How to Use the Internet to Learn, Master and Teach Black/Africana Studies: Part I-without video
Upcoming SlideShare
Loading in...5
×
 

How to Use the Internet to Learn, Master and Teach Black/Africana Studies: Part I-without video

on

  • 638 views

How to Use the Internet to Learn, Master and Teach Black/Africana Studies: Part I

How to Use the Internet to Learn, Master and Teach Black/Africana Studies: Part I

Statistics

Views

Total Views
638
Views on SlideShare
638
Embed Views
0

Actions

Likes
2
Downloads
9
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

     How to Use the Internet to Learn, Master and Teach Black/Africana Studies: Part I-without video How to Use the Internet to Learn, Master and Teach Black/Africana Studies: Part I-without video Presentation Transcript

    • HOW TO USE THE INTERNET TO LEARN, MASTER AND TEACH BLACK / AFRICANA STUDIES Part I Presented by: RBG Street Scholar Marc Imhotep Cray, M.D.
    • Dr. Maulana Karengas Introduction To Black StudiesThe best text available on the subjectThe discussion of the development ofthe field including: Afrocentricity, Black Womens Studies and Multiculturalism"
    • STRUCTUREThe text offers an effective organizationwhich outlines and engages the triplemission of Black / Africana Studies: cultural grounding academic excellence social responsibility
    • Cultural GroundingPart I explains the history, scopeand defining concepts and issuesof Black Studies
    • Academic ExcellencePart II brings into focus and critical discussioncurrent data in fundamental subject areas orfields of Black Studies1. history,2. religion,3. sociology,4. politics,5. economics,6. creative production and7. psychology
    • Social ResponsibilityPart III explores current critical social issues inAfricana Studies as a way to address thedisciplinary stress on social responsibility andengagement and to cultivate and enhancecritical and ethical thinking about self, societyand the world.
    • NEW FEATURESIn addition to new data and analyses, this fourth edition alsooffers new features designed to further facilitate and enhancestudent comprehension and learning including:Chapter outlinesKey termsNew review questionsCritical thinking questionsA comprehensive glossaryIn-text boxesNew section, critical contemporary issuesExam packet upon request
    • Self Study Outline for Student- Teachers: Classic Books1. AFRICAN HISTORY2. AFRICAN AMERICAN HISTORY3. AFRICANS of the DIASPORAi. The Americasii. Asia, Australia, Europe, etc.4. SPECIALTY AREAS Ancient Egypt (KEMET) History Philosophy & Spirituality
    • Self Study Outline for Student- Teachers: Classic Books AFRICAN HISTORYThe first phase should be devoted to reading about the history of Africa. It should begin with the evolution of mankind and civilization, and extendthrough the colonial period.DeGraft Johnson African Glory The World and AfricaW. E. B. DuBois The NegroJohn G. Jackson Introduction to African CivilizationChancellor Williams The Destruction of Black Civilization
    • Self Study Outline for Student- Teachers: Classic Books AFRICAN AMERICAN HISTORYThe second phase consists of African American history. Preferable this phaseshould begin with West Africa and extend through the civil rights movementof the sixties.Lerone Bennett, Jr. Before the MayflowerJohn Hope Franklin From Slavery to FreedomVincent Harding There is a RiverJ. A. Rogers Africas Gift to America
    • Self Study Outline for Student- Teachers: Classic Books AFRICANS of the DIASPORAThe AmericasThis area should cover the African descendants of the Caribbean, Latin andSouth America.Jacob Carruthers The Irrated GenieC. L. R. James The Black JacobinsIvan Van Sertima They Came Before Columbus
    • Self Study Outline for Student- Teachers: Classic BooksAsia, Australia, Europe, etc.This area should cover the Blacks throughout the world outside of Africa andThe Americas. Although there several books in this area, the works of J. A.Rogers are among the most read and they provide a fairly good expose to thesubject. Nature Knows No Colorline From Superman to ManJ. A. Rogers Sex and Race Volumes I, II, & III The Worlds Great Men of Color Volumes I & IIIvan Van Sertima The Golden Age of the Moors
    • SPECIALTY AREAS (1) Ancient EgyptHistory Nature Knows No Colorline From Superman to ManJ. A. Rogers Sex and Race Volumes I, II, & III The Worlds Great Men of Color Volumes I & IIIvan Van Sertima The Golden Age of the MoorsYosef Ben Jochannan Black Man of the NileMartin Bernal Black Athena Volume I & IICheik Anta Diop African Origin of Civilization: Myth or RealityGeorge G. M. James Stolen Legacy
    • SPECIALTY AREAS (2) Ancient EgyptPhilosophy & Spirituality The Book of the DeadE. A Wallis Budge Osiris and the Egyptian Resurrection Volume I & IIRa Un Nefer Amen Metu Neter Volume I & IIJacob H. Carruthers Mdw NtrIsha Schwaller De Lubicz Her-Bak Volume I & II
    • Self Study Outline for Student- Teachers: Classic Books The above outline should give one a fairly good overview and understanding of Black history. From this vantage point one is able to read particular areas of interest. There are also material referred in the text and indexes of the material suggested that could provide direction for further study.
    • SPECIALTY AREASAncient Egypt There is a wealth of material in this area. For beginners the material listed below is suggested. There may be other references, depending on interest, that one may find in the material. The reader is encouraged to follow their interest at this point.
    • I. Cultural Ideological A. Culture and Ideology B. Creativity II. Spiritual Psycho-Affective A. Self-Knowledge B. Ethics and Morality III. Socio-Political and Economic A. Political Economy B. Cognition and Inquiry C. Technology D. Mathematics E. Sciences F. Computer Sciences IV. Technology A. Mathematics B. Science C. Computer Science D. Functional Skills V. Nation building (Practical Applications)Link to Full Online Guide A. Career Development Apprenticeships B. Research Theory and Practicum’sRBG Blakademics Curricular Domains ,Fieldsand Aims Outline with Links to Content C.Community Development Projects D: Organizational Experience
    • “Akoto’s Afrikan CenteredThematic Inventory provides[the major themes ofNationalist / Pan-Afrikanistcentered theories ofliberation…and thephilosophical foundation ofAfrikan centered curriculum”Blueprint for Black Power,pg 130, 2000 AWI
    • Akoto’s Curricular DomainsMain 5 Domains:I. Cultural IdeologicalII. Spiritual Psycho-AffectiveIII. Socio-Political and EconomicIV. TechnologyV. Nation building(Practical Applications)Each curricular domain includes several specificsubjects fields and aims that are integrated to reducethe compartmentalization that is typical of Europeansubject centered curriculums."
    • I. Spirituality and the Psycho-Affective DomainSPIRITUAL AWARENESSAim: To transmit the knowledge of Afrikan spiritual tradition, and develop anappreciation for tradition and the ability to apply the major principles to self, familyand communityMORAL CONSCIOUSNESSAim: To foster an understanding and willingness to be guided by those principles thatcharacterize the righteous and just person FAMILY AS BASIC SPIRITUAL AND MORAL UNITAim: To develop ail understanding and appreciation for the dynamics affecting theAfrikan family; to recognize its centrality to . the Afrikan nationality, and work torevitalize itSELF-KNOWLEDGE PRACTICEAim: To facilitate the achievement of total knowledge of self as a unique extensionofthe collective, defined by the collective and committed to itANCESTRAL VENERATIONAim: To facilitate the acquisition and valuing of the wisdom of the ancestors; and tofoster a commitment to restore their works and make those works even better thanbefore
    • II. Cultural and Ideological DomainTHE PRIMACY OF AFRIKAN CIVILIZATION AND THE AFRIKAN ORIGIN OF THE HUMANSPECIES Aim: To develop and inform a complete and more comprehensive historicalconsciousness, from antiquity to the contemporary, that will be the basis for Afrikan unityand development AFRIKAN HERITAGE AND CULTURAL UNITYAim: To develop an appreciation of the need to foster cultural, and political unity amongall Afrikan people, and to commit oneself to that task AFRIKAN CENTERED HISTORICAL PERSPECTIVE(Afrikan Perspective on all Knowledge and Intellectual Endeavor) Aim: To develop a commitment to reconstruct Afrikan culture through the reclamationof Afrikan history and the criti¬cal/creative analysis of all knowledge and experience froman Afrikan centered perspective
    • II. Cultural and Ideological Domain (cont.) IDEOLOGICAL CLARITY (CONSCIOUSNESS), COMMITMENT AND CONDUCT Aim: To foster an identification with and a desire to participate inthe ongoing dialogue aimed at creating a coherent and dynamic Afrikan/nationalist ideologyfor the liberation and independence of Afrikan people BEAUTY AND AESTHETICS Aim: To foster the development of a sense of the. beautiful and righteousness that isAfrikan centered WHITE SUPREMACY/ RACISM STUDIES Aim: To develop an awareness and sensitivity to the dynamics of white supremacy. Tofacilitate the development of personal and collective strategies to counteract the effects ofracism/white supremacy
    • III. Socio-Political and Economic DomainPAN AFRIKAN POLITICAL AND ECONOMIC UNITY, COOPERATION AND DEVELOPMENTAim: To instill commitment to developing Pan Afrikan cultural, political and economicunity and cooperation.AFRIKAN AMERICAN NATIONALITYAim: To foster the commitment to the development of an organized, unified, productiveand dynamic nationality of Afrikans in AmericaNATIONAL AND COMMUNITY LEADERSHIPAim: To develop an awareness of the necessary qualities of leadership and to inculcatethose necessary values and skills of leadership that are essential to the liberation anddevelopment of Afrikan peopleCOEQUALITY OF MEN AD WOMEN: EQUAL RESPONSIBILITY AND PARTICPATIONAim: To develop a sensitivity and commitment to eliminate any behaviors typical ofsexism and sexual exploitation.
    • III. Socio-Political and Economic Domain (cont.)DEMOCRATIC PLURALITY OF RACIAL/ETHNIC NATIONALITIES IN THE AMERICANPOLITICAL ECONOMYAim: To foster a profound awareness of the psychic and constitutional entrenchment ofwhite racial/ethnic supremacy in the U.S. and to advance the Afrikan nationality within the"nation of nations" that the American political economy in fact is.HUMAN AND CIVIL RIGHTSAim: To foster an awareness of one of the higher goals of social activism, the creation of aworld order that is culturally pluralistic and truly democratic, equalitarian, and justIMPEDIMENTSAim: To inculcate a clear understanding of the historical impediments to Afrikan liberationand development, and further to provide a clear criteria for identifying and handling thoseless obvious impediments to the advancement of the raceINSTITUTIONAL AND NATIONHOOD GOALSAim: To foster a clear understanding of our mission to build the institutional infrastructureof an independent nationality (Nationhood), and to foster a conscious commitment andconduct to advance the New Afrikan Nation and Afrikan race toward independence andfreedom, and the human race toward greater humanity
    • Source: Akoto, Kwame Agyei. Nationbuilding: Theory andPractice in Afrikan Centered. Education. Washington,D.C.:Pan Afrkan World Institute, 1992. Asante, Molefi. pp 46-7
    • AFRIKAN CENTERED EDUCATION: THE BACKGROUND
    • THE END,RBG Communiversity ASANTE SANA FOR LISTENING RBG Documents Repository/ Reading Room/ Download Center 28