“I'm Not Racist; Some of My Best Friends Are .
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The Wall Between by Anne Braden
University of Louisville ANNE BRADEN INSTITUTE FOR SOCIAL JUSTICE RESEARCH BOOK DISCUSSION KIT: The Wall Between By Anne Braden ABI Book Discussion Kit – The Wall Between INTRODUCTION Dear Readers: The Wall Between was first published in 1958, four years after the events that thrust Anne Braden into a life of social justice activism had transpired. It is Anne’s first-person account of her and her husband Carl’s decision in 1954 to purchase a home in an all-white neighborhood for Andrew and Charlotte Wade, who were black, and of the explosive consequences. Eloquently written; filled with equal parts drama, intriguing characters, and psycho-social analysis; and packed with a sense of journalistic integrity, the book was a finalist for the 1958 National Book Award in Nonfiction. This book discussion kit is based on the edition republished in 1999, which includes a foreword by Julian Bond and a new epilogue by Anne Braden. When The Wall Between was published in 1958, the U.S. was embattled in the African American Civil Rights Movement, a war against white supremacy and for human dignity that forced every citizen of the country to ask him or herself, consciously or subconsciously, “What kind of America do I want to live in?” It is with this question in mind that we hope you approach The Wall Between now, in the 21st century. As of the publication of this book discussion kit, the President of the United States is African American. The days of bus boycotts, restaurant sit-ins, angry mobs throwing stones at black children trying to enroll in all-white schools and black men being prosecuted or mob- lynched for looking at a white woman with intent to rape seem light years past. -
Course Listings for Spring 2018
AADS Course Listings Spring 2018 AFRICAN & AFRICAN DIASPORA STUDIES Course Listings for Spring 2018 AADS 1101 Africa Since 1850 M W F 1:00-1:50 Cross Listed with HIST 2180 This course provides an overview of the recent history of sub-Saharan Africa. It begins by examining colonization and the dynamics of colonialism, then traces the development of anti- colonialism and nationalism, and concludes by surveying the trajectories of post-colonial states and societies. Throughout the semester we will think about popular experiences in addition to institutional or elite narratives, ask questions about the changing position of Africa in the world, and contemplate the stakes of conceptualizing African history in the present. Materials will include a range of academic literature, fiction and non-fiction works by African intellectuals, and visual media. Priya Lal AADS 1105 African-American History II M W F 1:00-1:50 Cross Listed with HIST 2482 Satisfies Cultural Diversity Core Requirement The two-semester survey examines the history and culture of African-Americans from the pre- colonial period to the present. The first semester focuses on the period before the middle passage, the evolution of slave and free society, the development of Black institutions, and the emergence of protest movements through the Civil War's end. During the second semester, the emphases are placed on issues of freedom and equality from Reconstruction, urban migration, civil rights struggles through current consideration of race, class, and gender conflicts. Karen Miller AADS 1110 Intro to African Diaspora Studies T TH 3:00-4:15 Cross Listed with SOCY 1045 Satisfies Core requirement for: Cultural Diversity, Social Science A survey of the African continent and the Diaspora that would include geography, history, politics, economics and literature. -
Harvey O'connor Papers
PART 1 THE HARVEY O'CONNOR COLLECTION 99 Manuscript Boxes Processed: April, 1968 Accession Number 245 By: JSH The papers of Harvey O'Connor were deposited with the Labor History Archives in October 1967 by Mr. O'Connor. Harvey O'Connor was born March 29, 1897 in Minneapolis, Minnesota. He attended high school in Tacoma, Washington. During the period from 1918-1924 Mr. O'Connor did editorial work in Seattle. From 1924-1927 he was assistent editor of Locomotive Engineers Journal in Cleveland, Ohio. Mr. O'Connor was a bureau manager for Federated Press from 1927-1930. And from 1935-1937 he was managing editor of People's Press. He was ~lso editor of Ken from 1937-1938 in Chicago. Mr. O'Connor has been active in the following organizations: Pittsburgh Civil Liberties Committee, board member, 1932-1936; Chicago Civil Liberties Committee, vice-chairman, 1937-1944; Emergency Civil Liberties Committee, chairman, 1954-1963; National Committee to Abolish the House Un-American Activities Committee, chairman, 1963; and City Club of Chicago, member of board of governors, 1938-1944. Mr. O'Connor has written the following books plus a number of articles: Mellon's Millions, 1933* Steel-Dictator, 1935; The Guggenheims, 1937; The Astors, 1941; History of Oil Workers International Union, 1950; The Empire of Oil, 1955; World Crisis in Oil, 1961; Revolution in Seattle, 1963. He has also written pamphlets for Union for DemOcratic Control, London, England. And from 1957-1960 he was on the editorial advisory board of Nation. In 1954 Mr. O'Connor was cited for contempt in the McCarthy investigation. -
Introduction
Introduction Welcome to Post-Racial America As my son and I walked down the street, taking our usual route with our dog, we crossed paths with a man I’d never seen in our neighbor- hood before. He appeared to be white and seemed to be looking for something specific, as if he needed directions. He smiled at us as we approached, looked at the dog, and asked from a few yards away, “What breed is that?” I told him she was a mix: “Australian Shepherd and Bea- gle, or so we were told by the dog rescue society.” He petted her, smiled, and then looked me right in the face to ask his next question: “What kind of mix are you?” Just another day in post-racial America, I thought. *** How is it that in what’s termed “post-racial America,” people seem to keep finding ways to keep talking about race? Race is a common topic of conversation and a predictable source of moments of confusion and comedy, as well as of desolation and violence. We are regularly told that things have changed—we are now “post-race”—but exactly how and why those changes have come about and what the changes mean are matters of continuing debate. In mundane and formal settings, citizens confront >> 1 9780814762899_squires text.indd 1 1/30/14 1:50 PM 2 << Introduction race in subtle and obvious ways every day. From celebrations of the inau- guration of the first black president to news of a neo-Nazi attack in Nor- way, race and racism remain salient features of our world. -
Eddie Murphy in the Cut: Race, Class, Culture, and 1980S Film Comedy
Georgia State University ScholarWorks @ Georgia State University African-American Studies Theses Department of African-American Studies 5-10-2019 Eddie Murphy In The Cut: Race, Class, Culture, And 1980s Film Comedy Gail A. McFarland Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/aas_theses Recommended Citation McFarland, Gail A., "Eddie Murphy In The Cut: Race, Class, Culture, And 1980s Film Comedy." Thesis, Georgia State University, 2019. https://scholarworks.gsu.edu/aas_theses/59 This Thesis is brought to you for free and open access by the Department of African-American Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in African-American Studies Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. EDDIE MURPHY IN THE CUT: RACE, CLASS, CULTURE, AND 1980S FILM COMEDY by GAIL A. MCFARLAND Under the Direction of Lia T. Bascomb, PhD ABSTRACT Race, class, and politics in film comedy have been debated in the field of African American culture and aesthetics, with scholars and filmmakers arguing the merits of narrative space without adequately addressing the issue of subversive agency of aesthetic expression by black film comedians. With special attention to the 1980-1989 work of comedian Eddie Murphy, this study will look at the film and television work found in this moment as an incisive cut in traditional Hollywood industry and narrative practices in order to show black comedic agency through aesthetic and cinematic narrative subversion. Through close examination of the film, Beverly Hills Cop (Brest, 1984), this project works to shed new light on the cinematic and standup trickster influences of comedy, and the little recognized existence of the 1980s as a decade that defines a base period for chronicling and inspecting the black aesthetic narrative subversion of American film comedy. -
Transcript, Anne Braden: Southern Patriot Exterior of University Of
Transcript, Anne Braden: Southern Patriot Exterior of University of Louisville building and students. SUBTITLE: University of Louisville 2006 ANNE BRADEN (in class): You do not have to agree with me. I don't want you to agree with me. It's much more interesting if you don't and it does not affect your grade whatsoever. And if you do get involved in things and you go out and get arrested or something, I'll do everything I can to get you out of jail, but I'm not going to give you a better grade for it so [laughter] just so we're clear on that. And they're doing this documentary on me, which embarrasses me highly, but really what they're trying to do is look at the movements that I've been a part of for the last 50 years through the lens of my life. And I know enough about the way people respond now that I know that that is valid, if it just weren't me. That people are more interested in people than ideas initially, but once they get interested in the people they'll move on to what the ideas are. BARBARA RANSBY (giving a speech): SUBTITLE: Barbara Ransby, Historian, University of Illinois at Chicago They were people who were labeled the rebels, the renegades, the outliers. People who weren't afraid to be called crazy or in Ella Baker's case difficult, in Anne Braden's case red. Dreamers that catapult us into a different place. She was born at a time in the Jim Crow south in which there was a very rigid script about what a middle class white woman could be and do. -
A Study in American Religious Fundamentalism Thesis
AI f THE RELIGIOUS RIGHT: A STUDY IN AMERICAN RELIGIOUS FUNDAMENTALISM THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Thomas John Ferris, B.A. Denton, Texas August, 1963 TABLE OF CONTENTS Chatpter Page . ... .. I. INTRODUCTIONCTIO.0...0. 0 1 II. BILLY JAMES HARGIS AND THE CHRISTIAN CRUSADE 15 I II. EDGAR C. BUNDY AND THE CHURCH LEAGUE OF AMERICA -.-0.*.*.0.0.*.0.0.0.0.0.*.0.0.0.0.9 54 IV. CARL McINTIRE AND THE AMERICAN COUNCIL OF CHRISTIAN CHURCHES .*.,*..*,0.0***0 97 V. CONCLUSION . * . , . * . * . , . 119 00 0 0 0 0 0 0 0 125 APPENDIX . 0 . 0 . 0 . BIBLIOGRAPHY 0 0 0 0 0 0 0 **. 00 0 0 0 . 0 0 139 iii CHAPTER I INTRODUCTION Conservatism in America declined during the 1930's, then in the post-war years began to revive in what has been termed a "wonder"l and the most surprising development of the post-war period. Yet an even more surprising develop- ment has been the re-emergence of an important American phenomenon within conservatism: the far right. 3 Far right activities gained national attention during the McCarthy era, and again in 1960 as a result of the controversy over the Air Reserve Center Training Manual, the San Francisco student riots against the House Un-American Activities Committee (HUAC), the possibility of a young liberal Roman Catholic's becoming president of the United States, and 1 Clinton Rossiter, Conservatism in America: The Thankless Persuasion (New York, 1962), pp. -
RESISTANCE 101 a Lesson for Inauguration Teach-Ins and Beyond
RESISTANCE 101 A Lesson for Inauguration Teach-Ins and Beyond This lesson has been prepared by Teaching for Change staff for teachers to use for Inauguration Teach-Ins and beyond. It is an introductory lesson for students, allowing them to “meet” people from throughout U.S. history who have resisted injustice and to learn from the range of strategies they have used. It is important to note, and to point out to students, that this list represents just a small sample of the people, time periods, struggles, and strategies we could have included. It is our hope that students not only choose to learn more about the people featured in this lesson, but that they research and create more bios. In fact, students could create a similar lesson with specific themes activists in their community, youth activists, environmental activists, and many more. The lesson is based on the format of a Rethinking Schools lesson called Unsung Heroes and draws from lessons by Teaching for Change on women’s history and the Civil Rights Movement, including Selma. This lesson can make participants aware of how many more activists there are than just the few heroes highlighted in textbooks, children’s books, and the media. However the lesson provides only a brief introduction to the lives of the people profiled. In order to facilitate learning more, we limited our list to people whose work has been well enough documented that students can find more in books and/or online. Materials and Preparation Handout No. 1: Biographies – Print the handout and cut the paper into individual strips, with each strip displaying one biography. -
Newspaper Theatre, Critical Race Theory, and Commemorating the Wade-Braden Trial in Louisville, Kentucky
Pedagogy and Theatre of the Oppressed Journal ISSN: 2577-2821 Volume 4 2019 Moving Forward, Living Backward, or Just Standing Still?: Newspaper Theatre, Critical Race Theory, and Commemorating the Wade-Braden Trial in Louisville, Kentucky Amy Steiger St. Mary's College of Maryland, [email protected] Follow this and additional works at: https://scholarworks.uni.edu/ptoj Part of the Critical and Cultural Studies Commons, Education Commons, and the Theatre and Performance Studies Commons Recommended Citation Steiger, Amy (2019) "Moving Forward, Living Backward, or Just Standing Still?: Newspaper Theatre, Critical Race Theory, and Commemorating the Wade-Braden Trial in Louisville, Kentucky," Pedagogy and Theatre of the Oppressed Journal: Vol. 4 , Article 5. Available at: https://scholarworks.uni.edu/ptoj/vol4/iss1/5 This Article is brought to you for free and open access by the Journals at UNI ScholarWorks. It has been accepted for inclusion in Pedagogy and Theatre of the Oppressed Journal by an authorized editor of UNI ScholarWorks. For more information, please contact [email protected]. Steiger: Newspaper Theatre, Critical Race Theory, and Commemorating the Wade-Braden Trial in Louisville, KY Pedagogy and Theatre of the Oppressed Journal Vol. 4, Issue 1 (Fall 2019) Moving Forward, Living Backward, or Just Standing Still?: Newspaper Theatre, Critical Race Theory, and Commemorating the Wade-Braden Trial in Louisville, Kentucky1 Amy Steiger2 This essay, with a link to the full group-devised script of "Moving Forward, Living Backward, or Just Standing Still?" describes how graduate students entering an MFA acting program devised a performance inspired by the WPA’s Living Newspapers and Boal’s Newspaper Theatre to commemorate the 60th anniversary of the Wade-Braden housing case in Louisville, KY. -
Monday, August 24
experiences and their impact on well-being. One panelist explores how Monday, August 24 these contextual factors matter for understanding later mental health, while another focuses on variability in the character of these experiences (casual sexual experience, involvement in concurrent The length of each daytime session/meeting activity relationships) as influences on young adult relationship dynamics is one hour and forty minutes, unless noted (including relationship satisfaction, intimate partner violence). Two otherwise. The usual turnover is as follows: panelists draw more explicit links to policy: one suggests the need to move beyond the focus on issues of identity and family support to 8:30am-10:10am consider how structural conditions (of schools, but also political climate) 10:30am-12:10pm make a difference for understanding LGBTQ health and well-being. A 12:30pm-2:10pm fourth panelist uses the example of Chicago’s new school-based sex 2:30pm-4:10pm education initiative to highlight ways in which intersections of race/ethnicity, gender, and sexuality necessarily complicate the 4:30pm-6:10pm successful implementation of a broad-based curriculum. Session presiders and committee chairs are 310. Thematic Session. Sexualities in the Penal requested to see that sessions and meetings end on World time to avoid conflicts with subsequent activities Session Organizer: Megan Lee Comfort, RTI scheduled into the same room. International 7:00 am Meetings Presider: Megan Lee Comfort, RTI International Section on Aging and the Life Course Council Meeting Panelists: Jessica Fields, San Francisco State University Section on Body and Embodiment Council Meeting Valerie Jenness, University of California-Irvine Section on Children and Youth Council Meeting Erin M. -
Rape Myths, Satire, and Feminist Lacunae
Bryant University Bryant Digital Repository English and Cultural Studies Faculty English and Cultural Studies Journal Articles Publications and Research Winter 2020 Asking for It: Rape Myths, Satire, and Feminist Lacunae Viveca S. Greene Hampshire College Amber Day Bryant University, [email protected] Follow this and additional works at: https://digitalcommons.bryant.edu/eng_jou Part of the Feminist, Gender, and Sexuality Studies Commons, and the Other Arts and Humanities Commons Recommended Citation Greene, Viveca S. and Day, Amber, "Asking for It: Rape Myths, Satire, and Feminist Lacunae" (2020). English and Cultural Studies Journal Articles. Paper 91. https://digitalcommons.bryant.edu/eng_jou/91 This Article is brought to you for free and open access by the English and Cultural Studies Faculty Publications and Research at Bryant Digital Repository. It has been accepted for inclusion in English and Cultural Studies Journal Articles by an authorized administrator of Bryant Digital Repository. For more information, please contact [email protected]. Viveca S. Greene Amber Day Asking for It: Rape Myths, Satire, and Feminist Lacunae ow we talk about sexual assault matters. Language and framing help H construct our understanding of any issue, but particularly one as fraught as sexual violence. At any given time, wildly different frameworks of any culturally contested topic compete with one another. Following revelations of years of sexual assault by film producer Harvey Weinstein, the outpouring of allegations against other powerful men and the flood of #MeToo testimonials have helped to at least temporarily shift the mainstream conversation a little closer to a feminist frame. The public spectacle around sexual harassment may have finally demonstrated to many onlookers that there is indeed a sys- temic problem—though that assumption is vehemently disputed in some circles. -
An Ideological Criticism of Portrayals of Black Men in Film: an Analysis of Drumline, Dangerous Minds, Higher Learning, and Stom
AN IDEOLOGICAL CRITICISM OF PORTRAYALS OF BLACK MEN IN FILM: AN ANALYSIS OF DRUMLINE, DANGEROUS MINDS, HIGHER LEARNING, AND STOMP THE YARD A Thesis Presented to The Graduate Faculty of The University of Akron In partial Fulfillment of the requirements for the Degree Master of Communication Tessa Lizbeth Adams December, 2015 AN IDEOLOGICAL CRITICISM OF PORTRAYALS OF BLACK MEN IN FILM: AN ANALYSIS OF DRUMLINE, DANGEROUS MINDS, HIGHER LEARNING, AND STOMP THE YARD Tessa Lizbeth Adams Thesis Approved: Accepted: ____________________________ _______________________________ Advisor Interim Dean of the College Dr. Mary Triece Dr. John Green ____________________________ _______________________________ Faculty Reader Dean of the Graduate School Dr. Tang Tang Dr. Chand Midha ____________________________ _______________________________ Faculty Reader Date Dr. Andrew Rancer _____________________________ Interim School Director Dr. J. Thomas Dukes ii ACKNOWLEDGEMENTS First, I would like to thank My Lord and Savior for continuous love, strength, and the passion for writing. Thank you to my mother, father, sister, and pets for their love, support, inspiration, and fun times. Thank you to my family and friends for the constant encouragement and uplifting words. I am so appreciative. To my committee members, my advisor Dr. Mary Triece, and my faculty readers Dr. Tang Tang and Dr. Andrew Rancer: it has been an honor and a privilege to work under your direction during my time as a graduate student at The University of Akron. I would like to thank Dr. Triece for helping me to realize the full potential of my study and for helping me to make this thesis a reality. Thank you to Dr. Tang Tang and Dr.