A Burkeian Analysis of the Rhetoric of Malcolm X
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The Crusader Monthll,J Nelijsletter
THE CRUSADER MONTHLL,J NELIJSLETTER ROBERT F. WILLIAMS, EDITOR -IN EXILE- VoL . ~ - No. 9 MAY 1968 Afro-Americans & Slick John Kennedy Government of the United States is no government T~E of the Afro-Americans at all. The slick John Ken- nedy gang is operating one of the greatest sham govern- ment in the entire world. Afro-Americans and fair minded Od > ~- O THE wN«< /l~USL . lF Yov~Re EyER IN NE60, CALL ME AT whites must be gullible indeed to believe that the racist, KKK dominated so-called U.S. Government is concerned with the welfare and human rights of colored people. The colored people of the USA must bring themselves to realize that taken integration is a slick manuever to check the restlessness of an oppressed people fast becoming infect ed with the germ of total resistance policy developing among all of the oppressed peoples of the world. Token integration means nothing to the masses. Even an idiot should be able to see that so-called Token integration is no more than window dressing designed to lull the poor downtrodden Afro-American to sleep and to make the out side world think that the racist, savage USA is a fountainhead of social justice and democracy. The Afro-American in the USA is facing his greatest crisis since chattel slavery. All forms of violence and underhanded methods o.f extermination are being stepped up against our people. Contrary to what the "big daddies" and their "good nigras" would have us believe about all of the phoney progress they claim the race is making, the True status of the Afro-Ameri- can is s#eadily on the down turn. -
On the Black Panther Party
STERILIZATION-ANOTHER PARTOF THE PLAN OFBLACK GENOCIDE 10\~w- -~ ., ' ' . - _t;_--\ ~s,_~=r t . 0 . H·o~u~e. °SHI ~ TI-lE BLACK PANTI-lER, SATURDAY, MAY 8, 1971 PAGE 2 STERILIZATION-ANOTHER PART OF THE PLAN OF f;Jti~~~ oF-~dnl&r ., America's poor and minority peo- In 1964, in Mississippi a law was that u ••• • Even my maid said this should ple are the current subject for dis- passed that actually made it felony for be done. She's behind it lO0 percent." cussion in almost every state legis- anyone to become the parent of more When he (Bates) argued that one pur latur e in the country: Reagan in Cali- than one "illegitimate" child. Original- pose of the bill was to save the State fornia is reducing the alr eady subsis- ly, the bill carried a penalty stipu- money, it was pointed out that welfare tance aid given to families with children; lation that first offenders would be mothers in Tennessee are given a max O'Callaghan in Nevada has already com- sentenced to one to three years in the imum of $l5.00 a month for every child pletely cut off 3,000 poor families with State Penitentiary. Three to five years at home (Themaxim!,(,mwelfarepayment children. would be the sentence for subsequent in Tennesse, which is for a family of However, Tennessee is considering convictions. As an alternative to jail- five or more children, is $l6l.00 per dealing with "the problem" of families in~, women would have had the option of month.), and a minimum of $65.00 with "dependant children" by reducing being sterilized. -
Teacher Resource Guide
uide Teacher Resource G : Before the Show About the Performance About the Artist About the Directorial Consultant Coming to the Theater Pre-Show Activities Huffington Post Review Compare and Contrast Respond in Writing The Civil Rights Movement Peace and Brotherhood The lessons and activities in this guide are driven by the Into the Words – Theater Vocabulary Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Post-Show Activities Subjects (2010) which help ensure that all students are Rhapsody in Black Content Vocabulary college and career ready in literacy no later than the end Comfortable vs. Challenging Conversations of high school. The College and Career Readiness (CCR) I, Too, Sing America Standards in Reading, Writing, Speaking and Listening, Huffington Post RE-View and Language define general, cross-disciplinary literacy Perspective in Poetry expectations that must be met for students to be prepared Cloze & Context Clues to enter college and workforce training programs ready to Dive Deeper succeed. Recommended Download Works Cited 21st century skills of creativity, critical thinking and collaboration are embedded in process of bringing the page to the stage. Seeing live theater encourages students to This guide contains pre-show/post-show classroom read, develop critical and creative thinking and to be curious activities that include specific student learning targets about the world around them. to use in their existing curriculum. The classroom activities are purposefully open ended and educators/ This Teacher Resource Guide includes background youth service professionals are encouraged to make information, questions, and activities that can stand alone appropriate adaptations to specific learning targets or work as building blocks toward the creation of a complete in order to meet the individualized needs of their unit of classroom work. -
Alberto J. L. Carrillo Canán Mcluhan, Flusser and the Mediatic Approach to Mind
FLUSSER STUDIES 06 1 Alberto J. L. Carrillo Canán McLuhan, Flusser and the Mediatic Approach to Mind All the alphabets in use in the Western world, from that of Russia to that of the Basques, from that of Portugal to that of Peru, are derivatives of the Graeco-Roman letters. Their unique separation of sight and sound from semantic and verbal content made them a most radical technology for the translation and homogeneization of cultures. All other forms of writing had served merely one culture, and had served to separate that culture from others. Marshall McLuhan Nowadays there are at least three main theoretical paradigms about mind. One is traditional philosophy about the mind-body problem, which is increasingly influenced by cognitive science. This paradigm presupposes the mind as trans-historical entity. Another paradigm lies implicit in semiotics and narratology: mind becomes dissolved in symbolic systems; accordingly, mind is not trans-historical, but it neither changes historically, it changes as symbolic systems do – and they do not change following some historical thread but in a merely contingent way. For the semiotic paradigm, thus, mind is as contingent as are the different semiotic systems. Finally, mediatic theory is rapidly becoming a new paradigm for the humanities in general, as semiotics was before it. Mediatic theory historicizes mind to the extent in which it is possible to reach an historical explanation of technological change and development, for this change is somehow mirrored by the structure of mind. Furthermore, technology is not clearly linked to any ethnical ground, on the contrary, it possesses structures that permeate any ethnical community, thus, mind structures related to technology structures can be both historical and more or less universal. -
The Civil Rights Movement: Dr. Martin Luther King, Jr., and Malcolm X by Tim Bailey
The Civil Rights Movement: Dr. Martin Luther King, Jr., and Malcolm X by Tim Bailey UNIT OVERVIEW This unit is part of the Gilder Lehrman Institute’s Teaching Literacy through History resources, designed to align to the Common Core State Standards. These units were developed to enable students to understand, summarize, and evaluate original source materials of historical significance. Through a step- by-step process, students will acquire the skills to analyze, assess, and develop knowledgeable and well- reasoned viewpoints on primary source materials. Over the course of three lessons the students will compare and contrast the different philosophies and methods espoused by the civil rights leaders Dr. Martin Luther King, Jr., and Malcolm X. Comparisons will be drawn between two of the speeches delivered by these men in which they considered the issue of violent protest vs. nonviolent protest. Students will use textual analysis to draw conclusions and present arguments as directed in each lesson. An argumentative (persuasive) essay, which requires the students to defend their opinions using textual evidence, will be used to determine student understanding. UNIT OBJECTIVES Students will be able to • Close read informational texts and identify important phrases and key terms in historical texts. • Explain and summarize the meaning of these texts on both literal and inferential levels. • Analyze, assess, and compare the meaning of two primary source documents. • Develop a viewpoint and write an evaluative persuasive essay supported by evidence from two speeches. NUMBER OF CLASS PERIODS: 3 GRADE LEVELS: 6–12 COMMON CORE STATE STANDARDS CCSS.ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. -
Kenneth Burke at the Edges of Language by Debra Hawhee
English Faculty Works English Winter 2012 Reviewed Work: Moving Bodies: Kenneth Burke at the Edges of Language by Debra Hawhee Steven J. Mailloux Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/engl_fac Part of the English Language and Literature Commons Recommended Citation Mailloux, Steven. "Reviewed Work: Moving Bodies: Kenneth Burke at the Edges of Language by Debra Hawhee." Rhetorica: A Journal of the History of Rhetoric, vol. 30, no. 1, 2012, pp. 94–97. This Article is brought to you for free and open access by the English at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in English Faculty Works by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. Reviews Debra Hawhee, Moving Bodies: Kenneth Burke at the Edges of Language, Columbia: University of South Carolina Press, 2009. 215 pp. ISBN 978-1-57003-809-9 “There are only bodies and languages.” Alain Badiou’s proposition at the beginning of Logics of Worlds neatly sums up the rhetorical theory of Kenneth Burke as elaborated by Debra Hawhee in Moving Bodies. Hawhee’s book is an excellent study of Burke’s career-long preoccupation with hu- mans as “bodies that learn language.” Hawhee selectively tracks this pre- occupation from Burke’s earliest fiction through his engagements with bod- ily mysticism, drug research, endocrinology, constitutional medicine, and gesture-speech evolution to his final recapitulations organized around the opposition between nonsymbolic motion and symbolic action. -
The Black Power Movement. Part 2, the Papers of Robert F
Cover: (Left) Robert F. Williams; (Upper right) from left: Edward S. “Pete” Williams, Robert F. Williams, John Herman Williams, and Dr. Albert E. Perry Jr. at an NAACP meeting in 1957, in Monroe, North Carolina; (Lower right) Mao Tse-tung presents Robert Williams with a “little red book.” All photos courtesy of John Herman Williams. A Guide to the Microfilm Edition of BLACK STUDIES RESEARCH SOURCES Microfilms from Major Archival and Manuscript Collections General Editors: John H. Bracey, Jr. and Sharon Harley The Black Power Movement Part 2: The Papers of Robert F. Williams Microfilmed from the Holdings of the Bentley Historical Library, University of Michigan at Ann Arbor Editorial Adviser Timothy B. Tyson Project Coordinator Randolph H. Boehm Guide compiled by Daniel Lewis A microfilm project of UNIVERSITY PUBLICATIONS OF AMERICA An Imprint of LexisNexis Academic & Library Solutions 4520 East-West Highway • Bethesda, MD 20814-3389 Library of Congress Cataloging-in-Publication Data The Black power movement. Part 2, The papers of Robert F. Williams [microform] / editorial adviser, Timothy B. Tyson ; project coordinator, Randolph H. Boehm. 26 microfilm reels ; 35 mm.—(Black studies research sources) Accompanied by a printed guide compiled by Daniel Lewis, entitled: A guide to the microfilm edition of the Black power movement. Part 2, The papers of Robert F. Williams. ISBN 1-55655-867-8 1. African Americans—Civil rights—History—20th century—Sources. 2. Black power—United States—History—20th century—Sources. 3. Black nationalism— United States—History—20th century—Sources. 4. Williams, Robert Franklin, 1925— Archives. I. Title: Papers of Robert F. Williams. -
Interrogating Malcolm X's “Ballot Or the Bullet”
Journal of African American Studies (2020) 24:398–416 https://doi.org/10.1007/s12111-020-09484-5 ARTICLES Open Access Interrogating Malcolm X’s “Ballot or the Bullet” Daryl Farrah1 Published online: 15 July 2020 # The Author(s) 2020 Abstract This article examines Malcolm X’s 1964 speech titled the “Ballot or the Bullet.” He used both managerial and confrontational rhetoric in this text; however, Malcolm X’s background, the events preceding the speech, the themes Malcolm X used, and the pattern of the speech has led many people over the years to believe the rhetoric Malcolm X produced here was confrontational. Nevertheless, this work argues that this speech was overall managerial and that some of the ideas expressed in this speech are being used widely by people today on both sides of the political spectrum. Keywords Malcolm X . “Ballot or the Bullet” . Rhetoric . Speech and Human Rights Introduction Debates surrounding the message content of African American1 rhetoric and the goals rhetoricians had hoped to achieve are a time-honored tradition. One area that I find most interesting is that which involves African American rhetoric and Civil Rights, who may be denying Civil Rights, and the best way to obtain Civil Rights. A good example of this is Malcolm X’s1964speechthe“Ballot or the Bullet,” delivered on April 3rd of that year at Cory Methodist Church in Cleveland, Ohio. Considered one of Malcolm’s most poignant and militant statements, the speech elicited an enormous amount of attention from the mass media as well as from members of the political establishment, most of which interpreted it as a call to arms for the purpose of the violent overthrow of the US government (Condit and Lucaites 1993b, p. -
The Ballot Or the Bullet Malcolm X | April 3, 1964 | Cleveland, Ohio Mr
CL&L | 2020 Fall | Kessler | Race Relations in American Political Thought | for Oct 6 | Page 1 The Ballot or the Bullet Malcolm X | April 3, 1964 | Cleveland, Ohio Mr. Moderator, Brother Lomax, brothers and sisters, friends and enemies: I just can't believe everyone in here is a friend, and I don't want to leave anybody out. The question tonight, as I understand it, is "The Negro Revolt, and Where Do We Go From Here?" or What Next?" In my little humble way of understanding it, it points toward either the ballot or the bullet. Before we try and explain what is meant by the ballot or the bullet, I would like to clarify something concerning myself. I'm still a Muslim; my religion is still Islam. That's my personal belief. Just as Adam Clayton Powell is a Christian minister who heads the Abyssinian Baptist Church in New York, but at the same time takes part in the political struggles to try and bring about rights to the black people in this country; and Dr. Martin Luther King is a Christian minister down in Atlanta, Georgia, who heads another organization fighting for the civil rights of black people in this country; and Reverend Galamison, I guess you've heard of him, is another Christian minister in New York who has been deeply involved in the school boycotts to eliminate segregated education; well, I myself am a minister, not a Christian minister, but a Muslim minister; and I believe in action on all fronts by whatever means necessary. Although I'm still a Muslim, I'm not here tonight to discuss my religion. -
Malcolm X and Christianity
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarBank@NUS MALCOLM X AND CHRISTIANITY FATHIE BIN ALI ABDAT (B. Arts, Hons) A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF ARTS DEPARTMENT OF HISTORY NATIONAL UNIVERSITY OF SINGAPORE 2008 Acknowledgements I extend my sincerest gratitude first to the National University of Singapore (NUS) for granting me the Masters Research Scholarship that enabled me to carry out this undertaking. Also, my thanks go out to the librarians at various universities for assisting me track down countless number of primary and secondary sources that were literally scattered around the world. Without their tireless dedication and effort, this thesis would not have been feasible. The NUS library forked out a substantial sum of money purchasing dozens of books and journals for which I am grateful for. In New York, the friendly staff at Columbia University’s Butler Library, Union Theological Seminary’s Burke Library and Schomburg Centre for Research in Black Culture provided me access to newspaper articles, FBI files, rare books and archival materials that provided much content for my work. In Malaysia, the staff at the University of Malaya enabled me to browse through Za’aba’s extensive private collection that included the journal, Moslem World & the U.S.A. In the process of writing this thesis, I am indebted to various faculty members at the Department of History such as Assoc. Prof. Ian Gordon, Assoc. Prof. Michael Feener and Assoc. Prof. Thomas Dubois, who in one way or another, helped shape my ideas on Malcolm X’s intellectual beliefs and developed my skills as an apprentice historian. -
Forms of Parallelism
Forms of Parallelism To understand parallelism is to lay the foundation for understanding almost every other writing form in ancient scripture. Without a doubt, “the prevalent poetic form of . scripture is not the ode, the lamentation, nor the psalm, but parallelism.”1 Not surprisingly, we nd parallelism in ancient languages around the world, such as Mayan, Greek, and Akkadian. In the more modern languages, such as English, German, French, and Spanish, we nd rhyming poetry that has a dened rhythm, is governed by a set line length, is nonredundant, and progresses from a denite beginning to a denite end. However, this is not true of ancient Hebrew poetry, which relied on repetitions, various other forms of redundancies, and parallelistic, symmetrical structures to achieve beauty, emphasis, and clarity of understanding. An interesting dimension of parallelism is described in this way: “The purpose of parallelism, like the general purpose of imagery, is to transfer the usual perception of an object into the sphere of a new perception—that is, to make a unique semantic modication.”2 In other words, the use of parallelism is not a mere matter of cosmetic style; it effects meaning and perception by introducing an idea from one angle and then semantically shifting the focus on that item to another angle. While the essence of each literary form is fairly clear, the boundaries between the forms often overlap. Thus an example of one form can often be an example of another form as well. At least 240 different dened Hebrew writing forms are identiable in the Old Testament. -
Repetition and Parallelism
SAGE Flex for Public Speaking Repetition and Parallelism Brief: Repetition and parallelism are stylistic devices used in many languages and cultures around the world in poetry, epics, songs, written prose, and speech. Learning Objective: Demonstrate when and how to use repetition and parallelism: Key Terms: • Parallelism: The proximity of two or more phrases with identical or similar constructions, especially those expressing the same sentiment, but with slight modifications. • Repetition: The reuse of words, phrases, ideas, or themes in your speech. Repetition and Parallelism Repetition and parallelism are stylistic devices used in many languages and cultures around the world in poetry, epics, songs, written prose, and speech. Repetition is the reuse of words, phrases, ideas or themes in your speech. Parallelism—a related device—is the proximity of two or more phrases with identical or similar constructions, especially those expressing the same sentiment, but with slight modifications. The Purpose of Repetition and Parallelism Repetition and parallelism provide emphasis, structure, order, and balance in your speech, in addition to clarifying your argument. Your audience is more likely to remember something that has been repeated. Parallelism functions similarly, but without rote repetition of words or ideas. Instead, parallelism draws on a sense of repetition. How to Use Repetition Repetition is effective in small doses, but you don't want to sound like a broken record. Consider using repetition of the same phrase or words only for those ideas that you would like to emphasize most throughout your speech. You can also use them in close proximity for an especially dramatic effect. For example, consider the following quotation from Sojourner Truth’s famous speech, “Ain’t I a Woman?” 1 SAGE Flex for Public Speaking That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere.