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Critical Discourse Analysis #Blacklivesmatter: Critical Perspectives, February 2, 2016 Dr
Critical Discourse Analysis #BlackLivesMatter: Critical Perspectives, February 2, 2016 Dr. S. Lanehart, Professor and Brackenrige Endowed Chair in Literature and the Humanities What is “Critical / Critique? (Wodak) The notion of `critique' which is inherent in CDA's programme is also understood very differently: some adhere to the Frankfurt school, others to a notion of literary criticism, some to Marx's notions (see above and Reisigl and Wodak, 2001 for an overview). Basically, ‘critical’ is to be understood as having distance to the data, embedding the data in the social, taking a political stance explicitly, and a focus on self-reflection as scholars doing research. What is CDA? (Teun van Dijk) Beyond description or superficial application, critical science in each domain asks further questions, such as those of responsibility, interests, and ideology. Instead of focusing on purely academic or theoretical problems, it starts from prevailing social problems, and thereby chooses the perspective of those who suffer most, and critically analyses those in power, those who are responsible, and those who have the means and the opportunity to solve such problems (van Dijk, 1986: 4). Heterogeneity of methodological and theoretical approaches represented in this field of linguistics would tend to confirm van Dijk's point that CDA and CL `are at most a shared perspective on doing linguistic, semiotic or discourse analysis' (van Dijk, 1993: 131). What is CDA? (Horkheimer) To draw consequences for political action from critical theory is the aspiration of those who have serious intentions, and yet there is no general prescription unless it is the necessity for insight into one's own responsibility. -
Macklemore & Ryan Lewis – White Privilege II Lyrics
Macklemore & Ryan Lewis – White Privilege II Lyrics [Verse 1] Pulled into the parking lot, parked it Zipped up my parka, joined the procession of marchers In my head like, "Is this awkward? Should I even be here marching?" Thinking if they can't, how can I breathe? Thinking that they chant, what do I sing? I want to take a stance cause we are not free And then I thought about it, we are not "we" Am I in the outside looking in, or am I in the inside looking out? Is it my place to give my two cents? Or should I stand on the side and shut my mouth? "No justice, no peace," okay, I'm saying that They're chanting out, "Black Lives Matter," but I don't say it back Is it okay for me to say? I don't know, so I watch and stand In front of a line of police that look the same as me Only separated by a badge, a baton, a can of Mace, a mask A shield, a gun with gloves and hands that gives an alibi In case somebody dies behind a bullet that flies out of the 9 Takes another child's life on sight [Hook] Blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free There's blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free Blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free There's blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free Blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free There's blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free [Verse 2] You've exploited -
Technological Surveillance and the Spatial Struggle of Black Lives Matter Protests
No Privacy, No Peace? Technological Surveillance and the Spatial Struggle of Black Lives Matter Protests Research Thesis Presented in partial fulfillment of the requirements for graduation with research distinction in the undergraduate colleges of The Ohio State University by Eyako Heh The Ohio State University April 2021 Project Advisor: Professor Joel Wainwright, Department of Geography I Abstract This paper investigates the relationship between technological surveillance and the production of space. In particular, I focus on the surveillance tools and techniques deployed at Black Lives Matter protests and argue that their implementation engenders uneven outcomes concerning mobility, space, and power. To illustrate, I investigate three specific forms and formats of technological surveillance: cell-site simulators, aerial surveillance technology, and social media monitoring tools. These tools and techniques allow police forces to transcend the spatial-temporal bounds of protests, facilitating the arrests and subsequent punishment of targeted dissidents before, during, and after physical demonstrations. Moreover, I argue that their unequal use exacerbates the social precarity experienced by the participants of demonstrations as well as the racial criminalization inherent in the policing of majority Black and Brown gatherings. Through these technological mediums, law enforcement agents are able to shape the physical and ideological dimensions of Black Lives Matter protests. I rely on interdisciplinary scholarly inquiry and the on- the-ground experiences of Black Lives Matter protestors in order to support these claims. In aggregate, I refer to this geographic phenomenon as the spatial struggle of protests. II Acknowledgements I extend my sincerest gratitude to my advisor and former professor, Joel Wainwright. Without your guidance and critical feedback, this thesis would not have been possible. -
MUSIC NOTES: Exploring Music Listening Data As a Visual Representation of Self
MUSIC NOTES: Exploring Music Listening Data as a Visual Representation of Self Chad Philip Hall A thesis submitted in partial fulfillment of the requirements for the degree of: Master of Design University of Washington 2016 Committee: Kristine Matthews Karen Cheng Linda Norlen Program Authorized to Offer Degree: Art ©Copyright 2016 Chad Philip Hall University of Washington Abstract MUSIC NOTES: Exploring Music Listening Data as a Visual Representation of Self Chad Philip Hall Co-Chairs of the Supervisory Committee: Kristine Matthews, Associate Professor + Chair Division of Design, Visual Communication Design School of Art + Art History + Design Karen Cheng, Professor Division of Design, Visual Communication Design School of Art + Art History + Design Shelves of vinyl records and cassette tapes spark thoughts and mem ories at a quick glance. In the shift to digital formats, we lost physical artifacts but gained data as a rich, but often hidden artifact of our music listening. This project tracked and visualized the music listening habits of eight people over 30 days to explore how this data can serve as a visual representation of self and present new opportunities for reflection. 1 exploring music listening data as MUSIC NOTES a visual representation of self CHAD PHILIP HALL 2 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF: master of design university of washington 2016 COMMITTEE: kristine matthews karen cheng linda norlen PROGRAM AUTHORIZED TO OFFER DEGREE: school of art + art history + design, division -
Nike and the Pigmentation Paradox: African American Representation in Popular Culture from ‘Sambo’ to ‘Air Jordan’
Nike and the Pigmentation Paradox: African American Representation in Popular Culture from ‘Sambo’ to ‘Air Jordan’ by Scott Warren McVittie A Thesis presented to The University of Guelph In partial fulfillment of requirements for the degree of Master of Arts in History Guelph, Ontario, Canada © Scott McVittie, May, 2016 ABSTRACT NIKE AND THE PIGMENTATION PARADOX: AFRICAN AMERICAN REPRESENTATION IN POPULAR CULTURE FROM ‘SAMBO’ TO ‘AIR JORDAN’ Scott McVittie Advisor: University of Guelph Professor Susan Nance Martin Luther King Jr. once remarked: “The economic highway to power has few entry lanes for Negroes.” This thesis investigates this limited-access highway in the context of American culture by analyzing the merger of sports celebrity branding and racial liberalism through a case study of Nike and the Air Jordan brand. As a spokesman for Nike, Michael Jordan was understood as both a symbol of “racial transcendence” and a figure of “racial displacement.” This dual identity spurred an important sociological debate concerning institutional racism in American society by unveiling the paradoxical narrative that governed discourse about black celebrities and, particularly, black athletes. Making use of archival research from the University of Oregon’s Special Collections Department, this study sheds light on the “Nike perspective” in furnishing an athletic meritocracy within a racially integrated community of consumers. Positioning this study within the field of African American cultural history, this thesis also interrogates representations -
A Linguistic Analysis of the Era of Violence in African American Spirituals, Jazz, & Blues 179
Nihonbashi Gakkan University Hirona Matayoshi:Sociolinguistics: A Linguistic Analysis of the Era of Violence in African American Spirituals, Jazz, & Blues 179 開智国際大学紀要 第 15 号(2016) 報告・資料 Sociolinguistics: A Linguistic Analysis of the Era of Violence in African American Spirituals, Jazz, & Blues - Civil Action and Effective Citizenship Education through the Language War 1 Matayoshi, Hirona (又吉弘那) This paper is a linguistic critical analysis by reflecting upon Robin Tolmach Lakoff’s sociolinguistic analysis within her brilliant understanding of linguistics in her book, “The Language War”. She portrays her understanding of linguistics though current events in time. She discusses about how politics and the people are entwined within the “Language War”. Although her book was written in the year 2000, we are continuing her theory. We will add new current event issues to her theory while reflecting along with her book. According to Professor Lakoff, the purpose of linguistics is to translate and interpret the meanings of events for the next generation. Therefore, the writer of this article will follow Professor Lakoff’s strategies while explaining past issues toward recent issues that are occurring in the news so we can understand the meaning of the “Language War”. We must first look at the “Language War” in the testimony of violence within African American Blues, Jazz, and Spirituals. African American Blues, Jazz, and Spirituals are historical voices, resources, databases of witnesses, and victims of the past. These voices screamed out the inequality of generations. In a way, they are still surviving a "Language War" even today. They screamed for help in protest and yet due to those who perpetuated the violence of segregation, intimidation, and discrimination that took place, “no one” could help them but continued to avoid the problem. -
Race, Surveillance, Resistance
Race, Surveillance, Resistance CHAZ ARNETT The increasing capability of surveillance technology in the hands of law enforcement is radically changing the power, size, and depth of the surveillance state. More daily activities are being captured and scrutinized, larger quantities of personal and biometric data are being extracted and analyzed, in what is becoming a deeply intensified and pervasive surveillance society. This reality is particularly troubling for Black communities, as they shoulder a disproportionate share of the burden and harm associated with these powerful surveillance measures, at a time when traditional mechanisms for accountability have grown weaker. These harms include the maintenance of legacies of state sponsored, racialized surveillance that uphold systemic criminalization, dispossession, and exploitation of Black communities. This Article highlights Baltimore City, Maryland as an example of an urban area facing extraordinary challenges posed by an expanding police surveillance apparatus, fueled in part by corruption and limited channels of formal constraint. As Black residents experience the creep of total surveillance and its attendant aims of control and subordination, the need for avenues of effective resistance becomes apparent. This Article argues that these communities may draw hope and inspiration from another period in American history where Black people were subjected to seemingly complete surveillance with limited legal recourse: chattel slavery. People enslaved in or passing through Maryland used a variety of means to resist surveillance practices, demonstrating creativity, bravery, and resourcefulness as they escaped to freedom on the Underground Railroad. Internalizing and building upon these lessons of agency and resistance will be critical for Black communities in Baltimore and other similarly situated places across America that are seeking relief from the repressive effects of pervasive police surveillance. -
21-Day Racial Equity Habit Building Challenge
21-Day Racial Equity Habit Building Challenge https://www.eddiemoorejr.com/21daychallenge?mc_cid=d9cd938817&mc_eid=e38d84f652 “I am and always will be a catalyst for change.” -Shirley Chisholm © 2014 All Rights Reserved America & Moore, LLC Have you ever made a successful change in your life? Perhaps you wanted to exercise more, eat less, or change jobs? Think about the time and attention you dedicated to the process. A lot, right? Change is hard. Creating effective social justice habits, particularly those dealing with issues of power, privilege, supremacy and leadership is like any lifestyle change. Setting our intentions and adjusting what we spend our time doing is essential. It’s all about building new habits. Sometimes the hardest part is just getting started. The good news is, there’s an abundance of resources just waiting to empower you to be a more effective player in the quest for equity and justice. Please use this plan just as it is, or adapt it to a sector, an ethnic/racial group, or interest area. * About the 21-Day Racial Equity Habit Building Challenge • For 21 days, do one action to further your understanding of power, privilege, supremacy, oppression, and equity • Plan includes suggestions for readings, podcasts, videos, observations, and ways to form and deepen community connections. Suggestions are in the following categories: • Read • Listen • Watch • Notice • Connect • Engage • Act • Reflect • Stay Inspired • Use the tracking chart provided below to stay on course. You can drag the image to your desktop and print, or you can access a digital version here and copy it for editing. -
HISP 11 U.S. History Summer Reading Assignment 2017
HISP 11 U.S. History Summer Reading Assignment 2017 After World War One, black Americans fervently hoped for a new era of peace, prosperity, and equality. Black soldiers believed their participation in the fight to make the world safe for democracy finally earned them rights they had been promised since the close of the Civil War. Instead, an unprecedented wave of anti-black riots and lynchings swept the country. From April to November of 1919, the racial unrest rolled across the South into the North and the Midwest, even to the nation’s capital. Millions of lives were disrupted, and hundreds of lives were lost. Blacks responded by fighting back with an intensity and determination never seen before. Red Summer: The Summer of 1919 and the Awakening of Black America by Cameron McWhirter is the first narrative history written about this epic encounter, focusing on the worst riots and lynchings including those in Chicago, Washington, D.C., Charleston, Omaha and Knoxville. The book chronicles the violence, while also exploring the first stirrings of a civil rights movement that would transform American society years later. The first part of your assignment is to read and annotate the book, with emphasis on the mechanisms that led to violence across the country during Red Summer. For each riot location explored in the book, keep the following in mind as you annotate: Was there one central cause, or several of equal importance? To what extent were the causes of the riot unique to the community involved? How did the interaction of economic, -
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GRAYWOLF PRESS Nonprofi t 250 Third Avenue North, Suite 600 Organization Minnneapolis, Minnesota 55401 U.S. Postage Paid Twin Cities, MN ADDRESS SERVICE REQUESTED Permit No 32740 GRAYWOLF PRESS Graywolf Press is a leading independent publisher committed to the discovery and energetic publication of twenty-fi rst century American and international literature. We champion outstanding writers at all stages of their careers to ensure that adventurous readers can fi nd underrepresented and diverse voices in a crowded marketplace. We believe works of literature nourish the reader’s spirit and enrich the broader culture, and that they must be supported by attentive editing, compelling design, and creative promotion. Winter 2019 www.graywolfpress.org Graywolf Press Visit our website: www.graywolfpress.org Our work is made possible by the book buyer, and by the generous support of individuals, corporations, founda- tions, and governmental agencies, to whom we offer heartfelt thanks. We encourage you to support Graywolf’s publishing efforts. For information, check our website (listed above) or call us at (651) 641-0077. GRAYWOLF STAFF Fiona McCrae, Director and Publisher Yana Makuwa, Editorial Assistant Marisa Atkinson, Director of Marketing and Engagement Pat Marjoram, Accountant Jasmine Carlson, Development and Administrative Assistant Caroline Nitz, Senior Publicity Manager Mattan Comay, Marketing and Publicity Assistant Ethan Nosowsky, Editorial Director Chantz Erolin, Citizen Literary Fellow Casey O’Neil, Sales Director Katie Dublinski, Associate Publisher Josh Ostergaard, Development Officer Rachel Fulkerson, Development Consultant Susannah Sharpless, Editorial Assistant Karen Gu, Publicity Associate Jeff Shotts, Executive Editor Leslie Johnson, Managing Director Steve Woodward, Editor BOARD OF DIRECTORS Carol Bemis (Chair), Trish F. -
Collaboration
THE MAYFLOWER HOTEL 1127 Connecticut Ave. NW Washington, DC MARCH 29 – APRIL 1, 2019 COLLABORATION: A KEY TO CULTURAL CHANGE TO ACHIEVE HEALTH EQUITY LILLY FOR BETTER LIVES Our work extends beyond the medicines we create. Together, we’re working to improve health and access to life-saving medicines in our local communities and around the globe. Through partnerships and our signature volunteer programs, we aim to identify and promote successful solutions to health issues that can be scaled and replicated to make life better for people here at home and around the world. Learn more about our commitment to local communities and people everywhere at lilly.com. 2019 CA Approved for External Use PRINTED IN USA ©2019, Eli Lilly and Company. ALL RIGHTS RESERVED. Lilly-NMA-Colloquium-Ad.indd 1 2/20/19 10:12 AM Save the Date July 27–31, 2019 The National Medical Association’s Annual Convention and Scientific Assembly is acclaimed as the nation’s foremost forum on medical science and African American health. Each year, African American physicians and other health professionals from across the country convene to participate in the scholarly exchange of medical advances, discuss health policy priorities, and to share experience through networking opportunities. Through NMA’s 26 Scientific Specialty Sections, the Convention attracts the broadest spectrum of African American physicians, academicians and scientists in the country. The program opens on a Saturday July 27th with special sessions and workshops, and continues through the Wednesday July 31st. -
Centering the Demands and Vision of the Black Lives Matter Movement in Teacher
TITLE ACTIVE SOLIDARITY: Centering the demands and vision of the Black Lives Matter Movement in Teacher Education AUTHORS Edwin Mayorga1 and Bree Picower2 Edwin Mayorga is an Assistant Professor of Educational Studies and Latin American and Latino Studies at Swarthmore College (PA). He directs the Education in our Barrios project (#BarrioEdProj), a youth participatory action research project in Latino core communities in Philadelphia and New York City, and Critical Education Policy Studies (#CritEdPol) website and undergraduate online journal at Swarthmore. He is co-editor of What’s Race Got to Do with It? How Current School Reform Maintains Racial and Economic Inequality. (Peter Lang; 2015; co-edited with B. Picower) Bree Picower is an Associate Professor at Montclair State University in the College of Education and Human Development. She was awarded the Scholar Activist of 2013 by the Critical Educators for Social Justice SIG of the American Educational Research Association. She is co-editor of Confronting Racism in Teacher Education: Counternarratives of Critical Practice (Routledge; 2017; co-edited with R. Kohli), and What’s Race Got To Do With It? How current school reform maintains racial and economic inequality (Peter Lang; 2015; co-edited with E. Mayorga). She also authored Practice What You Teach: Social Justice Education in the Classroom and the Streets. RUNNING HEAD ACTIVE SOLIDARITY: The Black Lives Matter Movement in Teacher Education 1 CONTACT INFORMATION: Edwin Mayorga Swarthmore College Educational Studies 204 Pearson Hall 500 College Avenue Swarthmore, PA 19081 [email protected] ABSTRACT In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation.