Deconstructing the Ideology of White Aesthetics
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Black Women, Educational Philosophies, and Community Service, 1865-1965/ Stephanie Y
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2003 Living legacies : Black women, educational philosophies, and community service, 1865-1965/ Stephanie Y. Evans University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Evans, Stephanie Y., "Living legacies : Black women, educational philosophies, and community service, 1865-1965/" (2003). Doctoral Dissertations 1896 - February 2014. 915. https://scholarworks.umass.edu/dissertations_1/915 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. M UMASS. DATE DUE UNIVERSITY LIBRARY UNIVERSITY OF MASSACHUSETTS AMHERST LIVING LEGACIES: BLACK WOMEN, EDUCATIONAL PHILOSOPHIES, AND COMMUNITY SERVICE, 1865-1965 A Dissertation Presented by STEPHANIE YVETTE EVANS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2003 Afro-American Studies © Copyright by Stephanie Yvette Evans 2003 All Rights Reserved BLACK WOMEN, EDUCATIONAL PHILOSOHIES, AND COMMUNITY SERVICE, 1865-1964 A Dissertation Presented by STEPHANIE YVETTE EVANS Approved as to style and content by: Jo Bracey Jr., Chair William Strickland, -
Teaching to Transgress: Education As the Practice of Freedom Would Be a Book of Essays Mostly Directed to Teachers
Teaching to Transgress This page intentionally left blank Teaching to Transgress Education as the Practice of Freedom bell hooks Routledge New York London Published in 1994 by Published in Great Britain by Routledge Routledge Taylor & Francis Group Taylor & Francis Group 711 Third Avenue 2 Park Square New York, NY 10017 Milton Park, Abingdon Oxon OX14 4RN Copyright © 1994 Gloria Watkins All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording or in any information storage or retrieval system, without permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data hooks, bell. Teaching to transgress : education as the practice of freedom / bell hooks p. cm. Includes index ISBN 0-415-90807-8 — ISBN 0-415-90808-6 (pbk.) 1. Critical pedagogy. 2. Critical thinking—Study and teaching. 3. Feminism and education. 4. Teaching. I. Title. LC196.H66 1994 370.11 '5—dc20 94-26248 CIP to all my students, especially to LaRon who dances with angels in gratitude for all the times we start over—begin again— renew our joy in learning. “. to begin always anew, to make, to reconstruct, and to not spoil, to refuse to bureaucratize the mind, to understand and to live life as a process—live to become ...” —Paulo Freire This page intentionally left blank Contents Introduction I Teaching to Transgress 1 Engaged Pedagogy 13 2 A Revolution of Values 23 The Promise of Multicultural -
Unit 3 Criteria of Racial Classification
Biological Diversity UNIT 3 CRITERIA OF RACIAL CLASSIFICATION Contents 3.1 Introduction 3.1.1 Humans are a Polytypic Species 3.1.2 Origin of Modern Humans and their Geographical Differentiation 3.1.3 Biological Races 3.1.4 Definition of Race 3.2 Morphological Criteria of Race 3.2.1 Skin Colour 3.2.2 Morphological Characteristics of Hair 3.2.3 Morphological Characteristics of Eye 3.2.4 Morphological Characteristics of Nose 3.2.5 Morphological Characteristics of Lips 3.2.6 Morphological Characteristics of Face 3.2.7 Morphological Characteristics of Head 3.2.8 Morphological Characteristics of Ear 3.2.9 Morphological Characteristics of Body Build 3.3 Genetic Criterion of Race 3.3.1 Blood Groups 3.3.2 Other Genetic Traits 3.4 Summary 3.5 Glossary References Suggested Reading Sample Questions Learning Objectives& What comes to your mind when you hear the term race? Do ‘race’ and ‘racism’ terms convey same meaning to you? How many human races are you familiar with? What criteria were adopted to classify people into different races? How did different human races exist according to science? Are human populations obsessed about race despite all pretentious explanations and being a much maligned term? Are there some advantages of studying racial differences? These are some of the questions which not only interests experts, but lay men too: Ø the main aim was to classify humankind into races according to human groups’ similarities so as to understand human variations in accordance with their geographical distributions; Ø this was done on the lines of similar studies conducted on animals by biologists and naturalists; and Ø many scholars believe that classically defined races do not appear from an unprejudiced description of human variation. -
Selected Resources for Understanding Racism
Selected Resources for Understanding Racism The 21st century has witnessed an explosion of efforts – in literature, art, movies, television, and other forms of communication—to explore and understand racism in all of its many forms, as well as a new appreciation of similar works from the 20th century. For those interested in updating and deepening their understanding of racism in America today, the Anti-Racism Group of Western Presbyterian Church has collaborated with the NCP MCC Race and Reconciliation Team to put together an annotated sampling of these works as a guide for individual efforts at self-development. The list is not definitive or all-inclusive. Rather, it is intended to serve as a convenient reference for those who wish to begin or continue their journey towards a greater comprehension of American racism. February 2020 Contemporary Alexander, Michelle. 2010. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. Written by a civil rights litigator, this book discusses race-related issues specific to African-American males and mass incarceration in the United States. The central premise is that "mass incarceration is, metaphorically, the New Jim Crow". Anderson, Carol. 2017. White Rage. From the Civil War to our combustible present, White Rage reframes our continuing conversation about race, chronicling the powerful forces opposed to black progress in America. Asch, Chris Myers and Musgrove, George Derek. 2017. Chocolate City: A History of Race and Democracy in the Nation's Capital. A richly researched and clearly written analysis of the history of racism in Washington, DC, from the 18th century to the present, and the efforts of people of color to claim a voice in local government decisionmaking. -
Philosophy and the Black Experience
APA NEWSLETTER ON Philosophy and the Black Experience John McClendon & George Yancy, Co-Editors Spring 2004 Volume 03, Number 2 elaborations on the sage of African American scholarship is by ROM THE DITORS way of centrally investigating the contributions of Amilcar F E Cabral to Marxist philosophical analysis of the African condition. Duran’s “Cabral, African Marxism, and the Notion of History” is a comparative look at Cabral in light of the contributions of We are most happy to announce that this issue of the APA Marxist thinkers C. L. R. James and W. E. B. Du Bois. Duran Newsletter on Philosophy and the Black Experience has several conceptually places Cabral in the role of an innovative fine articles on philosophy of race, philosophy of science (both philosopher within the Marxist tradition of Africana thought. social science and natural science), and political philosophy. Duran highlights Cabral’s profound understanding of the However, before we introduce the articles, we would like to historical development as a manifestation of revolutionary make an announcement on behalf of the Philosophy practice in the African liberation movement. Department at Morgan State University (MSU). It has come to In this issue of the Newsletter, philosopher Gertrude James our attention that MSU may lose the major in philosophy. We Gonzalez de Allen provides a very insightful review of Robert think that the role of our Historically Black Colleges and Birt’s book, The Quest for Community and Identity: Critical Universities and MSU in particular has been of critical Essays in Africana Social Philosophy. significance in attracting African American students to Our last contributor, Dr. -
In Raisin in the Sun and Caroline, Or Change Theresa J
Spring 2006 127 “Consequences unforeseen . .” in Raisin in the Sun and Caroline, or Change Theresa J. May Out of the rack and ruin of our gangster death, The rape and rot of graft, and stealth, and lies, We the people must redeem The land, the mines, the plants, the rivers The mountains and the endless plain— All the stretch of these great green states— And make America again! —Langston Hughes (1938)1 Ecological sanity now requires social justice. —Barry Commoner (1971)2 We all live in the wake of hurricane Katrina. The implications and implicated deposit now on everyone’s doorsteps like the alluvial sludge from a mighty river burdened with the legacies of history. Past exploitations of land and people give rise to present litanies and lamentations. But for those whose faces, cries, and signs for help have been paraded across the media stream, the loss is ongoing, unrelenting, and disproportionately personal. These consequences were not unforeseen. (Witness, among other warnings, “Gone with the Water,” National Geographic, October 2004.)3 As officials tallied the dead, my attention was arrested by the lock step between systemic social injustice and environmental lunacy. The so-called natural disaster has exposed the un-natural systems of domination buried under decades of business as usual, unearthing a white supremacist patriarchy through which racism, poverty, and environmental degradation are inseparably institutionalized. Once again ecologically ill-conceived strategies for controlling, taming, and mining nature Theresa J. May is Assistant Professor of Theatre Arts at the University of Oregon. She has published articles on ecocriticism, performance studies, and feminism in the Journal of Dramatic Theory and Criticism, On-Stage Studies, and Journal of American Drama and Theater Insight. -
MEDLINE Definitions of Race and Ethnicity and Their Application to Genetic Research
CORRESPONDENCE 10. Royal College of Physicians. Retention of Medical 12. Medical Research Council. Human Tissue and 14. Nuffield Council on Bioethics. Human Tissue: Ethical Records—with Particular Reference to Medical Biological Samples for Use in Research: Operational and Legal Issues. (Nuffield Council Publications, Genetics 2nd edn. (Royal College of Physicians and Ethical Guidelines. (Medical Research Council London, 1995). Publications, London, 1998). Publications, London, 2001). 15. Human Genome Organization (HUGO) Ethics 11. Medical Research Council. Personal Information in 13. Nuffield Council on Bioethics. Genetic Screening: Committee. Statement on the Principled Conduct of Medical Research. (Medical Research Council Ethical Issues. (Nuffield Council Publications, Genetics Research. (HUGO International, London, Publications, London, 2000). London, 1993). 1996). MEDLINE definitions of race and ethnicity and their application to genetic research To the editor MeSH defines ethnic group as “a group of ‘Hamitic-Semitic’ subjects are referred to in Over the last five years, the use of MEDLINE people with a common cultural heritage that two articles8,9. From the Negroid racial stock has increased more than ten-fold, attesting to sets them apart from others in a variety of definition, ‘Hottentots’ returns a handful of the importance of the database in the social relationships.” MeSH lists 13 such articles, mostly historical. ‘Negrillos’ and scientific community (see http://www.nlm. groups, drawn primarily from United States ‘Half-Hamites’ -
Groundwork Humans & Nature Reader
Environmental Readings Volume 1: Humans Relationships With Nature Published by: Groundwork Education www.layinggroundwork.org Compiled & Edited by Jeff Wagner with help from Micaela Petrini, Caitlin McKimmy, Jason Shah, Parker Pflaum, Itzá Martinez de Eulate Lanza, Jhasmany Saavedra, & Dev Carey First Edition, June 2018 This work is comprised of articles and excerpts from numerous sources. Groundwork and the editors do not own the material or claim copyright or rights to this material, unless written by one of the editors. This work is distributed as a compilation of educational materials for the sole use as non-commercial educational material for educators. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free to edit and share this work in non-commercial ways. Any published derivative works must credit the original creator and maintain this same Creative Commons license. Please notify us of any derivative works or edits. Environmental Readings Volume 1: Human Relationships With Nature Published by Groundwork Education, compiled & edited by Jeff Wagner Skywoman Falling by Robin Wall Kimmerer .......................................................1 An alternative view: how to frame a relationship with the natural world that’s not just extractive and destructive. The Gospel of Consumption by Jeffrey Kaplan ....................................................4 What is the origin of our consumption-based society, and when did we make this choice as a people? Earthbound: On Solid Ground by bell hooks .......................................................9 “More than ever before in our nation’s history black folks must collectively renew our relationship to the earth…” Do we really love our land? by David James Duncan ..........................................11 What do people mean when they speak of “love of the land?” Most Americans claim to feel such a love. -
The Hamitic Hypothesis; Its Origin and Functions in Time Perspective Author(S): Edith R
The Hamitic Hypothesis; Its Origin and Functions in Time Perspective Author(s): Edith R. Sanders Source: The Journal of African History, Vol. 10, No. 4 (1969), pp. 521-532 Published by: Cambridge University Press Stable URL: http://www.jstor.org/stable/179896 . Accessed: 08/05/2014 00:32 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . 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]. Cambridge University Press is collaborating with JSTOR to digitize, preserve and extend access to The Journal of African History. http://www.jstor.org This content downloaded from 128.95.104.66 on Thu, 8 May 2014 00:32:32 AM All use subject to JSTOR Terms and Conditions Journal of African History, x, 4 (I969), pp. 521-532 521 Printed in Great Britain THE HAMITIC HYPOTHESIS; ITS ORIGIN AND FUNCTIONS IN TIME PERSPECTIVE1 BY EDITH R. SANDERS THE Hamitic hypothesis is well-known to students of Africa. It states that everything of value ever found in Africa was brought there by the Hamites, allegedlya branchof the Caucasianrace. Seligmanformulates it as follows: Apart from relatively late Semitic influence... the civilizationsof Africa are the civilizations of the -
History 600: Public Intellectuals in the US Prof. Ratner-Rosenhagen Office
Hannah Arendt W.E.B. DuBois Noam Chomsky History 600: Public Intellectuals in the U.S. Prof. Ratner-Rosenhagen Lecturer: Ronit Stahl Class Meetings: Office: Mosse Hum. 4112 Office: Mosse Hum. 4112 M 11 a.m.-1 p.m. email: [email protected] email: [email protected] Room: Mosse Hum. 5257 Prof. RR’s Office Hours: R.S.’s Office Hours: T 3- M 9 a.m.-11a.m. 5 p.m. This course is designed for students interested in exploring the life of the mind in the twentieth-century United States. Specifically, we will examine the life of particular minds— intellectuals of different political, moral, and social persuasions and sensibilities, who have played prominent roles in American public life over the course of the last century. Despite the common conception of American culture as profoundly anti-intellectual, we will evaluate how professional thinkers and writers have indeed been forces in American society. Our aim is to investigate the contested meaning, role, and place of the intellectual in a democratic, capitalist culture. We will also examine the cultural conditions, academic and governmental institutions, and the media for the dissemination of ideas, which have both fostered and inhibited intellectual production and exchange. Roughly the first third of the semester will be devoted to reading studies in U.S. and comparative intellectual history, the sociology of knowledge, and critical social theory. In addition, students will explore the varieties of public intellectual life by becoming familiarized with a wide array of prominent American philosophers, political and social theorists, scientists, novelists, artists, and activists. -
Mongoloid-Caucasoid Differences in Brain Size from Military Samples
INTELLIGENCE 15, 351-359 (1991) Mongoloid-Caucasoid Differences in Brain Size From Military Samples J PHILIPPE RUSHTON Umverstty of Western Ontarto Cramal capactttes (cm3) were calculated from external head measurements of male mili- tary personnel For 24 mternaUonal samples totalhng 57,378 mthvtduals collated m 1978, after adjusting for the effects of height, wetght, and total body surface area, Mongoloids also averaged 1460 cm3 and Caucasoids averaged 1446 cm3 Another way of expressing the relaaonshtp ts m terms of an "encephaltzatlon quoaent" derived from the regression of cramal capacay on general body size, on which Mongolmds also averaged higher than Caucasotds The issue of whether human populations rehably differ m relatwe brain size, and whether brain size is correlated with mtelhgence, has a long and vexatious history Many 19th-century scientists including Broca, Darwin, Galton, Lombroso, and Morton, apphed a natural history perspectwe to human popula- Uons and concluded that there were racial differences in brain size With notable exceptions, for example, American anthropologists, Boas and Mead, this view was probably dominant until World War II Followmg the war, the hterature on bram size, mtelhgence, and race under- went vigorous cntlques Thus, with autopsy data, Tobms (1970) cited 14 poten- Ually confounding variables that he argued made the data on black-white dif- ferences m brain weight highly problematic With endocramal volume, Gould (1978) alleged that many data on racial &fferences were biased by "uncon- scious finaghng" -
Volume Xxiii
ANTHROPOLOGICAL PAPERS OF THE AMERICAN MUSEUM OF NATURAL HISTORY VOLUME XXIII NEW YORK PUBLISHED BY ORDER OF THE TRUSTEES 1925 Editor CLARK WISSLER FOREWORD Louis ROBERT SULLIVAN Since this volume is largely the work of the late Louis Robert Sulli- van, a biographical sketch of this able anthropologist, will seem a fitting foreword. Louis Robert Sullivan was born at Houlton, Maine, May 21, 1892. He was educated in the public schools of Houlton and was graduated from Bates College, Lewiston, Maine, in 1914. During the following academic year he taught in a high school and on November 24, 1915, he married Bessie Pearl Pathers of Lewiston, Maine. He entered Brown University as a graduate student and was assistant in zoology under Professor H. E. Walters, and in 1916 received the degree of master of arts. From Brown University Mr. Sullivan came to the American Mu- seum of Natural History, as assistant in physical anthropology, and during the first years of his connection with the Museum he laid the foundations for his future work in human biology, by training in general anatomy with Doctor William K. Gregory and Professor George S. Huntington and in general anthropology with Professor Franz Boas. From the very beginning, he showed an aptitude for research and he had not been long at the Museum ere he had published several important papers. These activities were interrupted by our entrance into the World War. Mr. Sullivan was appointed a First Lieutenant in the Section of Anthropology, Surgeon-General's Office in 1918, and while on duty at headquarters asisted in the compilation of the reports on Defects found in Drafted Men and Army Anthropology.