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The Mellon Mays Undergraduate Fellowship Journal 2018
The Mellon Mays Undergraduate Fellowship Journal 2018 Through subtle shades of color, the cover design represents the layers of richness and diversity that flourish within minority communities. The Mellon Mays Undergraduate Fellowship Journal 2018 A collection of scholarly research by fellows of the Mellon Mays Undergraduate Fellowship Program Preface We are proud to present to you the 2018 edition of the Mellon Mays Undergraduate Fellowship Journal. For more than 30 years, the Mellon Mays Undergraduate Fellowship (MMUF) program has endeavored to promote diversity in the faculty of higher education, specifically by supporting thousands of students from underrepresented minority groups in their goal of obtaining PhDs. With the MMUF Journal, we provide an additional opportunity for students to experience academia through exposure to the publishing process. In addition to providing an audience for student work, the journal offers an introduction to the publishing process, including peer review and editor-guided revision of scholarly work. For the majority of students, the MMUF Journal is their first experience in publishing a scholarly article. The 2018 Journal features writing by 27 authors from 22 colleges and universities that are part of the program’s member institutions. The scholarship represented in the journal ranges from research conducted under the MMUF program, introductions to senior theses, and papers written for university courses. The work presented here includes scholarship from a wide range of disciples, from history to linguistics to political science. The papers presented here will take the reader on a journey. Readers will travel across the U.S., from Texas to South Carolina to California, and to countries ranging from Brazil and Nicaragua to Germany and South Korea, as they learn about theater, race relations, and the refugee experience. -
Policing, Protest, and Politics Syllabus
Policing, Protest, and Politics: Queers, Feminists, and #BlackLivesMatter WOMENSST 295P / AFROAM 295P Fall 2015 T/Th 4:00 – 5:15pm 212 Bartlett Hall Instructor: Dr. Eli Vitulli Office: 7D Bartlett Email: [email protected] Office hours: Th 1:30-3:30pm (& by appointment only) COURSE OVERVIEW Over the past year few years, a powerful social movement has emerged to affirm to the country and world that Black Lives Matter. Sparked by the killing of Trayvon Martin by George Zimmerman in Stanford, Florida, and Zimmerman’s acquittal as well as the police killings of other black men and women, including Michael Brown, Rekia Boyd, and Freddie Gray, this movement challenges police violence and other policing that makes black communities unsafe as well as social constructions of black people as inherently dangerous and criminal. Police violence against black people and the interrelated criminalization of black communities have a long history, older than the US itself. There is a similarly long and important history of activism and social movements against police violence and criminalization. Today, black people are disproportionately subject to police surveillance and violence, arrest, and incarceration. So, too, are other people of color (both men and women) and queer, trans, and gender nonconforming people of all races but especially those of color. This course will examine the history of policing and criminalization of black, queer, and trans people and communities and related anti-racist, feminist, and queer/trans activism. In doing so, we will interrogate how policing and understandings of criminality—or the view that certain people or groups are inherently dangerous or criminal—in the US have long been deeply shaped by race, gender, and sexuality. -
OPEIU LOCAL 8 Statement on the Murder of George Floyd and Nationwide Protests
June 12, 2020 OPEIU LOCAL 8 Statement on the Murder of George Floyd and Nationwide Protests We stand in solidarity with every working person who is outraged and voicing their rejection of the systemic violence and racism that has allowed the incalculable lynchings of unarmed Black people in this country for hundreds of years, most recently George Floyd, Breonna Taylor, Ahmaud Arbery, and Tony McDade. We cannot remain silent as people of color are extrajudicially killed at the hands of police. We cannot ignore the devastating effects of systemic racism and oppression in our communities. We will not shy away from stating BLACK LIVES MATTER because it's true and some people need to be reminded of that simple fact. We stand with those who are rising up to effect change and dismantle oppressive systems. We believe the true violence is the looting of human lives and continued police brutality. We agree with the Washington State Labor Council, “We must root out white supremacy within all of our institutions, but in particular within law enforcement.” We demand justice and will collectively raise our voices to call for it in our Union, in our workplaces, in the halls of congress, and in the streets. We will not stop fighting for economic, social, and racial justice. In Solidarity, OPEIU Local 8 Executive Board and Members of Local 8’s Race, Equity and Social Justice Committee If you are looking for ways to actively support this resistance work please consider making a donation to one of these local groups at this time: Black Lives Matter Seattle-King County: https://blacklivesseattle.org/ and https://blacklivesseattle.org/bail-fund/ Northwest Community Bail Fund: https://www.nwcombailfund.org/ Book recommendations to educate yourself on matters of race and history: How to be Anti-Racist by Ibram X. -
Beyond Inclusion: an In-Depth Analysis of Teaching of Audre Lorde, Toni Cade Bambara, June Jordan, and Adrienne Rich
Yale College Education Studies Program Senior Capstone Projects Student Research Spring 2020 Beyond Inclusion: An In-Depth Analysis of Teaching of Audre Lorde, Toni Cade Bambara, June Jordan, and Adrienne Rich Sarah Mele Yale College, New Haven Connecticut Abstract: This capstone will analyze interventions into university pedagogy based on the teaching practices of Audre Lorde, Toni Cade Bambara, June Jordan, and Adrienne Rich. It begins with a historical introduction to the role of these four women in university activism in the late 1960s and early 1970s inside and outside the classroom. Analysis of the development of Black Studies and university pedagogy since this time reveals gaps in the fulfillment of the student-driven movement’s goal that are still extremely relevant to questions of institutional power and access today. Next, this paper provides concrete pedagogical and methodological strategies for present day university teaching grounded in the work of these four revolutionary women. This portion will pull from archival research of teaching materials, notes, and correspondence as well as subsequent scholarship on pedagogy. Suggested Citation: Mele, S. (2020). Beyond Inclusion: An In-Depth Analysis of Teaching of Audre Lorde, Toni Cade Bambara, June Jordan, and Adrienne Rich (Unpublished Education Studies capstone). Yale University, New Haven, CT. This capstone is a work of Yale student research. The arguments and research in the project are those of the individual student. They are not endorsed by Yale, nor are they official university positions or statements. Beyond Inclusion: An In-Depth Analysis of Teaching of Audre Lorde, Toni Cade Bambara, June Jordan, and Adrienne Rich Sarah Mele 4/18/20 EDST 400 1 Abstract This capstone will analyze interventions into university pedagogy based on the teaching practices of Audre Lorde, Toni Cade Bambara, June Jordan, and Adrienne Rich. -
Resources to Facilitate Discussion About Race (With Special Thanks to Rabbi Melanie Aron)
Resources to Facilitate Discussion About Race (with special thanks to Rabbi Melanie Aron) Film: • Baltimore Rising (The impact of Freddie Gray) • Say Her Name: The Life and Death of Sandra Bland • Emanuel (The story of the Charleston shooting during bible study) • Just Mercy • Selma • 13th (Documentary which argues that present day mass incarceration is an extension of slavery based on the 13th amendment.) • Eyes On the Prize (Civil Rights Documentary Series) • I Am Not Your Negro (Documentary featuring James Baldwin) • When They See Us (The story of the Central Park 5) Books: • The New Jim Crow: Mass Incarceration in the Age of Colorblindness, Michelle Alexander • White Fragility: Why It’s So Hard for White People to Talk about Racism, Robin DiAngelo • How to Be an Anti-Racist, Ibram X. Kendi • Post Traumatic Slave Syndrome: America’s Legacy of Enduring Injury and Healing, Joy DeGruy Leary • I’m Still Here: Black Dignity in a World Made for Whiteness, Austin Channing Brown • Between the World and Me, Ta-Nehisi Coates • Waking Up White: and Finding Myself in The Story of Race, Debby Irving • America’s Original Sin: Racism, White Privilege, and the Bridge to a New America, Jim Wallis • White Rage: The Unspoken Truth of Our Racial Divide, Karen Anderson • Why Are All the Black Kids Sitting Together in the Cafeteria: And Other Conversations About Race, Beverly Daniel Tatum • So You Want to Talk About Race, Ijeoma Oluo • Stony the Road: Reconstruction, White Supremacy and the Rise of Jim Crow, Henry Louis Gates • Eliminating Race-Based Mental Health Disparities: Promoting Equity and Culturally Responsive Care Across Settings, Monica T. -
Toni Cade Bambara
Toni Cade Bambara Biography Quick Facts * 1939-1995 Toni Cade Bambara, born Miltona Mirkin Cade on March 25, 1939, lived the first ten years of her life in Harlem. Bambara credits the Harlem * African- community as having a significant influence on her writing. She learned American writer, the power of the word from “the speakers on Speaker’s Corner in Har- filmmaker, lem” (Tate 28). She also credits the musicians of the forties and fifties activist, and with giving her “voice and pace and pitch” (Tate 29). While living on feminist 151st Street between Broadway and Amsterdam, Miltona changed her * First published name to “Toni” around kindergarten. The richly diverse population of the fictional work was area contributed much to Bambara’s life lessons. Always willing to “stop Gorilla, My Love and talk,” Bambara “adopted people” to fill the place in her life for rela- tives, especially grandmothers (Deep Sightings 208-209). Although the neighborhood was instrumental in forming an important part of Bambara’s identity, the author says her greatest influence and inspiration was her mother: “My mother had great respect for the life of the mind” (Deep Sightings 212). In a poignant dedication to her mother in The Salt Eaters, Bambara writes: “Mama, Helen Brent Henderson Cade Brehon, who in 1948, having come upon me daydreaming in the middle of the kitchen floor, mopped around me.” In 1959, Toni Cade graduated from Queen’s College with a B.A. in Theater Arts/English. For her first published short story, “Sweet Town,” she received the John Golden Award for fiction. -
Books How to Be Antiracist by Ibrahim X Kendi Mindful of Race
Books How To Be Antiracist by Ibrahim X Kendi Mindful of Race: Transforming Racism from the Inside Out by Ruth King So You Want To Talk About Race by Ijeoma Oluo The Inner Work of Racial Justice by Rhonda V. Magee The Next American Revolution: Sustainable Activism For The Twenty-First Century by Grace Lee Boggs This Bridge Called My Back: Writings By Radical Women Of Color by Cherrie Moraga White Fragility: Why It’s So Hard for White People To Talk About Racism by Robin Diangelo White Rage: The Unspoken Truth of Our Racial Divide by Carol Anderson, PhD Racial Healing by Anneliese A. Singh, PhD The New Jim Crow: Mass Incarceration in the age of colorblindness by Michelle Alexander. Infant and preschool books Anti-Racist Baby also by Ibrahim X Kendi Whose Toes Are Those? by Jabari Asim (0-3) Yo! Yes? (Scholastic Bookshelf) by Chris Raschka (2-4) Young Water Protectors: A Story About Standing Rock by Aslan & Kelly Tudor (ages 3-8) The Day You Begin by Jacqueline Woodson (ages 4-8) When We Were Alone by David A. Robertson (4-8) Skin Like Mine (Kids Like Mine) by LaTashia M. Perry (1-12) Children’s books A Is For Activist by Innosanto Nagara Let the Children March by Monica Clark-Robinson Separate is Never Equal by Duncan Tonatiuh (ages 6-9) Sulwe by Lupita Nyong’o Malala’s Magical Pencil by Malala Yousafzai Kid Activists by Robin Stevenson Last Stop on Market Street by Matt De La Pena Not My Idea: A Book About Whiteness by Anastasia Higginbotham Malcolm Little: The Boy Who Grew Up to Become Malcolm X by Ilyasah Shabazz (ages 6-10) Let it Shine: Stories of Black Women Freedom Fighters by Andrea Davis Pinkney (ages 6-9) Unstoppable: How Jim Thorpe & the Carlisle Indian School Football Team Defeated Army by Art Coulson (ages 6-10) Schomburg: The Man Who Built a Library by Carole Boston Weatherford (9-12) Viola Desmond Won’t Be Budged! by Jody Nyasha Warner and Richard Rudnicki (5-9) My Hair is a Garden by Cozbi A. -
Getting “Woke” with Each Joke: Black Comediennes and Representational Resistance on Youtube
Getting “Woke” With Each Joke: Black Comediennes and Representational Resistance on YouTube by Shaunel London A thesis submitted to the Faculty of Graduate and Postdoctoral Affairs in partial fulfillment of the requirements for the degree of Master of Arts in Communication Carleton University Ottawa, Ontario ©2019 Shaunel London i Abstract This research looks at the relationship between comedy, alternative media, and representations of Blackness. Using case studies Akilah Hughes and Franchesca Ramsey, two Black comediennes on YouTube, this thesis asks: how do Black women use both political comedy and alternative media to challenge the stereotypical and racialized representations of themselves in traditional media? A theoretical framework of critical race studies, post-colonialism, intersectional and Black feminisms, postmodernism, and theories of comedy in conjunction with the thematic qualitative text analysis of 30 YouTube videos were used to answer the question. My findings determined that Black women use political comedy and alternative media platforms to satirize oppressive and discriminatory ideologies and behaviours, framing instances of every day racism in absurd and exaggerated terms, which ultimately provides nuanced representations of Black womanhood that affirm the sexist, racist, and racially charged experiences and microaggressions that Black women endure on a daily basis. ii Acknowledgements Thanks be to God for Your mercies these past two years and to my family, friends, colleagues, mentors, and church family for their continued support. Merlyna, thank you for believing in me and believing in this project. It’s been an intense year for us, but I am so privileged to have made this journey with you. Your feedback has sought to make the best of my research and your jokes have made our meetings fun. -
MOVEMENT and SPACE MOVEMENT and SPACE Creating Dialogue on Systemic Racism from the Modern Civil Rights Movement to the Present
Creating Dialogue on Systemic Racism from the Modern Civil MOVEMENT Rights Movement to the Present AND SPACE ABOUT THE SOUTHERN POVERTY LAW CENTER The Southern Poverty Law Center (SPLC) is a nonprofit civil rights organization founded in 1971 to combat discrimination through litigation, education and advocacy. The SPLC is a catalyst for racial justice in the South and beyond, working in partnership with com- munities to dismantle white supremacy, strengthen intersectional movements, and advance the human rights of all people. For more information about THE SOUTHERN POVERTY LAW CENTER visit splcenter.org © 2021 SOUTHERN POVERTY LAW CENTER LEE / KIRBY AP IMAGES 2 MOVEMENT AND SPACE MOVEMENT AND SPACE Creating Dialogue on Systemic Racism from the Modern Civil Rights Movement to the Present WRITTEN BY CAMILLE JACKSON AND JEFF SAPP EDITORIAL DIRECTION BY JEFF SAPP, TAFENI ENGLISH AND DAVID HODGE AP IMAGES / KIRBY LEE / KIRBY AP IMAGES 4 MOVEMENT AND SPACE TABLE OF CONTENTS Preface .................................................................................................................................................7 What Do We Mean by Movement and Space? .......................................................................8 Objectives, Enduring Understanding and Key Concepts ..................................................9 Audience, Time and Materials ................................................................................................. 10 Considerations ............................................................................................................................. -
Short Stories in the Classroom. INSTITUTION National Council of Teachers of English, Urbana, IL
DOCUMENT RESUME ED 430 231 CS 216 694 AUTHOR Hamilton, Carole L., Ed.; Kratzke, Peter, Ed. TITLE Short Stories in the Classroom. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-0399-5 PUB DATE 1999-00-00 NOTE 219p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 03995-0015: $16.95 members, $22.95 nonmembers). PUB TYPE Books (010) Guides Classroom Teacher (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Class Activities; *English Instruction; Literature Appreciation; *Reader Text Relationship; Secondary Education; *Short Stories IDENTIFIERS *Response to Literature ABSTRACT Examining how teachers help students respond to short fiction, this book presents 25 essays that look closely at "teachable" short stories by a diverse group of classic and contemporary writers. The approaches shared by the contributors move from readers' first personal connections to a story, through a growing facility with the structure of stories and the perception of their varied cultural contexts, to a refined and discriminating sense of taste in short fiction. After a foreword ("What Is a Short Story and How Do We Teach It?"), essays in the book are: (1) "Shared Weight: Tim O'Brien's 'The Things They Carried'" (Susanne Rubenstein); (2) "Being People Together: Toni Cade Bambara's 'Raymond's Run'" (Janet Ellen Kaufman); (3) "Destruct to Instruct: 'Teaching' Graham Greene's 'The Destructors'" (Sara R. Joranko); (4) "Zora Neale Hurston's 'How It Feels to Be Colored Me': A Writing and Self-Discovery Process" (Judy L. Isaksen); (5) "Forcing Readers to Read Carefully: William Carlos Williams's 'The Use of Force'" (Charles E. -
This Essay, Printed in the 2018 Annual Peer-Reviewed Journal El Anuario
[This essay, printed in the 2018 annual peer-reviewed journal El Anuario by La Universidad Nacional de Rosario in Argentina, introduces recently published pedagogical archives of these three Black feminist City University of New York (CUNY) educators to a Spanish-speaking Caribbean, Latin American, and Iberian readership for the first time. -CTR] The Early Formations of Black Women’s Studies in the Lives of Toni Cade Bambara, June Jordan, and Audre Lorde Conor Tomás Reed This chapter explores the pedagogical foundations of three U.S. Black women writers—Toni Cade Bambara, June Jordan, and Audre Lorde—widely recognized as among the most influential and prolific writers of 20th century cultures of emancipation. Their distinct yet entwined legacies—as socialist feminists, people’s poets and novelists, community organizers, and innovative educators— altered the landscapes of multiple liberation movements from the late 1960s to the present, and offer a striking example of the possibilities of radical women’s intellectual friendships. The internationalist reverberations of Bambara, Jordan, and Lorde are alive and ubiquitous, even if to some readers today in the Caribbean and Latin America, their names may be unfamiliar.1 Bambara’s fiction centered Black and Third World2 women and children absorbing vibrant life lessons within societies structured to harm them. Her 1980 novel, The Salt Eaters, posed the question—“are you sure, sweetheart, that you want to be well?”—to conjoin healing and resistance for a new embattled generation under President Reagan’s neoliberal shock doctrines that were felt worldwide. June Jordan’s salvos of essays, fiction, and 1 Some noteworthy recent translations and works on Lorde by contemporary Caribbean, Latin American, and Iberian feminists include: Lorde’s Sister Outsider in Spanish, https://issuu.com/bollosenteoria/docs/audre-lorde-la-hermana-la-extranjer. -
Challenge Quiz
Name Date BLACK HISTORY MONTH CHALLENGE QUIZ Directions Circle the letter next to the answer that completes the sentence. 1 Phillis Wheatley published a collection of poetry in . a. 1773 b. 1837 c. 1861 2 was an inventor who helped design Washington, D.C. a. Benjamin Banneker b. George Washington Carver c. Frederick Douglass 3 Jean Baptiste Pointe DuSable is considered the father of . a. jazz b. blues c. Chicago 4 In 1909, , along with Robert Peary and a group of Inuit guides, was the first to reach the North Pole. a. Matthew Henson b. Nat Love c. James Beckwourth 5 W. E. B. Du Bois was one of the founders of . a. the National Association for the Advancement of Colored People (NAACP) b. Morehouse College c. the Congressional Black Caucus 6 Garrett Morgan invented gas masks and . a. the automatic trafc light b. the typewriter c. nylon 7 When the Daughters of the American Revolution wouldn’t let her sing in Constitution Hall in 1939, gave a concert on the steps of the Lincoln Memorial. a. Jessye Norman b. Marian Anderson c. Leontyne Price © Houghton Mifin Harcourt BLACK HISTORY MONTH CHALLENGE QUIZ CONTINUED 8 was the first African American to win the Nobel Peace Prize. a. Ralph Bunche b. Martin Luther King Jr. c. Colin Powell 9 was the first African American Supreme Court Justice. a. Booker T. Washington b. Thurgood Marshall c. Clarence Thomas 10 In 1993, won the Nobel Prize for Literature. a. Maya Angelou b. Alex Haley c. Toni Morrison © Houghton Mifin Harcourt Answer Key BLACK HISTORY MONTH CHALLENGE QUIZ Directions Circle the letter next to the answer that completes the sentence.