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Celebrate Kwanzaa Well, It's December 29Th. We've Run out Of
Celebrate Kwanzaa Well, it’s December 29th. We’ve run out of Advent Sundays but we aren’t quite to the new year. I wanted to continue the inter-faith kind of theme we’ve had for December so I was guided to Kwanzaa. Technically, Kwanzaa isn’t faith based but it is culture based. So what culture and why do we have Kwanzaa, what does it mean and why should anyone at Unity of Lehigh Valley care about it? You know how I keep talking about how the Universe contributes to my sermons? Well, when the Universe stops contributing, I’ll stop talking about it. I was randomly searching for something to watch on Netflix one night and for some reason clicked on a movie titled, “Holiday in the Wild.” Not filmed in Philadelphia, it was filmed in Zambia. A movie much more about elephant conservation than Christmas, it was really interesting to watch it and notice little things. Like that the film begins with modern cities in Zambia, a modern airport and luxury hotel. Local people were seen with ordinary clothes, although many had the African fabric and men and women often wore more loose fitting than Western styles. The roles of people who worked at the Elephant nursery were treated with respect and African people were seen as intelligent and hard-working and compassionate. Now I want you to reflect on the ways the dominant, white European culture in the United States typically describes what I will call, “original people”. How have you heard Native Americans described? How did whites describe the individuals brought to this country from Africa and forced into slavery? Mostly I think of the word, “savages”. -
2004-05 Report to the President on Historically Black Colleges And
Fulfilling the Covenant―The Way Forward 2004-05 Annual Report to the President On the Results of Participation of Historically Black Colleges and Universities In Federal Programs President’s Board of Advisors on Historically Black Colleges and Universities U.S. Department of Education White House Initiative on Historically Black Colleges and Universities 2007 This report was prepared for the U.S. Department of Education under contract No. ED-06-PO-0806 by William A. Blakey and Associates, PLLC. The White House Initiative on Historically Black Colleges and Universities provided technical review of the content and served as the primary point of contact for the award. This annual report is submitted by the President’s Board of Advisors on Historically Black Colleges and Universities in support of Presidential Executive Order 13256. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. U.S. Department of Education Margaret Spellings Secretary Office of Postsecondary Education Diane Auer Jones Assistant Secretary White House Initiative on Historically Black Colleges and Universities Leonard L. Haynes III Executive Director November 2007 This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, White House Initiative on Historically Black Colleges and Universities, Fulfilling the Covenant―The Way Forward: 2004-05 Annual Report to the President on the Results of Participation of Historically Black Colleges and Universities in Federal Programs, Washington, D.C., 2007. -
The Black Arts Enterprise and the Production of African American Poetry
0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE The Black Arts Enterprise and the Production of African American Poetry The Black Arts Enterprise and the Production of African American Poetry Howard Rambsy II The University of Michigan Press • Ann Arbor First paperback edition 2013 Copyright © by the University of Michigan 2011 All rights reserved Published in the United States of America by The University of Michigan Press Manufactured in the United States of America c Printed on acid-free paper 2016 2015 2014 2013 5432 No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, or otherwise, without the written permission of the publisher. A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Rambsy, Howard. The black arts enterprise and the production of African American poetry / Howard Rambsy, II. p. cm. Includes bibliographical references and index. ISBN 978-0-472-11733-8 (cloth : acid-free paper) 1. American poetry—African American authors—History and criticism. 2. Poetry—Publishing—United States—History—20th century. 3. African Americans—Intellectual life—20th century. 4. African Americans in literature. I. Title. PS310.N4R35 2011 811'.509896073—dc22 2010043190 ISBN 978-0-472-03568-7 (pbk. : alk. paper) ISBN 978-0-472-12005-5 (e-book) Cover illustrations: photos of writers (1) Haki Madhubuti and (2) Askia M. Touré, Mari Evans, and Kalamu ya Salaam by Eugene B. Redmond; other images from Shutterstock.com: jazz player by Ian Tragen; African mask by Michael Wesemann; fist by Brad Collett. -
African-American Parents' Experiences in a Predominantly White School
Syracuse University SURFACE Dissertations - ALL SURFACE June 2017 Opportunity, but at what cost? African-American parents' experiences in a predominantly white school Peter Smith Smith Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons Recommended Citation Smith, Peter Smith, "Opportunity, but at what cost? African-American parents' experiences in a predominantly white school" (2017). Dissertations - ALL. 667. https://surface.syr.edu/etd/667 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract National measures of student achievement, such as the National Assessment of Educational Progress (NAEP), provide evidence of the gap in success between African- American and white students. Despite national calls for increased school accountability and focus on achievement gaps, many African-American children continue to struggle in school academically, as compared to their white peers. Ladson-Billings (2006) argues that a deeper understanding of the legacy of disparity in funding for schools serving primarily African- American students, shutting out African-American parents from civic participation, and unfair treatment of African-Americans despite their contributions to the United States is necessary to complicate the discourse about African-American student performance. The deficit model that uses student snapshots of achievement such as the NAEP and other national assessments to explain the achievement gap suggests that there is something wrong with African-American children. As Cowen Pitre (2104) explains, however, “the deficit model theory blames the victim without acknowledging the unequal educational and social structures that deny African- American students access to a quality education (2014, pg. -
Atlanta's Civil Rights Movement, Middle-Class
“To Secure Improvements in Their Material and Social Conditions”: Atlanta’s Civil Rights Movement, Middle-Class Reformers, and Workplace Protests, 1960-1977 by William Seth LaShier B.A. in History, May 2009, St. Mary’s College of Maryland A Dissertation submitted to The Faculty of The Columbian College of Arts and Sciences of The George Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 10, 2020 Dissertation directed by Eric Arnesen James R. Hoffa Teamsters Professor of Modern American Labor History The Columbian College of Arts and Sciences of The George Washington University certifies that William Seth LaShier has passed the Final Examinations for the degree of Doctor of Philosophy as of November 20, 2019. This is the final and approved form of the dissertation. “To Secure Improvements in Their Material and Social Conditions”: Atlanta’s Civil Rights Movement, Middle-Class Reformers, and Workplace Protests, 1960-1977 William Seth LaShier Dissertation Research Committee Eric Arnesen, James R. Hoffa Teamsters Professor of Modern American Labor History, Dissertation Director Erin Chapman, Associate Professor of History and of Women’s Studies, Committee Member Gordon Mantler, Associate Professor of Writing and of History, Committee Member ii Acknowledgements I could not have completed this dissertation without the generous support of teachers, colleagues, archivists, friends, and most importantly family. I want to thank The George Washington University for funding that supported my studies, research, and writing. I gratefully benefited from external research funding from the Southern Labor Archives at Georgia State University and the Stuart A. Rose Manuscript, Archives, and Rare Books Library (MARBL) at Emory University. -
THE CONNERS of WACO: BLACK PROFESSIONALS in TWENTIETH CENTURY TEXAS by VIRGINIA LEE SPURLIN, B.A., M.A
THE CONNERS OF WACO: BLACK PROFESSIONALS IN TWENTIETH CENTURY TEXAS by VIRGINIA LEE SPURLIN, B.A., M.A. A DISSERTATION IN HISTORY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved ~r·rp~(n oj the Committee li =:::::.., } ,}\ )\ •\ rJ <. I ) Accepted May, 1991 lAd ioi r2 1^^/ hJo 3? Cs-^.S- Copyright Virginia Lee Spurlin, 1991 ACKNOWLEDGMENTS This dissertation is a dream turned into a reality because of the goodness and generosity of the people who aided me in its completion. I am especially grateful to the sister of Jeffie Conner, Vera Malone, and her daughter, Vivienne Mayes, for donating the Conner papers to Baylor University. Kent Keeth, Ellen Brown, William Ming, and Virginia Ming helped me immensely at the Texas Collection at Baylor. I appreciated the assistance given me by Jene Wright at the Waco Public Library. Rowena Keatts, the librarian at Paul Quinn College, deserves my plaudits for having the foresight to preserve copies of the Waco Messenger, a valuable took for historical research about blacks in Waco and McLennan County. The staff members of the Lyndon B. Johnson Library and Texas State Library in Austin along with those at the Prairie View A and M University Library gave me aid, information, and guidance for which I thank them. Kathy Haigood and Fran Thompson expended time in locating records of the McLennan County School District for me. I certainly appreciated their efforts. Much appreciation also goes to Robert H. demons, the county school superintendent. -
In Light of the Career and Work of Marcus Garvey, the Leadership
REACHING OuT TO A RAcE: MARCUS GARVEY AND MAss COMMUNICATION THROUGH THE LENSES OF SERVANT LEADERSHIP -SCOTT FINNIE EASTERN WASHINGTON UNIVERSITY INTRODUCTION In light of the career and work of Marcus Garvey, the leadership skills he employed help to amplify Robert Greenleaf' s description of the true and genuine servant-leader. In his classic book published in 1977, Servant Leadership: A Journey into the Nature ofLegitimate Power and Greatness, Greenleaf identifies a series of attributes and virtues necessary to fulfill the role of "the great leader" who is "seen as a servant first" (p. 7). In his eyes, the concept and dynamics of leadership need an urgent re-definition and conceptual realignment if collective entities are to reach the noble goals to which they aspire: A fresh critical look is being taken at the issues of power and authority, and people are beginning to learn, however haltingly, to relate to one another in less coercive and more creatively supporting ways. A new moral principle is emerging which holds that the only authority deserving one's allegiance is that which is freely and knowingly granted by the led to the leader in response to, and in proportion to, the clearly evident ser vant stature of the leader. (pp. 9-10) The following pages will be an exploration into the leadership methodology of Marcus Garvey against the backdrop of Greenleaf's servant-leadership themes. The first part will be a historical examination of Garvey followed by a context analysis of servant-leadership. 267 The International Journal ofServant-Leadership, 2007, vol. 3, issue 1, 267-279 GARVEY'S BACKGROUND Marcus Garvey was born in Jamaica in the late 1800s. -
The African-American Consumer 2013 Report
RESILIENT, RECEPTIVE AND RELEVANT THE AFRICAN-AMERICAN CONSUMER 2013 REPORT VOICE OF THE BLACK COMMUNITY DIVERSE INTELLIGENCE INSIGHTS SERIES Nielsen and the National Newspaper Publishers Association have strategically collaborated for three years to present an annual in-depth analytical report on the African-American consumer unsurpassed by any other similar product on the market. The reports have become widely respected, industry chronicles touted for their exclusive insights, data, trends and perspectives that better prepare marketers and brands to connect with this audience segment. By concurrently sharing the reports with millions of readers around the country we have also helped create SUSAN WHITING VICE CHAIR, NIELSEN conscious consumers, who are aware, now more than ever, how their economic power has a direct impact on the marketplace overall. We are proud that the combined Nielsen and NNPA resources have galvanized corporations and consumers alike to think and behave differently toward valuing the African-American consumer and their economic impact on the U.S. marketplace. We proudly present the Resilient, Receptive and Relevant African-American Consumer 2013 Report. CLOVES CAMPBELL CHAIR, NATIONAL NEWSPAPER PUBLISHERS ASSOCIATION SUSAN WHITING CLOVES CAMPBELL CHERYL PEARSON-MCNEIL CHERYL PEARSON-MCNEIL SVP, PUBLIC AFFAIRS AND GOVERNMENT RELATIONS, NIELSEN 2 Resilient, Receptive and Relevant: The African-American Consumer CONTENTS EXECUTIVE SUMMARY .................................4 SECTION I Demographics ............................................................... -
The Black Arts Movement Author(S): Larry Neal Source: the Drama Review: TDR, Vol
The Black Arts Movement Author(s): Larry Neal Source: The Drama Review: TDR, Vol. 12, No. 4, Black Theatre (Summer, 1968), pp. 28-39 Published by: The MIT Press Stable URL: http://www.jstor.org/stable/1144377 Accessed: 13/08/2010 21:18 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=mitpress. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The MIT Press is collaborating with JSTOR to digitize, preserve and extend access to The Drama Review: TDR. http://www.jstor.org 29 The Black Arts Movement LARRYNEAL 1. The Black Arts Movement is radically opposed to any concept of the artist that al- ienates him from his community. -
Private Schools for Blacks in Early Twentieth Century Richmond, Virginia
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2016 Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Smith College of William and Mary, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the History Commons Recommended Citation Smith, Sharron, "Private Schools for Blacks in Early Twentieth Century Richmond, Virginia" (2016). Dissertations, Theses, and Masters Projects. Paper 1477068460. http://doi.org/10.21220/S2D30T 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]. Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Renee Smith Richmond, Virginia Master of Liberal Arts, University of Richmond, 2004 Bachelor of Arts, Mary Baldwin College, 1989 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Department of History The College of William and Mary August, 2016 © Copyright by Sharron R. Smith ABSTRACT The Virginia State Constitution of 1869 mandated that public school education be open to both black and white students on a segregated basis. In the city of Richmond, Virginia the public school system indeed offered separate school houses for blacks and whites, but public schools for blacks were conducted in small, overcrowded, poorly equipped and unclean facilities. At the beginning of the twentieth century, public schools for black students in the city of Richmond did not change and would not for many decades. -
UNCF/Mellon Programs Guidelines, Opportunities and Responsibilities
UNCF/MUNCF/MELLONELLON PP ROGRAMSROGRAMS SCHOLARS TRANSFORMING THE ACADEMY GUIDELINES, OPPORTUNITIES & RESPONSIBILITIES A COMPREHENSIVE GUIDE TO NAVIGATING THE UNCF/MELLON MAYS UNDERGRADUATE FELLOWSHIP PROGRAM Page | 2 CREATED FOR THE 2020 UNCF/MELLON FELLOWS ABOUT THIS DOCUMENT Congratulations! You are now a part of an elite group of scholars, collectively known as the Mellon Mays Undergraduate Fellows. The UNCF/Mellon Fellows join undergraduate Mellon fellows throughout the country and South Africa as members of one of the most prestigious Ph.D. pipeline programs in the country- The Mellon Mays Undergraduate Fellowship Program (MMUF). We welcome you to this very distinguished community of scholars. This manual was created to assist you over the next two years as you navigate and complete your undergraduate fellowship requirements. It is designed to ensure that you are fully aware of the expectations and opportunities associated with the UNCF/Mellon Undergraduate Fellowship Program. Although most of the information and forms that you will need as you matriculate as a fellow are included in this document, you and your mentor will receive e-mail reminders prior to the deadline dates of each opportunity. At the end of most pages, you will find a checklist. This is to ensure that you have not omitted an important step or piece of information when submitting items to the Programs Office or other offices. This manual also includes important information on Mellon Mays affiliate programs with which you will need to acquaint yourself as you journey toward the Ph.D. Information in this document on the Institute for Recruitment of Teachers (IRT), Leadership Alliance, the Social Science Research Council (SSRC) and the various opportunities provided by these affiliate programs comes directly from the websites of these Programs. -
March 30, 2015 the Honorable Lamar Alexander Chairman
March 30, 2015 The Honorable Lamar Alexander Chairman Committee on Health, Education, Labor and Pensions U.S. Senate 428 Dirksen Senate Office Building Washington, DC 20510 Dear Chairman Alexander: I am writing on behalf of UNCF (United Negro College Fund) and our 37 member institutions (including Fisk University, Lane College and LeMoyne-Owen College) to provide comments on S. 108, the Financial Aid Simplification and Transparency Act, or FAST Act. I, along with several of our member presidents, would greatly appreciate an opportunity to meet with you to discuss the FAST Act and other important higher education issues impacting Historically Black Colleges and Universities (HBCUs) that the Health, Education, Labor and Pensions Committee will consider later this year. UNCF is proud of its 71 years of service in helping low-income students of color progress to and through college by means of scholarship and programmatic support. We are a major scholarship provider to African American, Hispanic American, Native American and Pacific Islander students, having raised more than $4.3 billion to help over 400,000 students receive college degrees at HBCUs and other institutions across the country. With our deep experience in serving disadvantaged students of color, we know that federal student aid is essential for students without their own financial means to go to and through college. By 2012, only 23 percent of young African Americans between ages 25 and 29 had earned a college degree – about half the rate for white Americans – at a time when college degrees are more essential than ever. Even worse, the nation’s progress in boosting this percentage and closing college attainment inequities has slowed.