DOCSLIB.ORG

Creating Mathenstein: Exploring the Construction and Development of Mathematical Identity for K–12 Students

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Creating Mathenstein: Exploring the Construction and Development of Mathematical Identity for K–12 Students Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Dissertations Department of Middle and Secondary Education Summer 1-20-2020 Creating Mathenstein: Exploring the Construction and Development of Mathematical Identity for K–12 Students Akhenaten Hotep Amun Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/mse_diss Recommended Citation Amun, Akhenaten Hotep, "Creating Mathenstein: Exploring the Construction and Development of Mathematical Identity for K–12 Students." Dissertation, Georgia State University, 2020. https://scholarworks.gsu.edu/mse_diss/88 This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE PAGE This dissertation, CREATING MATHENSTEIN: EXPLORING THE CONSTRUCTION AND DEVELOPMENT OF MATHEMATICAL IDENTITY FOR K–12 STUDENTS, by AKHENATEN HOTEP AMUN, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. ____________________________________ David W. Stinson, Ph. D. Committee Chair ____________________________________ ____________________________________ Joyce E. King, Ph. D. Janice B. Fournillier, Ph. D. Committee Member Committee Member ____________________________________ Christine D. Thomas, Ph. D. Committee Member ____________________________________ Date ____________________________________ Gertrude Tinker Sachs, Ph.D. Chairperson, Department of Middle and Secondary Education ____________________________________ Paul A. Alberto, Ph.D. Dean, College of Education and Human Development AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education and Human Development’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. ________________________________________________ Akhenaten Hotep Amun NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Akhenaten Hotep Amun Department of Middle and Secondary Education College of Education and Human Development Georgia State University The director of this dissertation is: David W. Stinson, Ph.D. Department of Middle and Secondary Education College of Education and Human Development Georgia State University Atlanta, GA 30303 CURRICULUM VITAE Akhenaten Hotep Amun 209 Topeka Court Stockbridge, GA 30281 [email protected] EDUCATION: Ph.D. 2019 Teaching and Learning – Mathematics Education Department of Middle and Secondary Education Georgia State University M.Ed. 2006 Educational Leadership Department of Educational Leadership Florida Agricultural &Mechanical University B.S. Ed. 2004 Elementary Education Department of Education Bethune-Cookman University PROFESSIONAL EXPERIENCE: 2018–Present Title I Academic Coach Riverdale High School in Riverdale, Georgia 2018–Present CEO/President Jamii Community Development Corporation, LLC 2016-Present Educational Consultant AchieveMeant Educational Solutions, LLC 2015–2018 STEAM Coordinator/Instructional Math Coach Stockbridge High School 2012–2015 High School Mathematics Teacher Stockbridge High School 2010–2012 High School Mathematics Teacher Woodland High School in Stockbridge, Georgia 2008–2016 Online Course Designer and Virtual Teacher Henry County Online Academy/Impact Academy 2007–2010 High School Mathematics Teacher Luella High School in Locust Grove, Georgia PRESENTATIONS AND PUBLICATIONS: Amun, A. H. (2017, June). Academics: Creating students with strong academic identities, talk presented at the 2017 IDEA Conference, Atlanta, GA. Amun, A. H. (2017, March). Understanding the construction and development of mathematical identity for K–12 students, paper presented at the 12th Annual Education and Development Conference, Bangkok, Thailand. Amun, A. H., & Sadhasivan, M. (2015, October). Personalized digital learning portfolio in Microsoft OneNote (grades 6-12), presentation at the 56th Annual Georgia Mathematics Conference, Eaton, GA. Amun, A. H., Watson, E., & Sadhasivan, M. (2015, November). Pathways to success: Designing the right pathways for students in STEAM, talk presented at the 2nd Annual Griffin RESA Drive-In STEM Conference, Griffin, GA. Amun, A. H., Watson, E., & Sadhasivan, M. (2014, November). Starting a STEM program with nothing, talk presented at the Inaugural Griffin RESA Drive-In STEM Conference, Griffin, GA. Amun, A. H. (2014, May). Looking back at where we’re going: Learning, teaching, and policymaking as a black male, talk presented at the Tenth International Congress of Qualitative Inquiry in Champaign-Urbana, IL. Amun, A. H. (2013, May). The hidden message: A critical analysis of educational policy discourse, paper presented at the Ninth International Congress of Qualitative Inquiry, Champaign-Urbana, IL. PROFESSIONAL SOCIEITES AND ORGANIZATIONS: 2019 Association of Mathematics Teacher Educators (AMTE) 2019 Georgia Council of Teachers of Mathematics (GCTM) ABSTRACT CREATING MATHENSTEIN: EXPLORING THE CONSTRUCTION AND DEVELOPMENT OF MATHEMATICAL IDENTITY FOR K–12 STUDENTS by AKHENATEN HOTEP AMUN Under the Direction of Dr. David W. Stinson Research and scholarship in mathematics education address a variety of concepts that benefit students and influences the pedagogy of educators responsible for improving student learning and achievement. Recently, mathematics education researchers have investigated the effects and outcomes of instructional practices (e.g., Shirvani, 2009), technology integration (e.g., Wachira & Keengwe, 2011), the revision or modernization of standards and content development (e.g., Thomas & Edson, 2015), achievement gaps (e.g., Flores, 2007), science, technology, engineering, and mathematics (STEM) educational initiatives (e.g., Stohlmann, Moore, McClelland, & Roehrig, 2011), student achievement or performance (e.g., Harwell, Post, Medhanie, Dupuis, & LeBeau, 2013), and student growth (Betebenner, 2009). Experiences as a student and throughout my 12-year teaching career have influenced my belief that student engagement, performance, and achievement associated with the aforementioned facets of mathematics education research are dependent on a student’s mathematical identity: (a) belief in her or his ability to engage and be successful in mathematics; (b) belief in the utility, value, and significance of mathematics in relation to her or his personal and cultural identity; and (c) her or his experiences with K–12 mathematics both inside and outside the classroom (Martin, 2000). To explore the construction and development of mathematical identity, Afrocentricity (e.g., Asante, 1983) and analytic autoethnography (e.g., R. Anderson, 2006) were used to study my personal experiences and the shared experiences with my participants from our time as students in elementary, middle, and high school. The goal of this study was to identify the practices, policies, and experiences related to the components of our mathematical identities to better understand how to assist students in the construction and development of their own positive mathematical identities. An analysis of the data revealed that school culture, engagement with mathematics beyond the classroom, and connections between content in K–12 mathematics and related outcomes after graduation are essential to establishing experiences that prepare students for a lifetime of numbers, calculations, estimations, mathematical reasoning, and a variety of mathematics related phenomena. Implications for students, parents, teachers, administrators, counselors, and others involved with the K–12 experiences of students are discussed. INDEX WORDS: Afrocentricity, Analytic autoethnography, African Diaspora, Mathematical identity CREATING MATHENSTEIN: EXPLORING THE CONSTRUCTION AND DEVELOPMENT OF MATHEMATICAL IDENTITY FOR K–12 STUDENTS by AKHENATEN HOTEP AMUN A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Department of Middle and Secondary Education in the College of Education and Human Development Georgia State University Atlanta, GA 2019 Copyright by Akhenaten
Load more

Recommended publications
  • Kwame Nkrumah and the Pan- African Vision: Between Acceptance and Rebuttal
    Austral: Brazilian Journal of Strategy & International Relations e-ISSN 2238-6912 | ISSN 2238-6262| v.5, n.9, Jan./Jun. 2016 | p.141-164 KWAME NKRUMAH AND THE PAN- AFRICAN VISION: BETWEEN ACCEPTANCE AND REBUTTAL Henry Kam Kah1 Introduction The Pan-African vision of a United of States of Africa was and is still being expressed (dis)similarly by Africans on the continent and those of Afri- can descent scattered all over the world. Its humble origins and spread is at- tributed to several people based on their experiences over time. Among some of the advocates were Henry Sylvester Williams, Marcus Garvey and George Padmore of the diaspora and Peter Abrahams, Jomo Kenyatta, Sekou Toure, Julius Nyerere and Kwame Nkrumah of South Africa, Kenya, Guinea, Tanza- nia and Ghana respectively. The different pan-African views on the African continent notwithstanding, Kwame Nkrumah is arguably in a class of his own and perhaps comparable only to Mwalimu Julius Nyerere. Pan-Africanism became the cornerstone of his struggle for the independence of Ghana, other African countries and the political unity of the continent. To transform this vision into reality, Nkrumah mobilised the Ghanaian masses through a pop- ular appeal. Apart from his eloquent speeches, he also engaged in persuasive writings. These writings have survived him and are as appealing today as they were in the past. Kwame Nkrumah ceased every opportunity to persuasively articulate for a Union Government for all of Africa. Due to his unswerving vision for a Union Government for Africa, the visionary Kwame Nkrumah created a microcosm of African Union through the Ghana-Guinea and then Ghana-Guinea-Mali Union.
    [Show full text]
  • Kwame Nkrumah, His Afro-American Network and the Pursuit of an African Personality
    Illinois State University ISU ReD: Research and eData Theses and Dissertations 3-22-2019 Kwame Nkrumah, His Afro-American Network and the Pursuit of an African Personality Emmanuella Amoh Illinois State University, [email protected] Follow this and additional works at: https://ir.library.illinoisstate.edu/etd Part of the African American Studies Commons, and the African History Commons Recommended Citation Amoh, Emmanuella, "Kwame Nkrumah, His Afro-American Network and the Pursuit of an African Personality" (2019). Theses and Dissertations. 1067. https://ir.library.illinoisstate.edu/etd/1067 This Thesis is brought to you for free and open access by ISU ReD: Research and eData. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. KWAME NKRUMAH, HIS AFRO-AMERICAN NETWORK AND THE PURSUIT OF AN AFRICAN PERSONALITY EMMANUELLA AMOH 105 Pages This thesis explores the pursuit of a new African personality in post-colonial Ghana by President Nkrumah and his African American network. I argue that Nkrumah’s engagement with African Americans in the pursuit of an African Personality transformed diaspora relations with Africa. It also seeks to explore Black women in this transnational history. Women are not perceived to be as mobile as men in transnationalism thereby underscoring their inputs in the construction of certain historical events. But through examining the lived experiences of Shirley Graham Du Bois and to an extent Maya Angelou and Pauli Murray in Ghana, the African American woman’s role in the building of Nkrumah’s Ghana will be explored in this thesis.
    [Show full text]
  • Program for the 23Rd Conference
    rd 23 Annual Cheikh Anta Diop International Conference “Fundamentals and Innovations in Afrocentric Research: Mapping Core and Continuing Knowledge of African Civilizations” October 7-8, 2011 FRIDAY, OCTOBER 7 Registration 7:30am-5:00pm Drum Call 8:15am-8:30am Opening Ceremony and Presentation of Program 8:30am-9:00am Panel 1 - Education Primers and Educational Formats for Proficiency in African Culture 9:00am-10:10am 1) Dr. Daphne Chandler “Martin Luther King, Jr. Ain’t All We Got”: Achieving and Maintaining Cultural Equilibrium in 21st Century Western-Centered Schools 2) Dr. Nosakare Griffin-El Trans-Defining Educational Philosophy for People of Africana Descent: Towards the Transconceptual Ideal of Education 3) Dr. George Dei African Indigenous Proverbs and the Instructional and Pedagogic Relevance for Youth Education Locating Contemporary Media and Social Portrayals of African Agency 10:15am-11:25am 1) Dr. Ibram Rogers A Social Movement of Social Movements: Conceptualizing a New Historical Framework for the Black Power Movement 2) Dr. Marquita Pellerin Challenging Media Generated Portrayal of African Womanhood: Utilizing an Afrocentric Agency Driven Approach to Define Humanity 3) Dr. Martell Teasley Barrack Obama and the Politics of Race: The Myth of Post-racism in America Keynote Address Where Myth and Theater Meet: Re-Imaging the Tragedy of Isis and Osiris 11:30am-12:15pm Dr. Kimmika Williams‐Witherspoon Lunch 12:15pm-1:45pm Philosophy and Practice of Resurgence and Renaissance 1:45pm-3:00pm 1)Abena Walker Ancient African Imperatives to Facilitate a Conscious Disconnect from the Fanatical Tyranny of Imperialism: The Development of Wholesome African Objective for Today’s Africans 2) Kwasi Densu Omenala (Actions in Accordance With the Earth): Towards the Development of an African Centered Environmental Philosophy and Its Implications for Africana Studies 3) Dr.
    [Show full text]
  • Africology 101: an Interview with Scholar Activist Molefi Kete Asante
    Africology 101: An Interview with Scholar Activist Molefi Kete Asante by Itibari M. Zulu, Th.D. Editor, The Journal of Pan African Studies Molefi Kete Asante (http://www.asante.net) is Professor of African American Studies in the Department of African American Studies at Temple University. He is considered one of the most distinguished contemporary scholars, and has published 66 books, among the most recent being An Afrocentric Manifesto: Toward an African Renaissance and The History of Africa: The Quest for Eternal Harmony. He has published more scholarly books than any contemporary African author and has been recognized as one of the ten most widely cited African Americans. Dr. Asante completed his M.A. at Pepperdine University, received his Ph.D. from the University of California, Los Angeles at the age of 26 and was appointed a full professor at the age of 30 at the State University of New York at Buffalo; and notwithstanding, at Temple University he created the first Ph.D. program in African American Studies in 1987; he has directed more than 125 Ph.D. dissertations; written more than 300 articles for journals and magazines; he is the founding editor of The Journal of Black Studies (1969); the founder of the theory of Afrocentricity, and in 1995 he was made a traditional king, Nana Okru Asante Peasah, Kyldomhene of Tafo, Akyem, Ghana. Itibari M. Zulu ([email protected]) is the editor-in-chief of The Journal of Pan African Studies, author of Exploring the African Centered Paradigm: Discourse and Innovation in African World Community Studies, editor of Authentic Voices: Quotations and Axioms from the African World Community, editor of the forthcoming book Africology: A Concise Dictionary, provost of Amen-Ra Theological Seminary, and vice president of the African Diaspora Foundation.
    [Show full text]
  • YLH Class of 2016 Students and Schools
    Youth Leadership Henry Class of 2016 Last First School Armstrong Mallory Eagles Landing Christian Academy Barrow Leia Stockbridge High School Beard Easton Dutchtown High School Braggs Kayla Dutchtown High School Bryan Arman Ola High School Burkett Lauren Academy for Advanced Studies Casabon Haleigh Woodland High School Chand Adeline Hampton High School Crigler Haley Ola High School Davis Dailey Union Grove High School Dougherty Jada Stockbridge High School Fofanah Al Stockbridge High School Forbes Selena EXCEL Academy Garcia Dani Community Christian School Huynh Kelly Henry County High School Isom M'kaila Community Christian School John Stella Stockbridge High School Johnson Anthony Academy for Advanced Studies Kimbro Nia Stockbridge High School Lane Kenny Eagles Landing Christian Academy Lieu Kristy Eagles Landing Christian Academy Manchester Atalya Woodland High School Mangual Natalie Ola High School Mata Jr Carlos Stockbridge High School McCreath-Plummer Tejah Henry County High School McDonald Marissa Union Grove High School McPhaul Rachel Ola High School Moore Alaina Union Grove High School Morrow Hope Woodland High School Neal Trinity Union Grove High School Nesbit Hima Ola High School Nobles Hannah Ola High School Palmertree Suzanne Home school Patel Meet Luella High School Penn Makayla Community Christian School Potts Makayla Dutchtown High School Robinson Maggie Ola High School Rokosz Ava New Creation Christian Academy Shell Leigh Henry County High School Silva Vincent Hampton High School Tran Kelly Woodland High School Turner Hailey Locust Grove High School.
    [Show full text]
  • Black Ideologies, Black Utopias: Afrocentricity in Historical Perspective John H
    Contributions in Black Studies A Journal of African and Afro-American Studies Volume 12 Ethnicity, Gender, Culture, & Cuba Article 13 (Special Section) 1994 Black Ideologies, Black Utopias: Afrocentricity in Historical Perspective John H. Bracey Jr. University of Massachusetts Amherst August Meier Kent State University Follow this and additional works at: https://scholarworks.umass.edu/cibs Recommended Citation Bracey, John H. Jr. and Meier, August (1994) "Black Ideologies, Black Utopias: Afrocentricity in Historical Perspective," Contributions in Black Studies: Vol. 12 , Article 13. Available at: https://scholarworks.umass.edu/cibs/vol12/iss1/13 This Article is brought to you for free and open access by the Afro-American Studies at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Contributions in Black Studies by an authorized editor of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Bracey and Meier: Black Ideologies, Black Utopias John H. Bracey, Jr. andAugust Meier BLACK IDEOLOGIES, BLACK UTOPIAS: AFROCENTRICITY IN HISTORICAL PERSPECTIVE LACK NATIONALIST IDEOLOGIES have existed throughout the history of African Americans. But the exact content and the way in which their intensity and B popularity has waxed and waned can be best understood by examining the specific historical contexts in which the ideas were embedded. Suchan analysis has been completely lacking in the current furor over "Afrocentricity" in its varied forms. Many oftheideas which are now consideredAfrocentric- though they were notlabeled a such at the time - also flourished at the turn of the nineteenth century during what appropriately has been described as the "nadir" of the Black experience in post-Civil War America.
    [Show full text]
  • Black Nfl Draft Prospects' Conceptions of Manhood
    DRAFTING INTO MANHOOD: BLACK NFL DRAFT PROSPECTS’ CONCEPTIONS OF MANHOOD AND IDEAS OF PLAYING IN THE NFL A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Andrew D. Brown May 2015 Examining Committee Members: Molefi K. Asante, Advisory Chair, African American Studies Heather A. Thompson, African American Studies James Earl Davis, College of Education James L. Conyers, Jr., External Member, University of Houston © Copyright 2015 by Andrew Brown All Rights Reserved ii ABSTRACT This dissertation examines how manhood is conceptualized by Black National Football League (NFL) prospects and explores how their characterizations of manhood are associated with their desire to become NFL players. This mixed-method study uses data collected by interviewing and surveying fifteen Black NFL draft prospects who were or would be eligible for the NFL draft between 2005-2016. The data are supplemented with existing literature and analyzed using the “Utamaduni Bwana” table of African cultural manhood in order to (1) culturally locate participants’ conceptions of manhood, (2) identify the African elements within their conceptions of manhood, and (3) highlight the agency within their responses. In essence, this dissertation explores the significance of the NFL draft and the influence of colonization on Black NFL prospects’ conceptions of manhood. This study found that Black NFL prospects’ desire to reach the NFL is heavily associated with their attempt to reach manhood. The characteristics most commonly found in the participants’ conceptions of manhood are strength, independence, and financial success; and their perceptions of NFL players contain hyper-expressions of these same characteristics.
    [Show full text]
  • Africobra and the Negotiation of Visual Afrocentrisms Pratiques Artistiques
    Pratiques artistiques et esthétiques afrocentristes Africobra and the Negotiation of Visual Afrocentrisms Kirstin L. ELLSWORTH Résumé : A la fin des années 1960, Africobra, un groupe d’artistes africains-américains basé à Chicago, développa un art expérimental qui mêlait des formes africaines et africaines-américaines avec des représentations d’une diaspora africaine. Africobra mit en place un programme artistique dans le cadre duquel l’art devait faire voir la beauté d’une culture noire universelle. Leur langage visuel devance la publication de l’ouvrage « Afrocentricity » de Molefi Asante, mais évoque pourtant déjà des tendances afrocentristes présentes tout au long de l’histoire culturelle africaine- américaine. Travaillant toujours aujourd’hui, Africobra souligne la valeur morale du processus de création pour l’artiste africain-américain travaillant dans un paradigme afrocentriste. Ce faisant, Africobra cherche à se réapproprier le pouvoir de définir ce que sont l’art et l’identité, ce qui avait été pendant des siècles aux Etats-Unis le privilège de la culture dominante. Mots-clés : Africobra, Afrocentrisme, Etats-Unis, art africain-américain. Abstract: In the 1960s, Africobra, a group of African-American artists in Chicago, experimented with art that synthesized African and African-American forms with interpretative visions of an African Diaspora. Africobra mandated a functional program for art-making in which art was to instruct in the beauty of a universal Black culture. Their imagery predates publication of Molefi Asante’s “Afrocentricity” yet negotiates in visual terms Afrocentric tendencies present throughout African American cultural historiography. Still working in the present day, Africobra emphasizes the moral value of the creative process for the individual African American artist within an Afrocentric paradigm.
    [Show full text]
  • Who's Afraid of Afrocentrists? Counter Histories, Political Correctness And
    Revista ANTHROPOLÓGICAS, ano 15, vol.22(2): 83-99 (2011) Who’s Afraid of Afrocentrists? Counter Histories, Political Correctness 1 and the Critics’ Silence Thomas Reinhardt2 Resumo Durante as últimas décadas, a abordagem afrocêntrica à história, sociologia, antropologia, filosofia, artes e música tem ficado bastante influente entre os afro-americanos. Afrocentristas acredi- tam fervorosamente na excelência acadêmica de seus trabalhos. Esta auto-avaliação, no entanto, não se encaixa bem naquilo o que se define como científico nas disciplinas acadêmicas. Um debate crítico entre afrocentristas e representantes de ciências ‘ociden- tais’, contudo, até agora não foi realizado. Este artigo explora as razões por esta falta de diálogo e chama a atenção para alguns problemas que surgem ao tratar o afrocentrismo de um ponto de vista antropológico. O autor afirma que todo um novo conjunto 1 The article was first published in German in DROHTBOHM, Heike & ROSS- BACH DE OLMOS, Lioba (eds.): Kontrapunkte: Theoretische Transitionen und empirischer Transfer in der Afroamerikaforschung, pp. 59-74. Marburg: Curupira, 2009. 2 Professor at the Institute of Social and Cultural Anthropology, Ludwig-Maximi- lians-Universität München, Germany. Major research interests: media anthropology, diaspora and postcolonial studies, visual anthropology, semiotics, history and methods of anthropology, history of knowledge, memory politics. Regional focus: Africa, Afro-America, Europe. E-mail: [email protected]. Revista ANTHROPOLÓGICAS, ano 15, vol. 22(2), 2011 de questões aparece quando, em vez de pesquisar ‘de baixo para cima’ ou ‘de cima para baixo’, a situação de pesquisa é caraterizada por estudos paralelos. Palavras-chave: afrocentrismo; comunicação científica; teoria antropológica. Abstract Over the last decades, the Afrocentric approach to history, socio- logy, anthropology, philosophy, art, and music has become quite influential among African Americans.
    [Show full text]
  • The Sanctioned Antiblackness of White Monumentality: Africological Epistemology As Compass, Black Memory, and Breaking the Colonial Map
    THE SANCTIONED ANTIBLACKNESS OF WHITE MONUMENTALITY: AFRICOLOGICAL EPISTEMOLOGY AS COMPASS, BLACK MEMORY, AND BREAKING THE COLONIAL MAP A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Christopher G. Roberts May 2018 Examining Committee Members: Molefi K. Asante, Advisory Chair, Africology and African American Studies Amari Johnson, Africology and African American Studies Benjamin Talton, History Serie McDougal III, External Member, San Francisco State University © Copyright 2018 by Christopher G. Roberts All Rights Reserved ii ABSTRACT In the cities of Richmond, Virginia; Charleston South Carolina; New Orleans, Louisiana; and Baltimore, Maryland, this dissertation endeavors to find out what can be learned about the archaeology(s) of Black memory(s) through Africological Epistemic Visual Storytelling (AEVS); their silences, their hauntings, their wake work, and their healing? This project is concerned with elucidating new African memories and African knowledges that emerge from a two-tier Afrocentric analysis of Eurocentric cartography that problematizes the dual hegemony of the colonial archive of public memory and the colonial map by using an Afrocentric methodology that deploys a Black Digital Humanities research design to create an African agentic ritual archive that counters the colonial one. Additionally, this dissertation explains the importance of understanding the imperial geographic logics inherent in the hegemonically quotidian cartographies of Europe and the United States that sanction white supremacist narratives of memory and suppress spatial imaginations and memories in African communities primarily, but Native American communities as well. It is the hope of the primary researcher that from this project knowledge will be gained about how African people can use knowledge gained from analyzing select monuments/sites of memorialization for the purposes of asserting agency, resisting, and possibly breaking the supposed correctness of the colonial map.
    [Show full text]
  • Georgia High School Mock Trial Competition 2020 Region
    Georgia High School Mock Trial Competition 2020 Region Assignments Updated on 1/31/2020 at 12:04 PM Please note: As the season progresses, adjustments to a team's Region assignment may be made due to a the registration of additional teams or of a team withdrawing in a nearby Region. Since Regions must have an even number of teams for competition, this will be done primarily to avoid the need for a bye and/or to keep as much balance in the Regions' sizes as possible. Region 1 (Albany) Saturday February 1 Brookstone School Columbus Muscogee County - P Crisp County High School Cordele Crisp County Deerfield-Windsor School Albany Dougherty County - P Dougherty Comprehensive High School Albany Dougherty County Northside High School Columbus Muscogee County St. Anne-Pacelli Catholic School Columbus Muscogee County - P Region 2 (Athens) Saturday February 1 Apalachee High School Winder Barrow County Athens Academy (Green) Athens Clarke County - P Athens Academy (White) Athens Clarke County - P Athens Christian School (Gold) Athens Clarke County - P Athens Christian School (Purple) Athens Clarke County - P Clarke Central High School (Red) Athens Clarke County East Jackson Comprehensive High School Commerce Jackson County Jefferson High School Jefferson Jefferson City Schools North Oconee High School Bogart Oconee County Oconee County High School Watkinsville Oconee County Stephens County High School Tococa Stephens County Westminster Christian Academy Watkinsville Oconee County - P Region 3 (Atlanta) Saturday February 1 Atlanta International School (B) Atlanta Fulton County - P The Galloway School (A) Atlanta Fulton County - P Galloway School (B) Atlanta Fulton County - P Henry W. Grady High School of the Atlanta Independen (Platinum Draggins) Atlanta Atlanta Public Schools Henry W.
    [Show full text]
  • Digital Pan-Africansim for Liberation: an Afrocentric Analysis of Contemporary Travel Discourses by African Americans Visiting Modern Egypt
    DIGITAL PAN-AFRICANSIM FOR LIBERATION: AN AFROCENTRIC ANALYSIS OF CONTEMPORARY TRAVEL DISCOURSES BY AFRICAN AMERICANS VISITING MODERN EGYPT A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY By Christina Harris December 2019 Examining Committee Members: Molefi Kete Asante, Dissertation Advisor, Africology & African American Studies Ama Mazama, Africology & African American Studies C. Amari Johnson, Africology & African American Studies Aaron Smith, Africology & African American Studies Christel Temple, External Member, University of Pittsburgh ABSTRACT Utilizing Afrocentric thought, this dissertation examines digital Pan-Africanism as a new theory that demonstrates the liberatory potential of digital technology including internet- based writing and businesses. Focusing on the burgeoning Black travel industry, it specifically considers contemporary travel narratives written by African Americans visiting Egypt and includes a thematic analysis of travel blog posts. It highlights the role technology plays in making international travel more accessible to African Americans and the potential that diasporic travel has in creating and strengthening inter-cultural bonds between African people throughout the diaspora. To this end, this dissertation advocates utilizing digital platforms as a tool for increased diasporic travel and Pan- African activism. It conceptualizes this new theory, discusses its implications within and outside of the travel industry, and offers a model to demonstrate its effectiveness and applicability. ii DEDICATION To my Grandmother, Mary Will Burnett, My first student and one of my many teachers 1938-2019 iii ACKNOWLEDGEMENTS I would first like to thank the Creator, my ancestors and my parents, Kim Burnett who was entirely responsible for my formative education, and Dr.
    [Show full text]