Interaction Between 1960S and Blm Activists
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Critical Discourse Analysis #Blacklivesmatter: Critical Perspectives, February 2, 2016 Dr
Critical Discourse Analysis #BlackLivesMatter: Critical Perspectives, February 2, 2016 Dr. S. Lanehart, Professor and Brackenrige Endowed Chair in Literature and the Humanities What is “Critical / Critique? (Wodak) The notion of `critique' which is inherent in CDA's programme is also understood very differently: some adhere to the Frankfurt school, others to a notion of literary criticism, some to Marx's notions (see above and Reisigl and Wodak, 2001 for an overview). Basically, ‘critical’ is to be understood as having distance to the data, embedding the data in the social, taking a political stance explicitly, and a focus on self-reflection as scholars doing research. What is CDA? (Teun van Dijk) Beyond description or superficial application, critical science in each domain asks further questions, such as those of responsibility, interests, and ideology. Instead of focusing on purely academic or theoretical problems, it starts from prevailing social problems, and thereby chooses the perspective of those who suffer most, and critically analyses those in power, those who are responsible, and those who have the means and the opportunity to solve such problems (van Dijk, 1986: 4). Heterogeneity of methodological and theoretical approaches represented in this field of linguistics would tend to confirm van Dijk's point that CDA and CL `are at most a shared perspective on doing linguistic, semiotic or discourse analysis' (van Dijk, 1993: 131). What is CDA? (Horkheimer) To draw consequences for political action from critical theory is the aspiration of those who have serious intentions, and yet there is no general prescription unless it is the necessity for insight into one's own responsibility. -
Macklemore & Ryan Lewis – White Privilege II Lyrics
Macklemore & Ryan Lewis – White Privilege II Lyrics [Verse 1] Pulled into the parking lot, parked it Zipped up my parka, joined the procession of marchers In my head like, "Is this awkward? Should I even be here marching?" Thinking if they can't, how can I breathe? Thinking that they chant, what do I sing? I want to take a stance cause we are not free And then I thought about it, we are not "we" Am I in the outside looking in, or am I in the inside looking out? Is it my place to give my two cents? Or should I stand on the side and shut my mouth? "No justice, no peace," okay, I'm saying that They're chanting out, "Black Lives Matter," but I don't say it back Is it okay for me to say? I don't know, so I watch and stand In front of a line of police that look the same as me Only separated by a badge, a baton, a can of Mace, a mask A shield, a gun with gloves and hands that gives an alibi In case somebody dies behind a bullet that flies out of the 9 Takes another child's life on sight [Hook] Blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free There's blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free Blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free There's blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free Blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free There's blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free [Verse 2] You've exploited -
The One Who Even Did It, but It’S Methodist Bishop-In-Residence
182462 BU 182462 Cover~P.pdf 1 5_17_2018 Nonprofit Inside: US Postage PAID Equality for women pastors Boston MA Cornell William Brooks on training 745 Commonwealth Avenue Permit No. 1839 seminarians to fight injustice Boston, Massachusetts 02215 2018 At STH, I was surrounded by professors and supervisors who were passionate about preparing me for the journey that followed, and colleagues who were exploring how God was involved in their lives and in the world. The impact of my theological education on my personal and professional SINGING development has been long-standing, for which I am very grateful. THE Frank J. Richardson, Jr. (’77,’82) Richardson has included a gift to STH in his estate plans. BLUESON Education is a gift. Pass it on. We can find faith for the future even in the depths of despair MAKE YOUR IMPACT THROUGH A PLANNED GIFT Contact us today at [email protected] or 800-645-2347 focus is made possible by donations Dotty Raynor from BU STH alumni and friends 182462 BU 182462 Cover~P.pdf 2 5_17_2018 182462 BU 182462 Text~P.pdf 3 5_17_2018 TABLEof Boston University CONTENTS School of Theology 2018 DEAN’S MESSAGE 2 JOURNAL: LEADERSHIP IN A TIME OF TURMOIL Dean MARY ELIZABETH MOORE Director of Development FEATURES Singing the Blues on a Note of Hope 20 Martin Luther, Rebel with a Cause 36 RAY JOYCE (Questrom’91) Holding on when we’re harassed by hell A profile of the reformer who upended the Alumni Relations Officer By Julian Armand Cook (’16) Church in his quest to heal it Tiny Homes for Big Dreams 10 JACLYN K. -
MUSIC NOTES: Exploring Music Listening Data As a Visual Representation of Self
MUSIC NOTES: Exploring Music Listening Data as a Visual Representation of Self Chad Philip Hall A thesis submitted in partial fulfillment of the requirements for the degree of: Master of Design University of Washington 2016 Committee: Kristine Matthews Karen Cheng Linda Norlen Program Authorized to Offer Degree: Art ©Copyright 2016 Chad Philip Hall University of Washington Abstract MUSIC NOTES: Exploring Music Listening Data as a Visual Representation of Self Chad Philip Hall Co-Chairs of the Supervisory Committee: Kristine Matthews, Associate Professor + Chair Division of Design, Visual Communication Design School of Art + Art History + Design Karen Cheng, Professor Division of Design, Visual Communication Design School of Art + Art History + Design Shelves of vinyl records and cassette tapes spark thoughts and mem ories at a quick glance. In the shift to digital formats, we lost physical artifacts but gained data as a rich, but often hidden artifact of our music listening. This project tracked and visualized the music listening habits of eight people over 30 days to explore how this data can serve as a visual representation of self and present new opportunities for reflection. 1 exploring music listening data as MUSIC NOTES a visual representation of self CHAD PHILIP HALL 2 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF: master of design university of washington 2016 COMMITTEE: kristine matthews karen cheng linda norlen PROGRAM AUTHORIZED TO OFFER DEGREE: school of art + art history + design, division -
Nike and the Pigmentation Paradox: African American Representation in Popular Culture from ‘Sambo’ to ‘Air Jordan’
Nike and the Pigmentation Paradox: African American Representation in Popular Culture from ‘Sambo’ to ‘Air Jordan’ by Scott Warren McVittie A Thesis presented to The University of Guelph In partial fulfillment of requirements for the degree of Master of Arts in History Guelph, Ontario, Canada © Scott McVittie, May, 2016 ABSTRACT NIKE AND THE PIGMENTATION PARADOX: AFRICAN AMERICAN REPRESENTATION IN POPULAR CULTURE FROM ‘SAMBO’ TO ‘AIR JORDAN’ Scott McVittie Advisor: University of Guelph Professor Susan Nance Martin Luther King Jr. once remarked: “The economic highway to power has few entry lanes for Negroes.” This thesis investigates this limited-access highway in the context of American culture by analyzing the merger of sports celebrity branding and racial liberalism through a case study of Nike and the Air Jordan brand. As a spokesman for Nike, Michael Jordan was understood as both a symbol of “racial transcendence” and a figure of “racial displacement.” This dual identity spurred an important sociological debate concerning institutional racism in American society by unveiling the paradoxical narrative that governed discourse about black celebrities and, particularly, black athletes. Making use of archival research from the University of Oregon’s Special Collections Department, this study sheds light on the “Nike perspective” in furnishing an athletic meritocracy within a racially integrated community of consumers. Positioning this study within the field of African American cultural history, this thesis also interrogates representations -
NAACP National Board Makes Dramatic Move to Regain Relevance
www.lasentinel.net Congratulations Dr. Danny J. Bakewell, Sr. An Education Giant Succumbs - Judy Ivie (See page A-3) Burton (See page A-13) VOL. LXXXI NO. 21 $1.00 + CA. Sales Tax “For Over Eighty Years, The Voice of Our Community Speaking for Itself” THURSDAY, SEPTEMBER MAY 25,17, 20172015 ALLISON SHELLEY/TV ONE Marc Morial, National Urban League president/CEO SENTINEL NEWS SERVICE decades, The State of Black America®, has For the first time become one of the in Urban League his- most highly-anticipated tory, its annual State of benchmarks and sources Black America report for thought leadership is the basis for a nation- around racial equality in ally-televised special. America across econom- Moderated by News ics, employment, edu- One Now Host and Man- cation, health, housing, aging Editor Roland criminal justice and civic FREDDIE ALLEN/AMG/NNPA Martin, “National Urban participation,” National Cornell Brooks served as president of the NAACP for three years. This photo was taken during a 2016 meeting be- League Presents: State of Urban League President tween civil right leaders and former Secretary of State Hillary Clinton. Black America® Town and CEO Marc H. Mo- Hall” was produced in rial said. “Now, thanks NAACP National Board Makes Dramatic Move to Regain Relevance partnership with TV to TV One and our other One and premieres on partners, we’re thrilled BY LAUREN VICTORIA BURKE national board vote to part contacted by the NNPA tion since May 2014. Some the network Wednesday, to be able to bring the NNPA Newswire Contributor ways with their president, Newswire were shocked NAACP insiders said that May 31 at 8 p.m. -
Black Vote Remains Crucial "I'm an Atheist and I'd Go to by D
AUGUST 2016 HEALTH WELLNESS & NUTRITION SUPPLEMENT EYE HEALTH AND IMMUNIZATION VOL. 51, NO. 44 • AUGUST 11 - 17, 2016 PRESENTED BY WI Health SupplementSPONSORS Pressure Leads to Councilman Orange’s Early Resignation - Hot Topics, Page 4 Center Section Rev. Barber First Day of Moving Forward, School Comes Before and After Early for Some DNC Convention D.C. Students By William J. Ford WI Staff Writer @jabariwill A pep-rally atmosphere greet- ed students and parents Mon- day, Aug. 8 at Turner Elementary School in southeast D.C. to begin the first day of school — a day that came a full two weeks earlier than for most of the city. Turner is one of 10 city schools taking part in the District's ex- 5Rev. William Barber II / Photo tended-school year, in which 20 by Shevry Lassiter extra days have been added for By Stacy M. Brown schools with at least 55 percent WI Senior Writer of its students not fully meeting expectations on the English and The headlines blared almost non- math portions of standardized as- stop. sessment tests in the 2014-2015 "Rev. William Barber Rattles the academic year. Windows, Shakes the DNC Walls," During that year, Turner had one of the lowest rankings among NBC News said. 5Turner Elementary School Principal Eric Bethel greets a student on Aug. 8, the first day of the extended school year for D.C. "The Rev. William Barber public schools. Turner is one of 10 schools to partake in the program to boost student achievement. / Photo by William J. Ford DCPS Page 8 dropped the mic," The Washington Post marveled. -
CORNELL WILLIAM BROOKS, ESQ. 4906 Wolf Run Shoals Road, Woodbridge, VA 22192 [email protected], (703) 336-7205
CORNELL WILLIAM BROOKS, ESQ. 4906 Wolf Run Shoals Road, Woodbridge, VA 22192 [email protected], (703) 336-7205 EXECUTIVE PROFILE Nonprofit chief executive, public interest lawyer, and ordained minister with broad experience in both effectively inspiring and strategically advocating for justice through legislation, litigation, research, coalitions, media campaigns, and civil disobedience. EDUCATION Yale Law School, New Haven, CT. J.D. 1990. The Yale Law Journal, Senior Editor; and The Yale Law and Policy Review, Member. Presented report to UN Sub-Commission on Discrimination (Geneva, Switzerland). Boston University School of Theology, Boston, MA. M.Div., Social Ethics and Theology Concentration, 1987. Awarded Martin Luther King, Jr. Scholarship (scholarship and leadership), Jefferson Fellowship (scholarship and preaching), and Oxnam-Leibman Fellowship (scholarship and promoting racial harmony). Post-graduate theological courses: Harvard, Yale and Episcopal Divinity Schools. Co-author of Looking Beyond Ourselves (based on a Philippines human rights tour and interviews). Jackson State University, Jackson, MS. B.A., Political Science, 1983. Jacksonian Award (twenty most outstanding graduates), full academic scholarship, and Phi Kappa Phi Honor Society. Recipient of Martin Luther King, W.E.B. Du Bois, and Paul Robeson (most outstanding political science student) awards. First Mississippi HBCU student nominated for the Rhodes Scholarship. EXPERIENCE AND ACCOMPLISHMENTS Harvard Kennedy School, Cambridge, MA. Professor of the Practice -
21-Day Racial Equity Habit Building Challenge
21-Day Racial Equity Habit Building Challenge https://www.eddiemoorejr.com/21daychallenge?mc_cid=d9cd938817&mc_eid=e38d84f652 “I am and always will be a catalyst for change.” -Shirley Chisholm © 2014 All Rights Reserved America & Moore, LLC Have you ever made a successful change in your life? Perhaps you wanted to exercise more, eat less, or change jobs? Think about the time and attention you dedicated to the process. A lot, right? Change is hard. Creating effective social justice habits, particularly those dealing with issues of power, privilege, supremacy and leadership is like any lifestyle change. Setting our intentions and adjusting what we spend our time doing is essential. It’s all about building new habits. Sometimes the hardest part is just getting started. The good news is, there’s an abundance of resources just waiting to empower you to be a more effective player in the quest for equity and justice. Please use this plan just as it is, or adapt it to a sector, an ethnic/racial group, or interest area. * About the 21-Day Racial Equity Habit Building Challenge • For 21 days, do one action to further your understanding of power, privilege, supremacy, oppression, and equity • Plan includes suggestions for readings, podcasts, videos, observations, and ways to form and deepen community connections. Suggestions are in the following categories: • Read • Listen • Watch • Notice • Connect • Engage • Act • Reflect • Stay Inspired • Use the tracking chart provided below to stay on course. You can drag the image to your desktop and print, or you can access a digital version here and copy it for editing. -
Centering the Demands and Vision of the Black Lives Matter Movement in Teacher
TITLE ACTIVE SOLIDARITY: Centering the demands and vision of the Black Lives Matter Movement in Teacher Education AUTHORS Edwin Mayorga1 and Bree Picower2 Edwin Mayorga is an Assistant Professor of Educational Studies and Latin American and Latino Studies at Swarthmore College (PA). He directs the Education in our Barrios project (#BarrioEdProj), a youth participatory action research project in Latino core communities in Philadelphia and New York City, and Critical Education Policy Studies (#CritEdPol) website and undergraduate online journal at Swarthmore. He is co-editor of What’s Race Got to Do with It? How Current School Reform Maintains Racial and Economic Inequality. (Peter Lang; 2015; co-edited with B. Picower) Bree Picower is an Associate Professor at Montclair State University in the College of Education and Human Development. She was awarded the Scholar Activist of 2013 by the Critical Educators for Social Justice SIG of the American Educational Research Association. She is co-editor of Confronting Racism in Teacher Education: Counternarratives of Critical Practice (Routledge; 2017; co-edited with R. Kohli), and What’s Race Got To Do With It? How current school reform maintains racial and economic inequality (Peter Lang; 2015; co-edited with E. Mayorga). She also authored Practice What You Teach: Social Justice Education in the Classroom and the Streets. RUNNING HEAD ACTIVE SOLIDARITY: The Black Lives Matter Movement in Teacher Education 1 CONTACT INFORMATION: Edwin Mayorga Swarthmore College Educational Studies 204 Pearson Hall 500 College Avenue Swarthmore, PA 19081 [email protected] ABSTRACT In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. -
Walthamstow Academy Sixth Form Bulletin. 03 July 2020
Walthamstow Academy Sixth Form Bulletin. 03 July 2020 Bulletin Focus – Black Lives Matter How can I be anti-racist? Anti-racism is actively identifying and speaking out against racism in organizational structures, policies, practices and attitudes, every time you witness it. If something makes you uncomfortable, voice your discomfort and you are being anti-racist. What is white privilege? Theconsciouskid on Instagram summarise what white privilege is really clearly. They describe it as, “White supremacy is a system of structural and societal racism which privileges white people over everyone else, regardless of the presence or absence of racial hatred. White racial advantages occur at both a collective and an individual level.” White privilege is defined by the Oxford England Dictionary as “the inherent advantages possessed by a white person on the basis of their race in a society characterised by racial inequality and injustice”. Actions speak louder than words what is helpful to hear, are phrases like these: • “I’ve found an organisation that helps in these types of instances and I’ve donated money.” • “I’ve brought this topic up to my co-workers and family so we can talk through what’s happened.” • “I’ve researched more on this and I have learned more about the history of this particular race issue.” Black Lives Matter Black lives matter movement. Edited by Folakemi Omoyinmi The black lives matter movement is an international human rights movement, originating in the African American community, that campaigns against violence and systemic racism towards black people. It was founded in 2013 in response to the acquittal of Trayvon Martin’s murderer. -
21-Day Anti-Racism Challenge©
21-Day Anti-Racism Challenge© “The beauty of anti-racism is that you don’t have to pretend to be free of racism to be an anti-racist. Anti-racism is the commitment to fight racism wherever you find it, including in yourself. And it’s the only way forward.” — Ijeoma Oluo The Diversity Council acknowledges systemic racism as a critical public health concern. • Racism can include interpersonal acts of discrimination, which is not limited to individual acts of bias. • Racism goes beyond individual attitudes or interpersonal exchanges and extends to structural and systemic factors such as institution policies and societal norms. • “How is individual, structural and systemic institution racism operating here?” In each of our settings? How do we examine structures, policies, practices, norms and values? What are strategies to address and dismantle racism? We acknowledge that there are many questions however, let start by each person taking one step at time to dismantle racism. We have the responsibility to acknowledge racism, advocate for equitable policies and inform the public discourse. • Think about the time and attention you dedicated to the process. A lot, right? Change is hard. Creating effective social justice habits, particularly those dealing with issues of power, privilege, supremacy and leadership is like any lifestyle change. The good news is there are an abundance of resources just waiting to empower you to be a more effective player in the quest for equity and justice. Please use this plan just as it is, or adapt it to a sector, an ethnic/racial group, or interest area. About the 21-Day Anti-Racism Challenge • For 21 days, do one action to further your understanding of power, privilege, supremacy, systemic racism, oppression and equity as an individual, group, unit, or department.