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Open Final Dissertation.Pdf The Pennsylvania State University The Graduate School College of Communications TRANSNATIONALISM, REVOLUTION AND RACE: THE CASE OF CUBA’S RADIO FREE DIXIE A Dissertation in Mass Communications by Cristina Mislan 2013 Cristina Mislan Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2013 ii The dissertation of Cristina Mislan was reviewed and approved* by the following: C. Michael Elavsky Associate Professor Dissertation Advisor Chair of Committee James Ford Risley Professor/Head of Department of Journalism John S. Nichols Professor Emeritus of Communications and International Affairs Solsiree Del Moral Associate Professor Marie Hardin Associate Dean/Professor, Journalism Head of the College of Communications *Signatures are on file in the Graduate School iii ABSTRACT During the early 1960s, the Cuban Revolution was creating a new country based on anti- colonial revolutionary principles. Simultaneously, Robert F. Williams and his wife Mabel R. Williams preoccupied themselves with broadcasting Radio Free Dixie, a radio program that aired from Cuba’s Radio Progreso in Havana, Cuba, to spread their messages of anti-imperialism and self-defense to parts of the Jim Crow South and North. This dissertation, therefore, aims to connect the Cuban Revolution to the Black Power Movement in the United States by positioning Radio Free Dixie at the center of a historical moment that intersected the Cold War and black struggle. Such a story is significant because it historicizes previous literature on transnationalism and transnational media and also contributes to recent scholarly conversations that have connected global politics to the United States Civil Rights and Black Power movements of the 1960s. While previous historical studies have briefly discussed the existence of Radio Free Dixie and Robert F. Williams’ relationship with the Cuban government, this literature has mainly overlooked the ways in which Radio Free Dixie’s broadcasts helped frame the debates on race, class, revolution, self-defense, and imperialism using both nationalist and internationalist messages. Such an analysis attempts to underscore how the broadcasters positioned themselves within a Cold War context that explicitly linked the Cuban Revolution to the United States Civil Rights and Black Power Movements, therefore, illustrating how an analysis of alternative media de-centers United States’ national discourses about civil rights struggles. Furthermore, it explores how the concepts of racism, imperialism and socialism were simultaneously integrated and separate on Radio Free Dixie. iv TABLE OF CONTENTS Acknowledgements .................................................................................................................. vi Introduction .............................................................................................................................. 1 Transnationalism in the Twentieth Century ..................................................................... 5 Cold War Politics, Radio and Revolution ........................................................................ 9 Radio Free Dixie: A U.S. and Cuban Construction ......................................................... 12 Methodology .................................................................................................................... 14 Chapter Overview ............................................................................................................ 18 Literature Review..................................................................................................................... 22 Chapter 1 The Globalization of Race and Class Struggle ....................................................... 31 Citizenship and Black Internationalism ........................................................................... 31 Shaping the Atlantic through Transnational Media ......................................................... 35 The Fight for Race and Class Equality in the New Left Movement ................................ 38 Cold War Politics, Black Power and the Cuban Revolution ............................................ 44 Radio ................................................................................................................................ 52 Chapter 2 Exile, Rebellion and Journalism Advocacy: Radio Free Dixie in Cuba ................ 60 Chapter 3 Globalizing the Local and Localizing the Global ................................................... 76 Extending a Historical Conversation: “Double-V” and Imperialism ............................... 77 Fighting From Within and Out: Black Military Service and the “Double V” Campaign ................................................................................................................. 79 ‘No Mere Coincidences’: U.S. Racism and Imperialism ................................................. 92 Transnationalizing, Racializing and “De-classing” Imperialism ..................................... 109 Chapter 4 “In the Spirit of ’76: Venceremos!!” ...................................................................... 115 Re-imagining the global and local: contentions in revolutionary politics ........................ 117 Our “American” Way: Self-defense not Non-violence ................................................... 131 Contentions in Revolutionary Politics ............................................................................. 140 Chapter 5 A Raceless Nation .................................................................................................. 147 A Brief History of Race and Class in Cuba ..................................................................... 150 Revolution and Racelessness: What can we learn? .......................................................... 160 “I’m not a Communist, I’m a Nationalist” ....................................................................... 175 Historicizing Race and Class: Understanding and Misunderstanding the Trans/National Effort ............................................................................................... 188 Chapter 6 The Homecoming ................................................................................................... 198 A Transnational Medium ................................................................................................. 203 v Misunderstandings and Misinterpretations: Negotiating Borders .................................... 205 Lessons in the Trans/National Effort: Just a Dead Microphone? ..................................... 212 Bibliography ............................................................................................................................ 221 Primary Sources ....................................................................................................... 221 Secondary Sources ................................................................................................... 221 vi ACKNOWLEDGEMENTS To show my gratitude to all those who in some way contributed to the completion of my dissertation would result in a lengthy list. In fact, there are many who would not believe they had any influence on my dissertation; however, I believe that even those who were supportive in my earlier years of graduate school deserve some acknowledgement, as I would not be at this stage in my life if it had not been for their support. Therefore, here I begin to show appreciation for those who believed in my passions, listened to my political rants, and validated every self-assured opinion of mine even if they believe I naïvely (or selfishly) aspire to change a world that may or may not transform as I envision. Let’s begin where any doctoral student should. First, I would like to express the deepest appreciation to my committee chair, mentor and advisor Dr. C. Michael Elavsky. With support, interest, patience, and brilliance, Dr. Elavsky guided me in ways that challenged and pushed me to think beyond my own intellectual limitations. His natural talent for teaching, making the important connections (for both of us), and for being truly invested in my growth and work as a scholar and educator has been invaluable. While I often have felt frustration leaving his office with more questions than answers, I realize these moments became crucial to the development of my growth as a scholar (one who has learned to complicate before simplifying). In my early years at The Pennsylvania State University, he endured my narrow political opinions, overly strong personality, and ideological stubbornness. I owe him gratitude for patiently illustrating other ways of being a progressive scholar and educator: to unlearn, empathize, and listen. To Dr. John Nichols, I thank him for showing me an alternative path on the question of Cuba, its history, and future. For the first time in my life, I believe that the middle can be “revolutionary.” I remember the first time I stepped into his office and saw the eyes of Ernesto Che Guevara staring at me. I knew then that I would learn tremendously from Dr. Nichols, as he vii showed me how to complicate a story that I had often romanticized and simplified into greatness. To Dr. Ford Risley, I am grateful for your guidance on the art of writing histories. Like Dr. Elavsky and Dr. Nichols, he too has endured my eagerness in wanting to express my strong (and not always right) ideological opinions. Despite any political differences regarding our opinions on the purposes and processes of historical
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