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Nonviolent Resistance in the Congressional Black Caucus, 2001-2007 Rhone Sebastian Fraser University of South Florida

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Nonviolent Resistance in the Congressional Black Caucus, 2001-2007 Rhone Sebastian Fraser University of South Florida University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 2007 A surviving legacy: Nonviolent resistance in the Congressional Black Caucus, 2001-2007 Rhone Sebastian Fraser University of South Florida Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Fraser, Rhone Sebastian, "A surviving legacy: Nonviolent resistance in the Congressional Black Caucus, 2001-2007" (2007). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/2177 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A Surviving Legacy: Nonviolent Resistance in the Congresssional Black Caucus 2001-2007 by Rhone Sebastian Fraser A thesis submitted in partial fulfillment of the requirements for the degree of Master of Liberal Arts Department of Africana Studies College of Arts and Sciences University of South Florida Co-Major Professor: Cheryl Rodriguez, Ph.D. Co-Major Professor: Deborah Plant, Ph.D. Navita Cummings James, Ph.D. Shirley Toland-Dix, Ph.D. Eric Duke, Ph.D. Date of Approval: July 10, 2007 Keywords: nonviolence, activism, jeremiad, organizing, mobilizing. © Copyright 2007 by Rhone Fraser. Dedication I dedicate this master’s thesis to the new generations of young people who are interested in advancing the cause of civil rights and liberties, making the kinds of changes that the matriarchs such as Ella Baker, Fannie Lou Hamer, and many others made. I dedicate this thesis to young people who are devoted to preventing any future “conservative” revolutions of the U.S. House like the one led by Newt Gingrich in 1994 that was governed by an unspoken yet condoned racism. This thesis provides insight on recent and not so recent struggles against ideological racism. More specifically, I dedicate this thesis to the young generation in my family that can now make a difference: my nephew Myles Greene, my dear niece Jordyn Greene, my young cousins Andrei Stephenson, Fitzroy Graham, Jr., and all of my aunts’ and uncles’ children. I also dedicate this to the following people in the younger generation: Gavin Parboosingh, Sitherine Simmons, Rackeem Sheriffe, Marvin Watson, Brenton Brown, Corbin Brown, and the children of Colin Elphic and A. Dwayne Wilmot. To the younger generation that I taught at Troup Middle School and at Bronx Science who made a point to keep in touch such as Somephone Sonenarong, Breanna Evans, and Matthew Taylor. I sincerely hope this younger generation will be inspired by the ways that the overall liberation struggle for justice continues in the Congressional Black Caucus and will vow to continue this struggle. It is up to those who read this thesis to be the conscience of this country and do our best to arrest the imperialist, colonizing policies of this country. Acknowledgments First and foremost I thank my personal savior, the Lord Jesus Christ, and my personal relationship with Him for being able to write and complete my master’s thesis. Next I thank the incredibly outstanding support of my family while writing this thesis. I thank my grandmother Maudlin Young for allowing me the space in her home and providing invaluable financial, spiritual, and emotional support to help me to write my master’s thesis. Making her home a comfortable space, where I was able to work peacefully is one of the most important factors in discovering my calling and being able to write and finish this master’s thesis. I next thank my mother Yvonne Fraser for her innumerable prayers on my behalf, for her strong faith and dedication to maintaining and sustaining me in prayer. I thank my father Anserd Fraser for his wisdom when I needed it and his overall sterling example of an intellectual, athletic, and well-rounded man that he provides me. I thank my two sisters, Marilyn Greene and Denia Fraser for their support as well as their words of encouragement that meant so much to me. Of course I am grateful for the support of the faculty in the Africana Studies Department at the University of South Florida that has charted and guided my academic journey with loving verbal and academic support: Dr. Cheryl Rodriguez, Dr. Deborah Plant, Dr. Joan Holmes, Dr. Trevor Purcell, Dr. H. Roy Kaplan, Dr. Eric Duke, Dr. Festus Ohaegbulam, Dr. Bryan Shuler, Dr. Navita Cummings James, Dr. Mozella Mitchell, Ms. Phyllis McEwen and Dr. Shirley Toland-Dix. And thanks to Denise Dixon for renewing my joy. Table of Contents List of Tables ..................................................................................................................... iii Abstract.............................................................................................................................. iv Chapter One: Introduction ..................................................................................................1 Statement of Purpose ...............................................................................................4 Frameworks For Study of Nonviolence...................................................................5 Historical Overview.................................................................................................7 Statement of Research Questions and Methodology ...............................................9 Chapter Two: A Comparison of Similarities between Barbara Lee’s Vote Against the Iraq Invasion with That of Rosa Parks’ Refusal to Relinquish Her Seat in 1955.........................................................................................13 A Brief Background of Barbara Lee and Rosa Parks ............................................13 A Comparison of the Experiences During Nonviolence by Lee and Parks...........14 A Comparison of the Acts of Nonviolence by Lee and Parks ...............................22 Lessons Learned From Both Acts of Nonviolence................................................32 Chapter Three: A Comparison of the Nonviolent Activism of Daisy Bates and Chaka Fattah who Both Worked to Improve Public Education for African American Students........................................................................35 A Brief Background of Chaka Fattah ....................................................................35 A Background of Daisy Bates and Arkansas Public Education for Blacks Before 1957................................................................................................38 The Nonviolence of Daisy Bates ...........................................................................41 Similarities of Nonviolence Between Bates and Fattah.........................................44 Lessons Learned From Both Acts of Nonviolence................................................60 Chapter Four: A Discussion of the Organizing Work of Ella Baker and the Organizing Work of Maxine Waters..........................................................62 Ella Baker and the Historical Significance of 1960...............................................62 The Organizing Background of Ella Baker ...........................................................67 Lessons Learned From the Organizing of Ella Baker............................................90 A Background of Maxine Waters ..........................................................................91 A Discussion of the Organizing of Baker and Waters...........................................94 Lessons Learned From the Organizing of Maxine Waters ..................................105 i Chapter Five: Appeals to the U.S. Constitution: A Comparison of the Nonviolent Protest Strategies from 1961 to 1963 with Nonviolent Strategies by the Congressional Black Caucus from 2001 to 2005...............................107 The 1961 Freedom Rides and the Jail-In Strategy...............................................107 A Brief Background and Comparison of the Nonviolence of James Farmer & John Conyers........................................................................................114 A Discussion of Racist Ideologies That Opposed Nonviolence ..........................119 A Comparison of U.S. Justice Departments’ Allowing Torture..........................124 A Comparison of Torture Against Nonviolent Protestors ...................................127 The Freedom Riders Versus the State of Mississippi ..........................................130 A Comparison of Nonviolent Strategies by Conyers and the Freedom Riders .......................................................................................................133 The 1961 and 1962 Albany Movement and the Lessons of the Messiah Complex...................................................................................................134 A Brief Background of Charles Rangel and Sheila Jackson-Lee ........................141 A Comparison of Jail-In Strategies by King, Rangel, Jackson-Lee and Dellums....................................................................................................143 The 1963 Project C Campaign in Birmingham and the Lessons of Concentrating Direct Action....................................................................148 Chapter Six: A Discussion of Examined Comparisons ..................................................151 Background of Sharp’s Definition of Nonviolence .............................................151 Fulfilling the Persuasion
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