African Names and Naming Practices: the Impact Slavery and European
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National Cultural Policy 2012 (Draft)
NATIONAL CULTURAL POLICY MONTSERRAT (DRAFT) TABLE OF CONTENTS Pg Executive Summary 1 Philosophical Statement 1 2 Methodology 1 3 Background 2 4 Definition of Culture 4 5 Mapping the Cultural Landscape 5 6 The Cultural Backdrop 6 7 Proposed Policy Positions of the Government of Montserrat 16 8 Aims of the Policy 17 9 Self Worth and National Pride 18 10 The Arts 21 11 Folkways 24 12 Masquerades 27 13 Heritage 29 14 Education 32 15 Tourism 35 16 Economic Development 38 17 Media and Technology 41 18 Infrastructure 44 19 Implementation 47 Appendix 1 Groups & Persons Consulted Appendix 2 Consulting Instruments Select Biography EXECUTIVE SUMMARY This Executive Summary presents a brief philosophical statement, the policy positions of the government and the aims of the policy. It defines culture, outlines the areas of national life considered in the policy and provides a selection of the action to be taken. The policy document emphasizes the importance of the development of a sense of self-worth and national pride, the role of folkways in defining a Montserratian identity and the role of training, research and documentation in cultural development and preservation. Particular emphasis is placed on culture as a means of broadening the frame of economic activity. The co modification of aspects of culture brooks of no debate; it is inevitable in these challenging economic times. The policy is presented against a backdrop of the Montserrat cultural landscape. Philosophical Statement Montserrat’s culture is rooted in its history with all its trials and triumphs. Culture is not only dynamic and subject to influences and changes over time, but it is also dialectical, meaning that while it springs from history and development, culture also impacts and informs development . -
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. -
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. -
Choice of Foreign Names As a Strategy for Identity Management
Intercultural Communication Studies XVII: 2 2008 Cheang Choice of Foreign Names as a Strategy for Identity Management Justina Cheang, University of Macau Regardless of the fact that Macau’s dominating population are Chinese, English names, or to be more exact, foreign names, are favored and widely used, be it in the businesses, the government, or education institutions. Though Chinese (Cantonese) is spoken by most in the city, local Chinese people’s favor in the use of English/foreign names, whether they are students, civil servants, or working in the business, does reflect their taste and their desired image to be displayed to others. Interviews are conducted showing that people’s choice of English/foreign names are somehow a strategy for identity management – certain names are chosen to show a pleasant personality, or other desirable qualities that they wanted to project to others. It is interesting to note that, other than English names, people would choose Portuguese names, Japanese names, names of things (non-proper names), or even people’s own creation for use. A Chinese saying: “One does not fear if he/she has a bad fate; what one fears most is to be given a bad name.” Rather than a Chinese saying, this should also be a universal consideration when most parents all over the world are finding names for their children. Most people get their names when they are born, and very often they themselves are not involved in the decision-making. What if we get a chance to decide on our own name? To get a name by oneself is probably a very unique trend in Asia, and especially, the Chinese communities. -
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. -
Reference Guides for Registering Students with Non English Names
Getting It Right Reference Guides for Registering Students With Non-English Names Jason Greenberg Motamedi, Ph.D. Zafreen Jaffery, Ed.D. Allyson Hagen Education Northwest June 2016 U.S. Department of Education John B. King Jr., Secretary Institute of Education Sciences Ruth Neild, Deputy Director for Policy and Research Delegated Duties of the Director National Center for Education Evaluation and Regional Assistance Joy Lesnick, Acting Commissioner Amy Johnson, Action Editor OK-Choon Park, Project Officer REL 2016-158 The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds; provides research-based technical assistance to educators and policymakers; and supports the synthesis and the widespread dissemination of the results of research and evaluation throughout the United States. JUNE 2016 This project has been funded at least in part with federal funds from the U.S. Department of Education under contract number ED‐IES‐12‐C‐0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. REL Northwest, operated by Education Northwest, partners with practitioners and policymakers to strengthen data and research use. As one of 10 federally funded regional educational laboratories, we conduct research studies, provide training and technical assistance, and disseminate information. Our work focuses on regional challenges such as turning around low-performing schools, improving college and career readiness, and promoting equitable and excellent outcomes for all students. -
The Republics of France and the United States: 240 Years of Friendship September 19-22, 2019 Paris, France
The Republics of France and the United States: 240 Years of Friendship September 19-22, 2019 Paris, France THURSDAY, SEPTEMBER 19 7:00 p.m. Welcome Dinner Location: Hôtel de Soubise - French National Archives (Business Attire) 60 Rue des Francs Bourgeois, 75004 Paris • Doug Bradburn, George Washington’s Mount Vernon • Annick Allaigre, President, Université de Paris 8 (Vincennes Saint-Denis) • Jean-Michel Blanquer, French Minister of National Education* FRIDAY, SEPTEMBER 20 Location: Automobile Club de France (Private club: coat and tie required) 6 Place de la Concorde, 75008 Paris, France 9:00 a.m. Session I: The Legacies of 1763 Scholars from France and the United States examine the larger context of the French-American relationship in the period before American Independence, with a focus on the British and French Atlantics, the slave trade, and the important geopolitical role of Native Americans. • CHAIR: Kevin Butterfield, George Washington’s Mount Vernon • Manuel Covo, University of California, Santa Barbara • Edmond Dziembowski, Université de Franche-Comté • David Preston, The Citadel 10:30 a.m. Session II: French Armies and Navies at War in America How did the military and naval forces of the United States and France overcome their social and cultural differences in order to work together to defeat Great Britain and secure American independence? 1 • CHAIR: Julia Osman, Mississippi State University • Olivier Chaline, Université Paris IV • Larrie D. Ferreiro, George Mason University • Joseph Stoltz, George Washington’s Mount Vernon 12:00 p.m. Lunch Program: François-Jean de Chastellux, the Unsung Hero Who was the Marquis de Chastellux? Based on a previously unexamined archive still privately held by the Chastellux family, new research sheds light on a heretofore unknown pivotal figure in the American Revolution who served alongside George Washington and became one of his dearest friends. -
Barthé, Darryl G. Jr.Pdf
A University of Sussex PhD thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details Becoming American in Creole New Orleans: Family, Community, Labor and Schooling, 1896-1949 Darryl G. Barthé, Jr. Doctorate of Philosophy in History University of Sussex Submitted May 2015 University of Sussex Darryl G. Barthé, Jr. (Doctorate of Philosophy in History) Becoming American in Creole New Orleans: Family, Community, Labor and Schooling, 1896-1949 Summary: The Louisiana Creole community in New Orleans went through profound changes in the first half of the 20th-century. This work examines Creole ethnic identity, focusing particularly on the transition from Creole to American. In "becoming American," Creoles adapted to a binary, racialized caste system prevalent in the Jim Crow American South (and transformed from a primarily Francophone/Creolophone community (where a tripartite although permissive caste system long existed) to a primarily Anglophone community (marked by stricter black-white binaries). These adaptations and transformations were facilitated through Creole participation in fraternal societies, the organized labor movement and public and parochial schools that provided English-only instruction. -
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. -
The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2012 I'm Really Just an American: The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness Shea Aisha Winsett College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, African History Commons, History of Art, Architecture, and Archaeology Commons, and the Social and Cultural Anthropology Commons Recommended Citation Winsett, Shea Aisha, "I'm Really Just an American: The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness" (2012). Dissertations, Theses, and Masters Projects. Paper 1539626687. https://dx.doi.org/doi:10.21220/s2-tesy-ns27 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. I’m Really Just An American: The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness Shea Aisha Winsett Hyattsville, Maryland Bachelors of Arts, Oberlin College, 2008 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Department -
Freedom As Marronage
Freedom as Marronage Freedom as Marronage NEIL ROBERTS The University of Chicago Press Chicago and London Neil Roberts is associate professor of Africana studies and a faculty affiliate in political science at Williams College. The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2015 by The University of Chicago All rights reserved. Published 2015. Printed in the United States of America 24 23 22 21 20 19 18 17 16 15 1 2 3 4 5 ISBN- 13: 978- 0- 226- 12746- 0 (cloth) ISBN- 13: 978- 0- 226- 20104- 7 (paper) ISBN- 13: 978- 0- 226- 20118- 4 (e- book) DOI: 10.7208/chicago/9780226201184.001.0001 Jacket illustration: LeRoy Clarke, A Prophetic Flaming Forest, oil on canvas, 2003. Library of Congress Cataloging- in- Publication Data Roberts, Neil, 1976– author. Freedom as marronage / Neil Roberts. pages ; cm Includes bibliographical references and index. ISBN 978- 0- 226- 12746- 0 (cloth : alk. paper) — ISBN 978- 0- 226- 20104- 7 (pbk : alk. paper) — ISBN 978- 0- 226- 20118- 4 (e- book) 1. Maroons. 2. Fugitive slaves—Caribbean Area. 3. Liberty. I. Title. F2191.B55R62 2015 323.1196'0729—dc23 2014020609 o This paper meets the requirements of ANSI/NISO Z39.48– 1992 (Permanence of Paper). For Karima and Kofi Time would pass, old empires would fall and new ones take their place, the relations of countries and the relations of classes had to change, before I discovered that it is not quality of goods and utility which matter, but movement; not where you are or what you have, but where you have come from, where you are going and the rate at which you are getting there. -
Nigerian Nationalism: a Case Study in Southern Nigeria, 1885-1939
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1972 Nigerian nationalism: a case study in southern Nigeria, 1885-1939 Bassey Edet Ekong Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the African Studies Commons, and the International Relations Commons Let us know how access to this document benefits ou.y Recommended Citation Ekong, Bassey Edet, "Nigerian nationalism: a case study in southern Nigeria, 1885-1939" (1972). Dissertations and Theses. Paper 956. https://doi.org/10.15760/etd.956 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF' THE 'I'HESIS OF Bassey Edet Skc1::lg for the Master of Arts in History prt:;~'entE!o. 'May l8~ 1972. Title: Nigerian Nationalism: A Case Study In Southern Nigeria 1885-1939. APPROVED BY MEMBERS OF THE THESIS COMMITIIEE: ranklln G. West Modern Nigeria is a creation of the Britiahl who be cause of economio interest, ignored the existing political, racial, historical, religious and language differences. Tbe task of developing a concept of nationalism from among suoh diverse elements who inhabit Nigeria and speak about 280 tribal languages was immense if not impossible. The tra.ditionalists did their best in opposing the Brltlsh who took away their privileges and traditional rl;hts, but tbeir policy did not countenance nationalism. The rise and growth of nationalism wa3 only po~ sible tbrough educs,ted Africans.