnic and interreligious relations. -
AFSCME Office of the Secretary-Treasurer: William Lucy Records 88 Linear Feet (88 SB) 1970-2001, Bulk 1972-2000
Walter P. Reuther Library Archives of Labor and Urban Affairs Wayne State University Archives AFSCME Office of the Secretary-Treasurer: William Lucy Records 88 linear feet (88 SB) 1970-2001, bulk 1972-2000 Walter P. Reuther Library, Wayne State University, Detroit, MI Finding aid written by Johanna Russ on August 23, 2011. Accession Number: LR001989 Creator: AFSCME Office of the Secretary-Treasurer Acquisition: The AFSCME Office of the Secretary-Treasurer: William Lucy Records were first deposited at the Walter P. Reuther Library at the beginning of William Lucy’s tenure as secretary-treasurer in 1972. Subsequent deposits have occurred throughout Mr. Lucy’s tenure until shortly after his retirement in 2010. Secretary-Treasurer Office Records for Lee Saunders, Mr. Lucy’s successor, will be deposited at the Walter P. Reuther Library as well. Language: Material mostly in English with some foreign languages such as Spanish, Portuguese, French, and Japanese, represented. Access: Records are open for research. Items in vault are available at the discretion of the archives. Use: Refer to the Walter P. Reuther Library Rules for Use of Archival Materials. Notes: Citation style: “AFSCME Office of the Secretary-Treasurer: William Lucy Records, Box [#], Folder [#], Archives of Labor and Urban Affairs, Wayne State University” Copies: Materials in Series V: Public Services International (PSI) likely also exist in the PSI Archives in Bonn, Germany. Materials related to the AFL-CIO are possibly duplicated at the George Meany Archives in Silver Spring, Maryland. Other Access Aids: Many of the photos found in Series VI have been scanned and uploaded the AFSCME image gallery: http://www.reuther.wayne.edu/image/tid/25. -
ABSTRACT Title of Dissertation
ABSTRACT Title of Dissertation: DIFFERENCE AMONGST YOUR OWN: THE LIVED EXPERIENCES OF LOW-INCOME AFRICAN- AMERICAN STUDENTS AND THEIR ENCOUNTERS WITH CLASS WITHIN ELITE HISTORICALLY BLACK COLLEGE (HBCU) ENVIRONMENTS Steve Derrick Mobley, Jr. Doctor of Philosophy, 2015 Dissertation directed by: Professor Noah D. Drezner, Department of Counseling, Higher Education, and Special Education Professor Francine H. Hultgren, Department of Teaching and Learning, Policy and Leadership The subtle and deeply impactful nuances of Black intra-racial social class differences that manifest amongst students who attend historically Black colleges (HBCU) has remained untouched and understudied in higher-education scholarship. In this phenomenological study, I explore how low-income African-American students encounter social class within elite HBCU environments. The men and women in this study graduated between the years of 2001 and 2010. Contemporary HBCU student experiences are underscored and reveal great tension between self, community, and place. The philosophical works of Martin Heidegger, Hans-Georg Gadamer and Edward Casey are joined with the voices of Black scholars including W.E.B. DuBois, Audre Lorde, Frantz Fanon, bell hooks, and Toni Morrison to provide critical context for the phenomenon being studied. Max van Manen’s key phenomenological insights also provide a methodological foundation for the study. My co-researchers encountered significant shifts and evolved within their oppressed identities during their undergraduate years. During their undergraduate years they felt a difference amongst their own that they still reconcile today. The participants within this study endured feelings of alienation, wonder, and even confusion within their distinct higher education environments. This study concludes with phenomenological insights for myriad educational stakeholders that include higher educational researchers, higher education practitioners, families, and students. -
2020 Tournament Distributed Packet
Loomis Chaffee Debate Tournament – Resolution & Information packet Jan. 2020 Resolved, that the United States should adopt a program of reparations to redress the harms caused by historic, systemic racist policies, including slavery. Redress = to remedy or compensate for a wrong or grievence From the International Center for Transitional Justice Website “Overview of Reparations” Reparations serve to acknowledge the legal obligation of a state, or individual(s) or group, to repair the consequences of violations — either because it directly committed them or it failed to prevent them. They also express to victims and society more generally that the state is committed to addressing the root causes of past violations and ensuring they do not happen again. With their material and symbolic benefits, reparations are important to victims because they are often seen as the most direct and meaningful way of receiving justice. Yet, they are often the last-implemented and least-funded measure of transitional justice. It is important to remember that financial compensation — or the payment money — is only one of many different types of material reparations that can be provided to victims. Other types include restoring civil and political rights, erasing unfair criminal convictions, physical rehabilitation, and granting access to land, health care, or education. Sometimes, these measures are provided to victims’ family members, often children, in recognition that providing them with a better future is an important way to overcome the enduring consequences of the violations. Reparations can be implemented through administrative programs or enforced as the outcome of litigation. Oftentimes, they overlap and compete for state resources with programs against poverty, unemployment, and lack of access to resources, like land. -
The Influence of Rev. Jesse Jackson's Candidacy for President on Pluralistic Politics: Implications for Community Action
The Journal of Sociology & Social Welfare Volume 13 Issue 3 September Article 12 September 1986 The Influence of Rev. Jesse Jackson's Candidacy for President on Pluralistic Politics: Implications for Community Action James Craigen Howard University Follow this and additional works at: https://scholarworks.wmich.edu/jssw Part of the American Politics Commons, and the Social Work Commons Recommended Citation Craigen, James (1986) "The Influence of Rev. Jesse Jackson's Candidacy for President on Pluralistic Politics: Implications for Community Action," The Journal of Sociology & Social Welfare: Vol. 13 : Iss. 3 , Article 12. Available at: https://scholarworks.wmich.edu/jssw/vol13/iss3/12 This Article is brought to you by the Western Michigan University School of Social Work. For more information, please contact [email protected]. The Influence Of Rev. Jesse Jackson's Candidacy For President On Pluralistic Politics: Implications For Community Action By James Craigen Howard University School of Social Work INTRODUCT ION This essay addresses the significant changes in power relationships brought about by the candidacy of the Reverend Jesse Louis Jackson for President of the United States. Specifically, itwill attempt to focus on themes or issues reflecting the impact of his entry into the contest for the Democratic nomination as a viable Black candidate in November 1983, and the consequent re- definition of power relationships which occurred not only within the Democratic Party, but between Blacks and Whites, Blacks and Jews, Black elected and appointed officials, and his effort on relative deprivation among the people in the Rainbow coalition that he represented. Therefore, issues of racism, coalition building, networking (specifically, within the Black church), leverage, pluralistic politics, and the role of the media in im- age-making and image-breaking will be touched upon. -
October 2019
Volume 16, Issue 2 14510 North Cheshire Street, Burtion Ohio October 2019 Spooky Page 2- A Comedic Murder? Page 7- The Ultimate Battle Between Villains Page 3- The Man, the Myth, the Murderer Page 8- A Classic Haunted Story Page 4- The Dogpound Hype Page 9- What Are Your Teachers’ Costumes? Page 5- Dancing With the Makeup Brush Page 10- Racing Around the Mario Kart Hype Page 6- Confronting the Costume Conflict Page 11- Creative Corner 2 Upcoming Functions October 2019 Berkshire thespians present... “The Games Afoot” by Kelsey Adams, BP Staff Writer The 2019 fall play has been announced, casted and blood, you’re kept wondering the truth all throughout. rehearsals are underway. Our set is in its infancy, and Cast and crew are left with a little under a month to so are our actors. Featuring a small cast of just eight fully master lines, and complete the detailed set. The people, three are in Junior High. Aiden Kronk, Mia crew is being led by Andrew Young, our one and only Pirichy (8th) and Haiden Welling, (7th) are all fairly senior, in construction, Dani Zilka (11th) in sound and fresh on the scene of drama, con- lighting, and finally, myself, Kelsey sidering Mia and Haiden’s roles as Adams (10th) as stage manager. munchkins in the previous spring While excitement is building, lack musical, The Wizard of Oz. Two of energy is unavoidable, Andrew is high school aged actors brand new often quoted as grumbling “Stupid to the spotlight are Gennah Brown youngins”’ or “Don’t touch my wood (11th) and Emily Seamon (11th). -
Civil Rights Done Right a Tool for Teaching the Movement TEACHING TOLERANCE
Civil Rights Done Right A Tool for Teaching the Movement TEACHING TOLERANCE Table of Contents Introduction 2 STEP ONE Self Assessment 3 Lesson Inventory 4 Pre-Teaching Reflection 5 STEP TWO The "What" of Teaching the Movement 6 Essential Content Coverage 7 Essential Content Coverage Sample 8 Essential Content Areas 9 Essential Content Checklist 10 Essential Content Suggestions 12 STEP THREE The "How" of Teaching the Movement 14 Implementing the Five Essential Practices 15 Implementing the Five Essential Practices Sample 16 Essential Practices Checklist 17 STEP FOUR Planning for Teaching the Movement 18 Instructional Matrix, Section 1 19 Instructional Matrix, Section 1 Sample 23 Instructional Matrix, Section 2 27 Instructional Matrix, Section 2 Sample 30 STEP FIVE Teaching the Movement 33 Post-Teaching Reflection 34 Quick Reference Guide 35 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT // 1 TEACHING TOLERANCE Civil Rights Done Right A Tool for Teaching the Movement Not long ago, Teaching Tolerance issued Teaching the Movement, a report evaluating how well social studies standards in all 50 states support teaching about the modern civil rights movement. Our report showed that few states emphasize the movement or provide classroom support for teaching this history effectively. We followed up these findings by releasingThe March Continues: Five Essential Practices for Teaching the Civil Rights Movement, a set of guiding principles for educators who want to improve upon the simplified King-and-Parks-centered narrative many state standards offer. Those essential practices are: 1. Educate for empowerment. 2. Know how to talk about race. 3. Capture the unseen. 4. Resist telling a simple story. -
BCSI Program Guide 1.0 | 1
Preface to the Scope and Sequence: The following pages outline the Barney Charter School Initiative’s Scope and Sequence for each of the major subjects from Kindergarten through 12th grade. Portions of this work are based on the Core Knowledge® Sequence, an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. The BCSI Scope and Sequence differs most significantly from the Core Knowledge Sequence in Literacy, Grammar, and Math, though changes are not limited to these subjects. In Literacy the BCSI Scope and Sequence is based on the Riggs Institute’s Writing and Spelling Road to Reading and Thinking as supplemented and modified by Access Literacy, LLC. In Grammar and Math, the BCSI Scope and sequence is based, respectively, on the Well-Ordered Language series and curriculum from Singapore Math. The Barney Charter School Initiative has provided a scope and sequence for Latin from grades 6-9 and for all required subjects in grades 9-12. The BCSI Scope and Sequence includes resource recommendations for teachers to pair with the listed subject matter. In Mathematics, Literature, Literacy, and Grammar, these resources are directly paired to the scope and sequence items, and fidelity to the curriculum requires that these resources be followed quite closely. In Science, History, Visual Arts, and Music, however, these resources should be viewed as aids to teaching the curriculum, but not as the curriculum itself. Teachers need not employ all of a given science textbook, for example, and fidelity to the curriculum requires that teachers of these subjects use discretion to teach each topic from the BCSI Scope and Sequence using the best available resources appropriate to students’ grade level. -
Tral\ISAFRICA
.TRAl\ISAFRICA i Justice fa- the African World / A Chronology of the Free South Africa Movement • November 21, 1984 (Thanksgiving Eve) - The Free South Africa Movement (FSAM) is born when Dr. Mary Frances Berry, then Commissioner and later chairperson of the U.S. Commission on Civil Rights, D.C. Congressman Walter Fauntroy, and TransAfrica's Executive Director Randall Robinson are arrested at the South African Embassy for attempting to stage a sit-in to protest against the South African apartheid government. Georgetown University law professor Eleanor Holmes Norton was also with the group at the South African Embassy, but was not arrested as she had stepped out to address the media when the other members of the group were taken away. Academic and community organizer Dr. Sylvia Hill, President of the Coalition of Black Trade Unionists William Lucy and Johns Hopkins University Institute for Policy Studies Senior Fellow Roger Wilkins join Berry, Fauntroy and Robinson on the steering committee. This act marks the beginning of daily protests at the South African Embassy which will last for years to come. Within a week, public demonstrations against South African consulates, Krugerrand coin dealers, and corporations tied to South Africa spread throughout the nation. Over the course of a year, more than 4,500 people are arrested nationwide and grassroots campaigns develop in more than 40 cities. Rosa Parks, Senator Lowell Weicker, more than twenty members of the House of Representatives, Jesse Jackson, Harry Belafonte, Arthur Ashe, Tony Randall, Stevie Wonder, and Coretta Scott King are among the celebrities who join daily demonstrations at the South African Embassy. -
Andrew Young
THE HARRY WALKER AGENCY, INC. AMERICA’S LEADING LECTURE AGENCY 646.227.4900 Andrew Young • U.S. Ambassador to the United Nations, 1977-1979 • United States Congressman, 1973-1977 • Mayor of Atlanta, 1982-1990 • Co-Founding Principal and Chairman, GoodWorks International Ambassador, Congressman, Mayor, humanitarian, ordained minister, international businessman and sports enthusiast, Andrew Young has been serving and shaping our country for almost 50 years. Ambassador Young's vision of advancing economic development with private sector involvement was honed during comprehensive leadership positions in public service and private industry. Andrew Young is co-founding Principal and Chairman of GoodWorks International. This involvement allows him to execute his life-long mission of energizing the private sector to advance economic development in Africa and the Caribbean. He puts corporate executives in contact with leaders and key influences in the regions' emerging markets, facilitating the formation of successful business partnerships. He also offers strategic advice to corporations on doing business successfully in those markets and advises several governments on sound policy-making. Ambassador Young began his first of three terms as an U.S. Congressman in 1973. In 1977, under the appointment of President Carter, he represented our country on an international level as the U.S. Ambassador to the United Nations. From 1982 to 1989, Ambassador Young served as the Mayor of Atlanta, fostering a time of great prosperity and growth for that city - he played an instrumental role in bringing the 1996 Summer Olympic Games to Atlanta. In 1994, President Bill Clinton appointed Young as Chairman of the Southern Africa Enterprise Development Fund, a $100 million privately managed fund to provide equity to businesses in 11 countries. -
Haitian Military Retains Control Despite Embargo U.S
7 The Black American Lobby for Africa and the Caribbean Vol. 11, No. 1 Winter 1992 HAITIAN MILITARY RETAINS CONTROL DESPITE EMBARGO U.S. Begins Repatriation of Refugees Following Court Order A resolution of the Haitian political firmation nor the meeting with Aristide Refugees Forcibly Returned crisis appeared to be near when exiled have taken place. President Jean-Bertrand Aristide agreed Aristide, who is Haiti's first demo TransAfrica has been steadfast in its to the first part of a negotiated plan by cratically elected President, has indicated opposition to the forced return of Haitian the Organization of American States that he will not endorse the entire OAS refugees who are seeking asylum - in (OAS) to restore constitutional plan until Theodore makes several response to the political turmoil . ~hat democracy. Aristide agreed io meet with political concessions. These include followed the ouster of President Aristide. Rene Theodore and accepted him as the publicly acknowledging Aristide's prima Over 15,000Haitians have sought succor candidate to become the new prime cy as president, denouncing the coup and from the United States after risking their minister in a settlement that would lead agreeing to the ouster of its leaders, lives on dilapidated and overcrowded to Aristide's return after an interim setting a date for Aristide's return, reach boats. For the last three months, most period. ing agreements on cabinet nominees and of these desperate refugees have been Unfortunately, OAS negotiating efforts devising a plan for reform. housed at Guantanamo Bay naval base stalled when Theodore and other Haitian Since the coup on September 30, 1991, in Cuba and on Coast Guard cutters. -
Engaging Youth: Linking Design and Implementation Choices of Out-Of
University of Massachusetts Boston ScholarWorks at UMass Boston Graduate Doctoral Dissertations Doctoral Dissertations and Masters Theses 6-1-2014 Engaging Youth: Linking Design and Implementation Choices of Out-Of-School Time Programs in Boston to the Development of Political Engagement Attitudes in Youth Age 14 to 18 Felicia M. Sullivan University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/doctoral_dissertations Part of the Organizational Behavior and Theory Commons, and the Public Policy Commons Recommended Citation Sullivan, Felicia M., "Engaging Youth: Linking Design and Implementation Choices of Out-Of-School Time Programs in Boston to the Development of Political Engagement Attitudes in Youth Age 14 to 18" (2014). Graduate Doctoral Dissertations. Paper 161. This Open Access Dissertation is brought to you for free and open access by the Doctoral Dissertations and Masters Theses at ScholarWorks at UMass Boston. It has been accepted for inclusion in Graduate Doctoral Dissertations by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. ENGAGING YOUTH: LINKING DESIGN AND IMPLEMENTATION CHOICES OF OUT-OF-SCHOOL TIME PROGRAMS IN BOSTON TO THE DEVELOPMENT OF POLITICAL ENGAGEMENT ATTITUDES IN YOUTH AGE 14 TO 18 A Dissertation Presented by FELICIA M. SULLIVAN Submitted to the Office of Graduate Studies, University of Massachusetts Boston, in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY June 2014 Public Policy Program © 2014 by Felicia M. Sullivan All rights reserved ENGAGING YOUTH: LINKING DESIGN AND IMPLEMENTATION CHOICES OF OUT-OF-SCHOOL TIME PROGRAMS IN BOSTON TO THE DEVELOPMENT OF POLITICAL ENGAGEMENT ATTITUDES IN YOUTH AGE 14 TO 18 A Dissertation Presented by FELICIA M.