Lyndon Johnson and Albert Gore
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Anti Racism Discussion Guide
ANTI-RACISM DISCUSSION GUIDE Nationwide uprisings against police brutality and movements like Black Lives Matter have brought systemic racism to the forefront—making it imperative for district and school leaders to cultivate anti-racist school systems. Historically, district leaders have focused on multicultural literacy and implicit bias training, but the national conversation has catalyzed a focus on anti-racism. District leaders across the country are asking how they as individuals can (a) examine their own beliefs and actions and (b) foster an environment in which they can push conversations about race, racism, and other equity issues. Although conversations about race pull individuals out of their comfort zones and, at times, lead to conflict and tension between participants, it is important to lead productive discussions about equity issues in your districts and schools. We created this discussion guide to help leaders effectively navigate these topics by establishing goals for equity discussions, brainstorming questions for holding constructive conversations, and identifying actions to take as a result of the perspectives and information shared. I identify how I may unknowingly benefit from racism I promote & advocate DEFINE WHAT YOU for policies & leaders I recognize racism that are anti-racist is a present & current problem I seek out questions HOPE TO EXAMINE that make me I sit with my uncomfortable. discomfort I deny racism is a problem There are several frameworks available in surrounding I speak out I avoid hard I understand my when I see anti-racism research; therefore, it is critical for districts questions own privilege in racism in action to define what they hope to examine. -
The Black Atlantic As a Counterculture of Modernity
1 The Black Atlantic as a Counterculture of Modernity We who are bomeless,-Among Europeans today there is no lack of those who are entitled to call themselves homeless in a distinctive and honourable sense .. We children of the future, how could we be at bome in this today~ We feel disfavour for all ideals that might lead one to feel at home even in this fragile, broken time of transition; as fur "'realities," we do not believe that they will last. The ice that still supports people today has become very thin; the wind that brings the thaw is blowing; we ourselves who are homeless constitute a force that breaks open ice and other aU too thin "realities." NietssdIe On the notion of modernity. It is a vexed question. Is not every era "'modern" in relation to the preceding one? It seems that at least one of the components of "our" modernity is the spread of the awareness we have ofit. The awareness of our awareness (the double, the second degree) is our source of strength and our torment. BIW_nl GlissRnt STRIVING TO BE both European and black requires some specific forms of double consciousness. By saying this I do not mean to suggest that taking on either or both of these unfinished identities necessarily ex hausts the subjective resources of any parti.cuIar individual. However, where racist, nationalist, or ethnically absolutist discourses orchestrate po litical relationships so that these identities appear to be mutually exclusive, occupying the space: between them or trying to demonstrate their continu ity has been viewed as a provocative and even oppositional act of political insubordination. -
Report: Tough Choices Facing Florida's Governments
TOUGH CHOICES FACING FLORIDA’S GOVERNMENTS PATTERNS OF RESEGREGATION IN FLORIDA’S SCHOOLS SEPTEMBER 2017 Tough Choices Facing Florida’s Governments PATTERNS OF RESEGREGATION IN FLORIDA’S SCHOOLS By Gary Orfield and Jongyeon Ee September 27, 2017 A Report for the LeRoy Collins Institute, Florida State University Patterns of Resegregation in Florida’s Schools 1 Tough Choices Facing Florida’s Governments TABLE OF CONTENTS List of Tables ..............................................................................................................................................................3 List of Figures ............................................................................................................................................................3 Patterns of Resegregation in Florida’s Schools .........................................................................................................4 The Context of Florida’s School Segregation.............................................................................................................5 Three Supreme Court Decisions Negatively Affecting Desegregation .......................................................................6 Florida Since the 1990s .............................................................................................................................................7 Overview of Trends in Resegregation of Florida’s Schools ........................................................................................7 Public School Enrollment Trend -
Exploring Race and Privilege
Exploring Race and Privilege Exploring Race and Privilege presents materials on culturally responsive supervision from the second of a three‐part series designed for supervisors in teacher education. This series was developed in partnership with Dr. Tanisha Brandon‐ Felder, a consultant in professional development on equity pedagogy. This document contains handouts, planning tools, readings, and other materials to provide field supervisors with a scaffolded experience to improve their ability for culturally responsive supervision. The following materials build on the trust and community developed through the first set of activities The Power of Identity. Exploration of race and concepts such as white privilege will necessitate shared understanding of language and norms for conversation. 1. Understanding the Language of Race and Diversity 2. Ground Rules for Conversation 3. Color Line Instructions 4. Color Line Handout 5. White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh Understanding the Language of Race and Diversity Terms we all need to know: PREJUDICE Pre‐judgment, bias DISCRIMINATION Prejudice + action OPPRESSION Discrimination + systemic power. (Systemic advantage based on a particular social identity.) Racism = oppression based race‐ the socially constructed meaning attached to a variety of physical attributes including but not limited to skin and eye color, hair texture, and bone structure of people in the US and elsewhere. racism‐ the conscious or unconscious, intentional or unintentional, enactment of racial power, grounded in racial prejudice, by an individual or group against another individual or group perceived to have lower racial status. Types of racism: Internalized Racism Lies within individuals. Refers to private beliefs and biases about race and racism. -
A History of Race Relations Social Science
A History of Race Relations Social Science Vernon J. Williams, Jr. Purdue University This essay argues that the inclusion of white women, African Americans, Asian Americans, and American Indians into historiography is a fairly recent development; and that the aforementioned development, which did not begin until the 1960s, has resulted in rigorous investigation into the racial thought of Franz Uri Boas, Robert Ezra Park, and Gunnar Myrdal and a hot debate in reference to their significance and influence on today's social sciences. Furthermore, the integration of Af rican American history into the historiography of race relations social science has given impetus to the move ment towards making American intellectual history more inclusive. The purposes of this essay are twofold: first, it seeks to articulate the current scholarly debates centered around the purpose of the writings of Franz Uri Boas, Robert Ezra Park, and Gunnar Myrdal and their contributions to an understanding of Black-white relations in the United States; and second, it examines and analyzes the integration of African American history into the subfield of race relations social science. In so doing, I hope to demonstrate that during the past two decades the race relations social science has been telling Americans more about them selves on the historical issue of race-most of which they are reluctant to hear-than any other subfield in recent American intellectual history. -I- For more than five decades historically minded anthropologists and intellectual historians have celebrated the decisive role that Franz Uri Boas played in undermining the racist worldview that prevailed in the social sciences during the years before 1930.1 Surprisingly little of this literature-especially when one considers the amount of data which is readily accessible-deals with Boas's specific treatment of Explorations in Ethnic Studies Vol. -
From: What Brown V
The following is excerpted from: What Brown v. Board of Education Should Have Said: America's Top Legal Experts Rewrite America's Landmark Civil Rights Decision, Jack M. Balkin, ed. (New York University Press 2001), pp. 3-8. It appeared as an article in the Winter 2002 issue of the Yale Law Report. Brown as Icon In the half century since the Supreme Court's 1954 decision, Brown v. Board of Education has become a beloved legal and political icon. Brown is one of the most famous Supreme Court opinions, better known among the lay public than Marbury v. Madison, which confirmed the Supreme Court's power of judicial review, or McCulloch v. Maryland, which first offered an expansive interpretation of national powers under the Constitution. Indeed, in terms of sheer name recognition, Brown ranks with Miranda v. Arizona, whose warnings delivered to criminal suspects appear on every police show, or the abortion case, Roe v. Wade, which has been a consistent source of political and legal controversy since it was handed down in 1973. Even if Brown is less well known than Miranda or Roe, there is no doubt that it is the single most honored opinion in the Supreme Court's corpus. The civil rights policy of the United States in the last half century has been premised on the correctness of Brown, even if people often disagree (and disagree heatedly) about what the opinion stands for. No federal judicial nominee, and no mainstream national politician today would dare suggest that Brown was wrongly decided. At most they might suggest that the opinion was inartfully written, that it depended too much on social science literature, that it did not go far enough, or that it has been misinterpreted by legal and political actors to promote an unjust political agenda. -
UC Berkeley UC Berkeley Electronic Theses and Dissertations
UC Berkeley UC Berkeley Electronic Theses and Dissertations Title Packaging Permalink https://escholarship.org/uc/item/3th639mx Author Galloway, Catherine Suzanne Publication Date 2012 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California PACKAGING POLITICS by Catherine Suzanne Galloway A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Political Science in the Graduate Division of the University of California at Berkeley Committee in charge Professor Jack Citrin, Chair Professor Eric Schickler Professor Taeku Lee Professor Tom Goldstein Fall 2012 Abstract Packaging Politics by Catherine Suzanne Galloway Doctor of Philosophy in Political Science University of California, Berkeley Professor Jack Citrin, Chair The United States, with its early consumerist orientation, has a lengthy history of drawing on similar techniques to influence popular opinion about political issues and candidates as are used by businesses to market their wares to consumers. Packaging Politics looks at how the rise of consumer culture over the past 60 years has influenced presidential campaigning and political culture more broadly. Drawing on interviews with political consultants, political reporters, marketing experts and communications scholars, Packaging Politics explores the formal and informal ways that commercial marketing methods – specifically emotional and open source branding and micro and behavioral targeting – have migrated to the -
Guide to Material at the LBJ Library Pertaining to Political Affairs
LYNDON BAINES JOHNSON L I B R A R Y & M U S E U M www.lbjlibrary.org Rev. 11/2002, 6/2010, 7/2011 PL MATERIAL AT THE LBJ LIBRARY PERTAINING TO POLITICAL AFFAIRS INTRODUCTION This list includes the principal files in the Johnson Library that contain material relating to political affairs. It is not definitive, however, and researchers should consult with the Library's archivists about other potentially useful files. The guide includes those collections that have been opened for research in part or in whole, and those collections that are currently unprocessed or unavailable. See also the guides: Congress; Public Opinion Polls and Mail; Mississippi Freedom Democratic Party (MFDP); New Hampshire Politics; The President’s Club; Public Opinion Polls and Mail; 1968-69 Presidential Transition; Whistle Stop; plus those for individuals such as Barry Goldwater, Robert F. Kennedy, etc. WHITE HOUSE CENTRAL FILES (WHCF), SUBJECT FILE This permanent white House office was the main filing unit during the Johnson presidency, though not the primary file for foreign policy documents. Material was filed under 60 major subject headings, as described in the WHCF finding aid. Box # FG, Federal Government Organizations FG 1, The President of the United States 9-35 FG 400, The Legislative Branch 321-330 FG 410, House of Representatives 332-333 FG 411, House Committees 333-337 FG 412, Speaker of the House 337-338 FG 415, Joint Committees of Congress 338-339 FG 430, Senate 339-340 FG 431, Senate Committees 341-346 FG 440, Vice President of the United States 346-351 -
Forgotten Heroes: Lessons from School Integration in a Small Southern Community Whitney Elizabeth Cate East Tennessee State University
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 12-2012 Forgotten Heroes: Lessons from School Integration in a Small Southern Community Whitney Elizabeth Cate East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Cultural History Commons Recommended Citation Cate, Whitney Elizabeth, "Forgotten Heroes: Lessons from School Integration in a Small Southern Community" (2012). Electronic Theses and Dissertations. Paper 1512. https://dc.etsu.edu/etd/1512 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Forgotten Heroes: Lessons from School Integration in a Small Southern Community _____________________ A thesis presented to the faculty of the Department of History East Tennessee State University In partial fulfillment of the requirements for the degree Masters of Arts in History _____________________ by Whitney Elizabeth Cate December 2012 _____________________ Committee Chair, Dr. Elwood Watson Dr. Emmitt Essin Dr. David Briley Keywords: Integration, Segregation, Brown vs. Board of Education, John Kasper ABSTRACT Forgotten Heroes: Lessons from School Integration in a Small Southern Community by Whitney Elizabeth Cate In the fall of 1956 Clinton High School in Clinton, Tennessee became the first public school in the south to desegregate. This paper examines how the quiet southern town handled the difficult task of forced integration while maintaining a commitment to the preservation of law and order. -
Cooper V. Aaron and Judicial Supremacy
University of Arkansas at Little Rock Law Review Volume 41 Issue 2 The Ben J. Altheimer Symposium-- Article 11 Cooper v. Aaron: Still Timely at Sixty Years 2019 Cooper v. Aaron and Judicial Supremacy Christopher W. Schmidt Follow this and additional works at: https://lawrepository.ualr.edu/lawreview Part of the Law Commons Recommended Citation Christopher W. Schmidt, Cooper v. Aaron and Judicial Supremacy, 41 U. ARK. LITTLE ROCK L. REV. 255 (2019). Available at: https://lawrepository.ualr.edu/lawreview/vol41/iss2/11 This Article is brought to you for free and open access by Bowen Law Repository: Scholarship & Archives. It has been accepted for inclusion in University of Arkansas at Little Rock Law Review by an authorized editor of Bowen Law Repository: Scholarship & Archives. For more information, please contact [email protected]. COOPER V. AARON AND JUDICIAL SUPREMACY Christopher W. Schmidt* “[T]he Federal judiciary is supreme in the exposition of the law of the Constitution.” — Cooper v. Aaron (1958)1 “The logic of Cooper v. Aaron was, and is, at war with the basic principles of democratic government, and at war with the very meaning of the rule of law.” — Attorney General Edwin Meese III (1986)2 I. INTRODUCTION The greatest Supreme Court opinions are complex heroes. They have those attributes that make people recognize them as great: the strategic brilliance and bold assertion of the authority of judicial review in Marbury v. Madison;3 the common-sense refutation of the fallacies that justified racial segregation in Brown v. Board of Education;4 the recognition that something as fundamental as a right to privacy must be a part of our constitutional protections in Griswold v. -
Neoconservatism Hoover Press : Berkowitz/Conservative Hberkc Ch5 Mp 104 Rev1 Page 104 Hoover Press : Berkowitz/Conservative Hberkc Ch5 Mp 105 Rev1 Page 105
Hoover Press : Berkowitz/Conservative hberkc ch5 Mp_103 rev1 page 103 part iii Neoconservatism Hoover Press : Berkowitz/Conservative hberkc ch5 Mp_104 rev1 page 104 Hoover Press : Berkowitz/Conservative hberkc ch5 Mp_105 rev1 page 105 chapter five The Neoconservative Journey Jacob Heilbrunn The Neoconservative Conspiracy The longer the United States struggles to impose order in postwar Iraq, the harsher indictments of the George W. Bush administration’s foreign policy are becoming. “Acquiring additional burdens by engag- ing in new wars of liberation is the last thing the United States needs,” declared one Bush critic in Foreign Affairs. “The principal problem is the mistaken belief that democracy is a talisman for all the world’s ills, and that the United States has a responsibility to promote dem- ocratic government wherever in the world it is lacking.”1 Does this sound like a Democratic pundit bashing Bush for par- tisan gain? Quite the contrary. The swipe came from Dimitri Simes, president of the Nixon Center and copublisher of National Interest. Simes is not alone in calling on the administration to reclaim the party’s pre-Reagan heritage—to abandon the moralistic, Wilsonian, neoconservative dream of exporting democracy and return to a more limited and realistic foreign policy that avoids the pitfalls of Iraq. 1. Dimitri K. Simes, “America’s Imperial Dilemma,” Foreign Affairs (Novem- ber/December 2003): 97, 100. Hoover Press : Berkowitz/Conservative hberkc ch5 Mp_106 rev1 page 106 106 jacob heilbrunn In fact, critics on the Left and Right are remarkably united in their assessment of the administration. Both believe a neoconservative cabal has hijacked the administration’s foreign policy and has now overplayed its hand. -
Kaiser Family Foundation/CNN: Survey of Americans on Race
REPORT November 2015 Kaiser Family Foundation/CNN Survey of Americans on Race Prepared by: Bianca DiJulio, Mira Norton, Symone Jackson, and Mollyann Brodie Kaiser Family Foundation In the last couple of years, several incidents in which African Americans were mistreated or in some cases killed by police have sparked renewed public attention to the issue of race relations in America. To better understand the current status of the issue, the Kaiser Family Foundation and CNN surveyed the U.S. public to gauge their views of race in America and personal experiences with discrimination or racism, with a focus on the views and experiences of Black and Hispanic people in America. Racism continues to be a reality for Blacks and Hispanics who report being denied jobs and housing because of their race, or being the victim of unfair treatment in public places like while shopping, dining out, or in dealings with police. Nearly half of Blacks report fearing for their life at some time because of their race. In light of these experiences, there are stark differences in how Blacks, Hispanics and Whites perceive the problem, as well as their attitudes about who is responsible for improving race relations, and views of the criminal justice system’s treatment of Blacks and Hispanics. Recent events have set inequities in the criminal justice system on this national stage and the survey explores views on the underlying reasons for recent protests and support for the Black Lives Matter movement. A third of Black Americans say they have been victims of racial discrimination at some point in their lives, denying them opportunities in housing or employment, and more than 4 in 10 (45 percent) say they have at some point been afraid their life was in danger because of their race.