This document provides an overview of Barack Obama, including his background, family history, experiences, and factors that contributed to his election as president in 2008. It discusses Obama's mixed racial heritage, upbringing in Hawaii and Indonesia, education background, and political views. It analyzes how the struggling economy, unpopularity of the Iraq war, choice of Biden as running mate, youth and minority support, and media coverage helped Obama win the election against the challenges of his name and conspiracy theories.
062117 Email To Africa-LIBERIA (FAMU BOT Matter)VogelDenise
17 USC § 107 Limitations on Exclusive Rights – FAIR USE
This is the Email sent to Africa-LIBERIA’s Government Officials/Leaders regarding:
PUBLIC NOTIFICATION: United States’ KU KLUX KLAN/ZIONISTS Seek To OVERTHROW The WORLD’s NO. 1 AFRICAN-American University (Florida A&M University) – REQUEST FOR MEETING(S) WITH FOREIGN NATION LEADERS
Community Activist Vogel Denise Newsome
Post Office Box 31265
Jackson, MS 39286
(513) 680-2922
This document provides instructions for playing a game called "Cultural Pursuit" where students find classmates who can answer questions about cultural differences. The questions cover topics like having a name mispronounced, knowing what certain terms mean, experiencing stereotypes, tracing family heritage, and more. The goal is for students to learn about each other's cultures and backgrounds.
This document provides an overview of a college course on persuasion, propaganda, and public opinion. It includes the syllabus and schedule for the second half of the course. It discusses potential topics for a second written assignment and examples of political propaganda. It also defines propaganda and discusses theories of political persuasion, including source, message, and audience characteristics based on Hovland's message-learning approach. Questions are raised about the role of credible sources and conflicts of interest in political persuasion.
The document provides an analysis of Barack Obama's 2004 speech at the Democratic National Convention. It outlines the objectives of analyzing the speech, including identifying its primary message and target audience. It then summarizes the content and structure of Obama's speech, noting how he used contrasts between his background and America to portray himself as part of the American Dream. The summary also highlights Obama's use of repetition, anecdotes, and increasing pace to build to an inspiring conclusion.
The document analyzes two political speeches: Barack Obama's 2008 victory speech and a speech by former New Zealand Prime Minister David Lange opposing nuclear weapons. It discusses how both leaders use language features like inclusive pronouns, alliteration, metaphor, and references to shared histories and values to create a sense of national identity and unity within their audiences and portray their countries as forces for justice, independence and moral leadership on the global stage.
The Reconstruction era failed to establish equal rights and racial justice for African Americans. Racist groups like the Ku Klux Klan used violence and intimidation against blacks. Discriminatory laws and policies restricted black voting rights through poll taxes, literacy tests, and grandfather clauses. African Americans also faced social limitations through sharecropping and Jim Crow laws enforcing racial segregation. Leaders like W.E.B. Du Bois and Booker T. Washington advocated for civil rights but disagreed on strategies for racial uplift. The 1896 Plessy v. Ferguson Supreme Court ruling legally sanctioned racial segregation under the "separate but equal" doctrine.
Vogel Denise Newsome was interviewed on the El Henderson Real News television program. Newsome discussed their work as a community activist and criticized what they see as fear-mongering about secret groups like the Illuminati. Newsome argued that blacks should unite and take control of their own destiny rather than giving money and power to oppressive white supremacist organizations and false preachers. Newsome also discussed a meeting with Jackson, Mississippi mayor Tony Yarber about electronic water meters and concerns about the health impacts on the black community. Newsome believes black leaders are being subtly targeted and killed to obstruct the establishment of God's promised government for his chosen people.
This document provides an overview of Barack Obama, including his background, family history, experiences, and factors that contributed to his election as president in 2008. It discusses Obama's mixed racial heritage, upbringing in Hawaii and Indonesia, education background, and political views. It analyzes how the struggling economy, unpopularity of the Iraq war, choice of Biden as running mate, youth and minority support, and media coverage helped Obama win the election against the challenges of his name and conspiracy theories.
062117 Email To Africa-LIBERIA (FAMU BOT Matter)VogelDenise
17 USC § 107 Limitations on Exclusive Rights – FAIR USE
This is the Email sent to Africa-LIBERIA’s Government Officials/Leaders regarding:
PUBLIC NOTIFICATION: United States’ KU KLUX KLAN/ZIONISTS Seek To OVERTHROW The WORLD’s NO. 1 AFRICAN-American University (Florida A&M University) – REQUEST FOR MEETING(S) WITH FOREIGN NATION LEADERS
Community Activist Vogel Denise Newsome
Post Office Box 31265
Jackson, MS 39286
(513) 680-2922
This document provides instructions for playing a game called "Cultural Pursuit" where students find classmates who can answer questions about cultural differences. The questions cover topics like having a name mispronounced, knowing what certain terms mean, experiencing stereotypes, tracing family heritage, and more. The goal is for students to learn about each other's cultures and backgrounds.
This document provides an overview of a college course on persuasion, propaganda, and public opinion. It includes the syllabus and schedule for the second half of the course. It discusses potential topics for a second written assignment and examples of political propaganda. It also defines propaganda and discusses theories of political persuasion, including source, message, and audience characteristics based on Hovland's message-learning approach. Questions are raised about the role of credible sources and conflicts of interest in political persuasion.
The document provides an analysis of Barack Obama's 2004 speech at the Democratic National Convention. It outlines the objectives of analyzing the speech, including identifying its primary message and target audience. It then summarizes the content and structure of Obama's speech, noting how he used contrasts between his background and America to portray himself as part of the American Dream. The summary also highlights Obama's use of repetition, anecdotes, and increasing pace to build to an inspiring conclusion.
The document analyzes two political speeches: Barack Obama's 2008 victory speech and a speech by former New Zealand Prime Minister David Lange opposing nuclear weapons. It discusses how both leaders use language features like inclusive pronouns, alliteration, metaphor, and references to shared histories and values to create a sense of national identity and unity within their audiences and portray their countries as forces for justice, independence and moral leadership on the global stage.
The Reconstruction era failed to establish equal rights and racial justice for African Americans. Racist groups like the Ku Klux Klan used violence and intimidation against blacks. Discriminatory laws and policies restricted black voting rights through poll taxes, literacy tests, and grandfather clauses. African Americans also faced social limitations through sharecropping and Jim Crow laws enforcing racial segregation. Leaders like W.E.B. Du Bois and Booker T. Washington advocated for civil rights but disagreed on strategies for racial uplift. The 1896 Plessy v. Ferguson Supreme Court ruling legally sanctioned racial segregation under the "separate but equal" doctrine.
Vogel Denise Newsome was interviewed on the El Henderson Real News television program. Newsome discussed their work as a community activist and criticized what they see as fear-mongering about secret groups like the Illuminati. Newsome argued that blacks should unite and take control of their own destiny rather than giving money and power to oppressive white supremacist organizations and false preachers. Newsome also discussed a meeting with Jackson, Mississippi mayor Tony Yarber about electronic water meters and concerns about the health impacts on the black community. Newsome believes black leaders are being subtly targeted and killed to obstruct the establishment of God's promised government for his chosen people.
George W. Bush and Barack Obama used different rhetorical styles and language in their speeches on the war on terror and US relations with the Muslim world. Bush's 2001 speech focused on reassuring Americans and identifying al Qaeda as the enemy to fight. Obama's 2009 speech aimed to change the US relationship with the Muslim world by promoting mutual understanding and challenging stereotypes. Their word choices, tone, and rhetorical devices reflected these differing aims of confrontation versus reconciliation.
17 USC § 107 (LIMITATIONS On EXCLUSIVE Rights - FAIR USE)
While several people asked me to run for President of the United States in 2016 as well have asked me to run for Mayor, it is important that people understand that Community Activist Vogel Denise Newsome is JUST a Community Activist and NOT a POLITICIAN and is NOT in need of having to be LIKED!
Project EXTENDING AFRICA is one of the major works that have been undertaken and provides CRITICAL INFORMATION requesting that Foreign Governments read, spread the word and become a part of the VISION to EXTEND AFRICA! We are merely picking up the baton and anchoring the relay of the GREAT PIONEERS and ANCESTORS before us!
We ask that the AFRICAN Nation and other Nations of Color join and be a part of TAKING CONTROL of their Governments and get the UNITED STATES DESPOTISM GOVERNMENT REGIME out of their Business. Please read this letter and work with us to BUILDING A GOVERNMENT here in the United States of America that BUILD BRIDGES and BRING TOGETHER Nations that have fallen VICTIMS of the United States Despotism Government Regime and their TERRORIST and RACIST Jewish/Zionist and White Supremacist Counterparts!
013016 - DID YOU KNOW THIS ABOUT COMMUNITY ACTIVIST VOGEL DENISE NEWSOMEVogelDenise
17 USC § 107 (LIMITATIONS On EXCLUSIVE Rights - FAIR USE)
CAN YOU IMAGINE
HOW MUCH QUICKER and SWIFTER
THE GOVERNMENT TRANSITION WOULD BE
IF GOD’S CHOSEN NATION OF PEOPLE
WOULD UNITE AND ASSIST IN THE
BUILDING OF THE GOVERNMENT LEFT FOR US?
GOD HAS ALREADY STRATEGICALLY
PLACED HIS CHOSEN NATION
IN THE GOVERNMENT JOBS
(Federal, State, City and Local)
FOR THE TRANSITION OF POWER!
This document summarizes and compares the blogospheres of Indonesia and Iran with regards to how Muslim voices engage in global online discourse on local and global issues related to Islam. It finds that while bloggers in both countries share some narratives of victimization of Muslims, they interpret global events like the Muhammad cartoons controversy and Iranian president Ahmadinejad differently based on local contexts. Specifically, Indonesian bloggers were more likely to see issues through a lens of anti-Muslim Western conspiracy while Iranian bloggers took more nuanced stances not focused on conspiracy theories. The document concludes that the Internet enables global communication but online discourse remains localized and context-specific.
The document provides a continuous analytical reflection on topics related to citizenship, inequality, gender, sexuality, and action for change. It discusses issues like racial inequality in the American justice system, the emergence of slacktivism, activism vs slacktivism, and rape culture. The reflection is based on analysis of various sources and contains over 20 citations and links to related videos and images.
The document is the testimony of Joseph Humire before the U.S. House Subcommittee on Homeland Security regarding Iran's influence in the Western Hemisphere. It summarizes that Iran pursues an asymmetric strategy jointly with the Bolivarian Alliance of the Americas (ALBA) to counter U.S. power. It has cultivated relationships with countries like Venezuela, Bolivia and Ecuador, and non-state actors such as Hezbollah, to expand its influence. Iran uses cultural and economic ties, as well as local Muslim converts, to establish covert networks that further its agenda and provide support for terrorist operations.
The document discusses Barack Obama's path to becoming President of the United States, including his early life and education. It describes his career in community organizing and politics, culminating in his election to the US Senate in 1996. It also examines Obama's campaigns for the Democratic nomination in 2008 and the general election, which some viewed as a racial contest between a black man and white candidates.
061917 WORLDWIDE NOTIFICATION - UNITED STATES' KU KLUX KLAN SEEKS CONTROL OF ...VogelDenise
17 USC § 107 Limitations on Exclusive Rights – FAIR USE
WORLDWIDE NOTIFICATION
UNITED STATES’ KU KLUX KLAN
SEEKS CONTROL OF
NO. 1 HBCU - FLORIDA A&M UNIVERSITY
THROUGH CRIMINAL ACTIVITIES
SETTING FORTH THE WHITE MAN’S LAW
CONSPIRACY(S)
For those who may NOT understand HOW the WHITE Man’s Laws work, for instance, a LIST of REQUIREMENTS “MUST” be met to establish what is known as a PRIMA FACIE Case and be SUPPORTED by EVIDENCE to SUSTAIN IT. For example, a SHOWING of:
(1) an agreement between two or more persons – i.e. such as agreements BETWEEN the STATE OF FLORIDA/FLORIDA Governor Rick Scott and Florida BOARD OF GOVERNORS Member(s) as Alan Levine WITH the PRIVATE/KU KLUX KLAN Law Firm of Baker Donelson Bearman Caldwell & Berkowitz and WITH FAMU Board of Trustee Members, etc.
(2) to accomplish an unlawful purpose or a lawful purpose unlawfully, - i.e. such as CAUSING and CREATING a HOSTILE Working Environment, ORCHESTRATING and MANIPULATING DESTABLIZATION in the FAMU Culture, etc. for purposes of bringing about CONFLICT and the FIRING/RESIGNATION of FAMU Presidents, FAMU Board of Trustees Members, Faculty/Staff, etc.
(3) an overt act in furtherance of the conspiracy, - i.e. such as STAKING-THE-DECK of the FAMU Board of Trustees with WHITE Supremacists Appointees for purposes of ACHIEVING GOAL OBJECTIVE(s), and
(4) and damages as a proximate result – i.e. as the FIRING/RESIGNATION of FAMU President(s), ALUMNI-FAMU Board of Trustees Members, Faculty/Staff, etc., DAMAGE to Reputation, Character, etc.
The document discusses the history and controversy surrounding Mormon polygamy in the United States. It describes how polygamy was originally practiced by some Mormon leaders in the 1800s but was officially banned in 1890. However, some sects like the Fundamentalist Church of Jesus Christ of Latter Day Saints (FLDS) continued the practice secretly. The media helped expose abuses within these polygamist communities, such as underage marriage and the controlling behavior of leaders like Warren Jeffs. Increased media attention on cases like the 2008 Texas raid where over 400 children were removed from the FLDS Yearning for Zion Ranch has put more pressure on authorities to crack down on the illegal practice of polygamy.
This document discusses two court cases involving students in Pennsylvania who were suspended for creating fake MySpace pages about their principals. The 3rd circuit court judges issued conflicting rulings on the same day about whether the schools had the right to discipline the students. It also discusses debates around student free speech rights online and changing privacy policies on Facebook. The document considers perspectives on having dual identities online versus maintaining a single consistent identity.
This document examines the threat of violent Islamic extremism in the United States. It aims to evaluate fears about this threat, understand pathways to radicalization, and determine if there is a connection between Islam and jihadist beliefs. The author reviews literature on definitions of terrorism and radicalization. Studies show domestic terrorist attacks and plots have increased since 9/11, though the number of deaths is lower than other forms of political violence. There is debate around how to define and understand the radicalization process, with disagreement on whether there are clear pathways or if it is a complex, individual process influenced by ideology and happenstance. More research is needed to fully understand radicalization.
Barack Obama was the 44th President of the United States. He was born in 1961 in Hawaii to a white American mother and black Kenyan father. Obama overcame a difficult childhood and obstacles of racism to become the first black President of the United States. As President, he passed major healthcare reform, authorized the mission that killed Osama bin Laden, and became a symbol of hope and change for many around the world.
062017 PUBLIC NOTIFICATION - FAMU BOARD OF TRUSTEES DISGRACEVogelDenise
This document discusses the activities of community activist Vogel Denise Newsome and their efforts to document events involving racism, discrimination, and terrorism affecting African Americans. It describes Newsome's communications with government leaders to warn about conspiracies involving former president Barack Obama and the law firm Baker Donelson. The document also discusses Newsome's view that Baker Donelson and others such as Florida governor Rick Scott orchestrated attacks on Florida A&M University, including pushing for the resignations of its presidents, in order to undermine the university and advance a white supremacist agenda.
Fake News, Real Concerns: Developing Information-Literate Students (December ...ALATechSource
This document is a presentation by Donald A. Barclay on improving information literacy in the age of social media. It begins with introductions and defines fake news and challenges of the information age. It discusses how people often overestimate their ability to evaluate information. It then covers practical approaches to addressing fake news like fact checking and critical thinking. It suggests teaching information literacy concepts across curriculums and prioritizing the evaluation of information. The presentation concludes with examples of pro-smoking fake news memes to show how misinformation can be created and spread.
Disengagement in high school students 11 4christopher60
This document summarizes research into the causes of disengagement among high school students. It finds that boredom in students is often caused by a lack of control, choice, challenge, complexity and caring in their education. These issues are related to factors like an expanded period of adolescent development that creates a disconnect between cognitive and emotional maturity, as well as a highly stimulating social and digital environment outside of school. To reengage students, the research suggests education needs to better account for individual learning styles and help students find personally relevant ways to develop relationships with knowledge.
Barack Obama was born in 1961 in Honolulu, Hawaii. He was the first African American president of the United States, serving from 2009 to 2017. Obama had a difficult childhood, as his parents divorced when he was young. He later graduated from Columbia University and Harvard Law School. Obama worked as a community organizer and professor before serving in the Illinois State Senate from 1997 to 2004. He was then elected as the junior United States Senator from Illinois in 2004. In 2008, Obama was elected as the 44th president, becoming the first African American to hold the nation's highest office.
This document is a senior thesis presented by Elijah Villapiano to Dr. Sylvia Presto at New Jersey City University in fulfillment of the requirements for a Bachelor of Science degree in National Security Studies. The thesis examines failed nation states and the importance of political security for ensuring human security. It acknowledges those who helped the author in preparing the thesis. The abstract provides a summary of the work, which focuses on the role of non-state actors in undermining governance in Near Eastern territories and the dangers of legitimizing non-state actors as governing authorities. The author expresses their purpose is to study conflicts to impact decision making as a member of the U.S. Air Force.
The Failure of Skepticism: Rethinking Information Literacy and Political Pol...Chris Sweet
Fake news has been shown to spread far faster than facts on social media platforms. Rampant fake news has led to deep political polarization and the undermining of basic democratic institutions. Skepticism is an important component of information literacy and has often been pointed to as the antidote to the fake news epidemic. Why are skepticism and information literacy failing so terrifically in this post-truth era?
The presenters will summarize research drawn from the fields of psychology and mass communication that shows just how hardwired people are to believe information from their own “tribes” and resist outside contrary information.
How we think about and teach skepticism and information literacy is in need of an overhaul for the twenty-first century. This webinar will introduce some ideas for that overhaul and will also provide practical classroom activities that do a better job of addressing the cognitive aspects of information literacy and skepticism.
The document discusses how the media uses logical fallacies when covering the crisis with ISIS. It analyzes how the media appeals to authority by quoting politicians, appeals to fear by mentioning threats and consequences of retaliation, and uses positive and negative language. The document aims to show how the media manipulates audiences using fallacies and why people need to identify illogical arguments.
Societal Homophobia, EDCI 886, Fall 2010Joelyn K Foy
This is my second social problem paper for Perspectival Philosophy: Social Reconstruction, where education is seen as the method and pathway for social reconstruction as advocated by Harold Rugg, George Counts, and Theodore Brameld, among others.
What can we learn from Claireece Precious Jones? This is my presentation at the 2010 annual conference of the National Association for Multicultural Education in Las Vegas.
George W. Bush and Barack Obama used different rhetorical styles and language in their speeches on the war on terror and US relations with the Muslim world. Bush's 2001 speech focused on reassuring Americans and identifying al Qaeda as the enemy to fight. Obama's 2009 speech aimed to change the US relationship with the Muslim world by promoting mutual understanding and challenging stereotypes. Their word choices, tone, and rhetorical devices reflected these differing aims of confrontation versus reconciliation.
17 USC § 107 (LIMITATIONS On EXCLUSIVE Rights - FAIR USE)
While several people asked me to run for President of the United States in 2016 as well have asked me to run for Mayor, it is important that people understand that Community Activist Vogel Denise Newsome is JUST a Community Activist and NOT a POLITICIAN and is NOT in need of having to be LIKED!
Project EXTENDING AFRICA is one of the major works that have been undertaken and provides CRITICAL INFORMATION requesting that Foreign Governments read, spread the word and become a part of the VISION to EXTEND AFRICA! We are merely picking up the baton and anchoring the relay of the GREAT PIONEERS and ANCESTORS before us!
We ask that the AFRICAN Nation and other Nations of Color join and be a part of TAKING CONTROL of their Governments and get the UNITED STATES DESPOTISM GOVERNMENT REGIME out of their Business. Please read this letter and work with us to BUILDING A GOVERNMENT here in the United States of America that BUILD BRIDGES and BRING TOGETHER Nations that have fallen VICTIMS of the United States Despotism Government Regime and their TERRORIST and RACIST Jewish/Zionist and White Supremacist Counterparts!
013016 - DID YOU KNOW THIS ABOUT COMMUNITY ACTIVIST VOGEL DENISE NEWSOMEVogelDenise
17 USC § 107 (LIMITATIONS On EXCLUSIVE Rights - FAIR USE)
CAN YOU IMAGINE
HOW MUCH QUICKER and SWIFTER
THE GOVERNMENT TRANSITION WOULD BE
IF GOD’S CHOSEN NATION OF PEOPLE
WOULD UNITE AND ASSIST IN THE
BUILDING OF THE GOVERNMENT LEFT FOR US?
GOD HAS ALREADY STRATEGICALLY
PLACED HIS CHOSEN NATION
IN THE GOVERNMENT JOBS
(Federal, State, City and Local)
FOR THE TRANSITION OF POWER!
This document summarizes and compares the blogospheres of Indonesia and Iran with regards to how Muslim voices engage in global online discourse on local and global issues related to Islam. It finds that while bloggers in both countries share some narratives of victimization of Muslims, they interpret global events like the Muhammad cartoons controversy and Iranian president Ahmadinejad differently based on local contexts. Specifically, Indonesian bloggers were more likely to see issues through a lens of anti-Muslim Western conspiracy while Iranian bloggers took more nuanced stances not focused on conspiracy theories. The document concludes that the Internet enables global communication but online discourse remains localized and context-specific.
The document provides a continuous analytical reflection on topics related to citizenship, inequality, gender, sexuality, and action for change. It discusses issues like racial inequality in the American justice system, the emergence of slacktivism, activism vs slacktivism, and rape culture. The reflection is based on analysis of various sources and contains over 20 citations and links to related videos and images.
The document is the testimony of Joseph Humire before the U.S. House Subcommittee on Homeland Security regarding Iran's influence in the Western Hemisphere. It summarizes that Iran pursues an asymmetric strategy jointly with the Bolivarian Alliance of the Americas (ALBA) to counter U.S. power. It has cultivated relationships with countries like Venezuela, Bolivia and Ecuador, and non-state actors such as Hezbollah, to expand its influence. Iran uses cultural and economic ties, as well as local Muslim converts, to establish covert networks that further its agenda and provide support for terrorist operations.
The document discusses Barack Obama's path to becoming President of the United States, including his early life and education. It describes his career in community organizing and politics, culminating in his election to the US Senate in 1996. It also examines Obama's campaigns for the Democratic nomination in 2008 and the general election, which some viewed as a racial contest between a black man and white candidates.
061917 WORLDWIDE NOTIFICATION - UNITED STATES' KU KLUX KLAN SEEKS CONTROL OF ...VogelDenise
17 USC § 107 Limitations on Exclusive Rights – FAIR USE
WORLDWIDE NOTIFICATION
UNITED STATES’ KU KLUX KLAN
SEEKS CONTROL OF
NO. 1 HBCU - FLORIDA A&M UNIVERSITY
THROUGH CRIMINAL ACTIVITIES
SETTING FORTH THE WHITE MAN’S LAW
CONSPIRACY(S)
For those who may NOT understand HOW the WHITE Man’s Laws work, for instance, a LIST of REQUIREMENTS “MUST” be met to establish what is known as a PRIMA FACIE Case and be SUPPORTED by EVIDENCE to SUSTAIN IT. For example, a SHOWING of:
(1) an agreement between two or more persons – i.e. such as agreements BETWEEN the STATE OF FLORIDA/FLORIDA Governor Rick Scott and Florida BOARD OF GOVERNORS Member(s) as Alan Levine WITH the PRIVATE/KU KLUX KLAN Law Firm of Baker Donelson Bearman Caldwell & Berkowitz and WITH FAMU Board of Trustee Members, etc.
(2) to accomplish an unlawful purpose or a lawful purpose unlawfully, - i.e. such as CAUSING and CREATING a HOSTILE Working Environment, ORCHESTRATING and MANIPULATING DESTABLIZATION in the FAMU Culture, etc. for purposes of bringing about CONFLICT and the FIRING/RESIGNATION of FAMU Presidents, FAMU Board of Trustees Members, Faculty/Staff, etc.
(3) an overt act in furtherance of the conspiracy, - i.e. such as STAKING-THE-DECK of the FAMU Board of Trustees with WHITE Supremacists Appointees for purposes of ACHIEVING GOAL OBJECTIVE(s), and
(4) and damages as a proximate result – i.e. as the FIRING/RESIGNATION of FAMU President(s), ALUMNI-FAMU Board of Trustees Members, Faculty/Staff, etc., DAMAGE to Reputation, Character, etc.
The document discusses the history and controversy surrounding Mormon polygamy in the United States. It describes how polygamy was originally practiced by some Mormon leaders in the 1800s but was officially banned in 1890. However, some sects like the Fundamentalist Church of Jesus Christ of Latter Day Saints (FLDS) continued the practice secretly. The media helped expose abuses within these polygamist communities, such as underage marriage and the controlling behavior of leaders like Warren Jeffs. Increased media attention on cases like the 2008 Texas raid where over 400 children were removed from the FLDS Yearning for Zion Ranch has put more pressure on authorities to crack down on the illegal practice of polygamy.
This document discusses two court cases involving students in Pennsylvania who were suspended for creating fake MySpace pages about their principals. The 3rd circuit court judges issued conflicting rulings on the same day about whether the schools had the right to discipline the students. It also discusses debates around student free speech rights online and changing privacy policies on Facebook. The document considers perspectives on having dual identities online versus maintaining a single consistent identity.
This document examines the threat of violent Islamic extremism in the United States. It aims to evaluate fears about this threat, understand pathways to radicalization, and determine if there is a connection between Islam and jihadist beliefs. The author reviews literature on definitions of terrorism and radicalization. Studies show domestic terrorist attacks and plots have increased since 9/11, though the number of deaths is lower than other forms of political violence. There is debate around how to define and understand the radicalization process, with disagreement on whether there are clear pathways or if it is a complex, individual process influenced by ideology and happenstance. More research is needed to fully understand radicalization.
Barack Obama was the 44th President of the United States. He was born in 1961 in Hawaii to a white American mother and black Kenyan father. Obama overcame a difficult childhood and obstacles of racism to become the first black President of the United States. As President, he passed major healthcare reform, authorized the mission that killed Osama bin Laden, and became a symbol of hope and change for many around the world.
062017 PUBLIC NOTIFICATION - FAMU BOARD OF TRUSTEES DISGRACEVogelDenise
This document discusses the activities of community activist Vogel Denise Newsome and their efforts to document events involving racism, discrimination, and terrorism affecting African Americans. It describes Newsome's communications with government leaders to warn about conspiracies involving former president Barack Obama and the law firm Baker Donelson. The document also discusses Newsome's view that Baker Donelson and others such as Florida governor Rick Scott orchestrated attacks on Florida A&M University, including pushing for the resignations of its presidents, in order to undermine the university and advance a white supremacist agenda.
Fake News, Real Concerns: Developing Information-Literate Students (December ...ALATechSource
This document is a presentation by Donald A. Barclay on improving information literacy in the age of social media. It begins with introductions and defines fake news and challenges of the information age. It discusses how people often overestimate their ability to evaluate information. It then covers practical approaches to addressing fake news like fact checking and critical thinking. It suggests teaching information literacy concepts across curriculums and prioritizing the evaluation of information. The presentation concludes with examples of pro-smoking fake news memes to show how misinformation can be created and spread.
Disengagement in high school students 11 4christopher60
This document summarizes research into the causes of disengagement among high school students. It finds that boredom in students is often caused by a lack of control, choice, challenge, complexity and caring in their education. These issues are related to factors like an expanded period of adolescent development that creates a disconnect between cognitive and emotional maturity, as well as a highly stimulating social and digital environment outside of school. To reengage students, the research suggests education needs to better account for individual learning styles and help students find personally relevant ways to develop relationships with knowledge.
Barack Obama was born in 1961 in Honolulu, Hawaii. He was the first African American president of the United States, serving from 2009 to 2017. Obama had a difficult childhood, as his parents divorced when he was young. He later graduated from Columbia University and Harvard Law School. Obama worked as a community organizer and professor before serving in the Illinois State Senate from 1997 to 2004. He was then elected as the junior United States Senator from Illinois in 2004. In 2008, Obama was elected as the 44th president, becoming the first African American to hold the nation's highest office.
This document is a senior thesis presented by Elijah Villapiano to Dr. Sylvia Presto at New Jersey City University in fulfillment of the requirements for a Bachelor of Science degree in National Security Studies. The thesis examines failed nation states and the importance of political security for ensuring human security. It acknowledges those who helped the author in preparing the thesis. The abstract provides a summary of the work, which focuses on the role of non-state actors in undermining governance in Near Eastern territories and the dangers of legitimizing non-state actors as governing authorities. The author expresses their purpose is to study conflicts to impact decision making as a member of the U.S. Air Force.
The Failure of Skepticism: Rethinking Information Literacy and Political Pol...Chris Sweet
Fake news has been shown to spread far faster than facts on social media platforms. Rampant fake news has led to deep political polarization and the undermining of basic democratic institutions. Skepticism is an important component of information literacy and has often been pointed to as the antidote to the fake news epidemic. Why are skepticism and information literacy failing so terrifically in this post-truth era?
The presenters will summarize research drawn from the fields of psychology and mass communication that shows just how hardwired people are to believe information from their own “tribes” and resist outside contrary information.
How we think about and teach skepticism and information literacy is in need of an overhaul for the twenty-first century. This webinar will introduce some ideas for that overhaul and will also provide practical classroom activities that do a better job of addressing the cognitive aspects of information literacy and skepticism.
The document discusses how the media uses logical fallacies when covering the crisis with ISIS. It analyzes how the media appeals to authority by quoting politicians, appeals to fear by mentioning threats and consequences of retaliation, and uses positive and negative language. The document aims to show how the media manipulates audiences using fallacies and why people need to identify illogical arguments.
Societal Homophobia, EDCI 886, Fall 2010Joelyn K Foy
This is my second social problem paper for Perspectival Philosophy: Social Reconstruction, where education is seen as the method and pathway for social reconstruction as advocated by Harold Rugg, George Counts, and Theodore Brameld, among others.
What can we learn from Claireece Precious Jones? This is my presentation at the 2010 annual conference of the National Association for Multicultural Education in Las Vegas.
The 1920's - 1930's we are designating as the Progressive era because John Dewey was influential during this time. In addition, Franklin Bobbitt brought in "social efficiency" during the 1930's which initiated an era of social engineering in the public schools.
American conservatives are exporting homophobia to Uganda by influencing politicians and proposed legislation. Homophobia did not originate in the US but social upheaval from homophobia in the US receives daily media attention. Teacher education programs must prepare future teachers to address LGBT issues and create safe classrooms to support all students.
The document summarizes the development of the American curriculum from 1830 to the present. It describes the common school movement from 1830-1890 which aimed to provide universal public education. It then discusses the influence of various interest groups on the curriculum, including humanists, social efficiency educators, developmentalists, and social meliorists. John Dewey is discussed as trying to synthesize these positions and advocating for a pragmatic, problem-solving approach focused on the interests and experiences of students.
The document provides a historical overview of curriculum foundations from the colonial period to the early 20th century. It discusses the evolution of curriculum from basic elementary education focusing on religion and the three R's, to the establishment of Latin grammar schools and academies, and the rise of universal public education. Key developments included Dr. Benjamin Rush advocating for free public schools, the emergence of committees to standardize high school curriculum, and early 20th century educators like Dewey, Bobbitt, and Tyler establishing principles for a modern, progressive curriculum focused on students' needs, experiences, and societal goals.
Ralph Tyler :Basic Principles of Curriculum and InstructionSoontaree Konthieng
Ralph Tyler outlines four fundamental questions for developing curriculum and planning instruction: (1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to achieve these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? He discusses that educational objectives should be determined by studying learners, contemporary life, and suggestions from subject specialists. Objectives should not come from a single source but be determined through considering multiple perspectives.
Do not research on the Internet.This weeks work represents yo.docxelinoraudley582231
Do not research on the Internet.
This week's work represents your final exam but in the form of a speech. Your speech is due Wednesday, 11:55 p.m. ET and must be at least 500 words.
SITES: http://www.prindlepost.org/2016/05/removing-slavery-textbooks/
https://newsone.com/977835/tenn-tea-party-wants-slavery-removed-from-history-textbooks/
http://www.umsl.edu/services/cps/files/ross-presentation.pdf
http://atlantablackstar.com/2016/06/05/post-traumatic-slave-syndrome-and-intergenerational-trauma-slavery-is-like-a-curse-passing-through-the-dna-of-black-people/
A new movement has started since the early 2000s, where some political groupshttps://newsone.com/977835/tenn-tea-party-wants-slavery-removed-from-history-textbooks/ are trying to remove American history from our children's school curriculum and textbooks, http://www.prindlepost.org/2016/05/removing-slavery-textbooks/ specifically slave history. However, these groups also do not want to cover segregation or civil rights. By removing the history that we have just covered in these last eight weeks, the African American communities are denied their connections to American History. Recently, African Americans have created movements such as "Black Lives Matter" to counteract these other groups. Many tie slave history to the development of segregation and racism that has spread throughout our country. A Historical Traumahttp://www.umsl.edu/services/cps/files/ross-presentation.pdf has affected generations of African Americans http://atlantablackstar.com/2016/06/05/post-traumatic-slave-syndrome-and-intergenerational-trauma-slavery-is-like-a-curse-passing-through-the-dna-of-black-people/
because of what their ancestors had to endure just to survive in this country. This distrust has developed towards different groups, agencies and organizations. For those who are not affected, trying to understand what it means to be an African American in the United States showcases the need for this history to be taught in all schools and to every American.
Your final forum is to prepare a speech that would explain to all of America why African American History from after Reconstruction to the present should be taught.
Explain why every American should know African American history. You will be expected to use specific facts, events and people that you have learned from this course.
These facts, events, and people must come from your required work this term and from research in the library or from the course bibliography.
In your speech, demonstrate the breadth of knowledge you have gained from this work. Do not forget to use in text citations because you will be using multiple sources.
This post must be at least 500 words.
Remember, I want to see that you have a solid understanding of African American history and that you ground this final post in all the required work during the term.
Please remember that as this replaces your final exam, you must clearly demonstrate what you have learned from all the.
This document provides background on two influential social science reports from the 1960s - the Moynihan Report and the Coleman Report. The Moynihan Report, authored by Daniel Patrick Moynihan, examined statistics on black family structure and concluded that the deterioration of the black family was a key factor contributing to poverty. It argued for government programs to support the black family. The Coleman Report, mandated by the 1964 Civil Rights Act, was led by James Coleman and found that factors like family background and student composition had a greater impact on student achievement than school quality or funding. Both reports had a major influence on debates around policies related to education and poverty, though they also generated controversy. The document discusses the context and impact of
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for
self-actualization and a healthy sense of self.
The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, ....
This document discusses the historical case for access to education. It provides background on leaders who advocated for equal access to education, like Booker T. Washington and W.E.B. DuBois, who had differing approaches. It also discusses policies like the GI Bill that expanded access but still faced issues with racial discrimination. The document argues that access to education has been a driver of social justice movements and empowers communities. It profiles a current organization, the Diversity in Education Advocates Organization, which focuses on education, community involvement, and creating opportunities.
Assignment 3 Research Questions & VariablesYou will identify dessiechisomjj4
This document provides instructions for Assignment 3 of a sociology course. Students are asked to identify a research topic, formulate 1-2 research questions, and determine 1 dependent variable and 3 independent variables for a potential research paper. They are also instructed to consider what information friends or family could provide in a future survey for Assignment 4. The research should not involve vulnerable populations like minors. Initial ideas are acceptable even if still in progress.
This document provides background information on Beyoncé Knowles and analyzes a 2008 L'Oreal hair dye advertisement featuring Beyoncé through the lens of the oppositional gaze theory. It discusses the history of how African American women have traditionally been portrayed through harmful stereotypes in media. It also explores the cultural significance of hair for black identity. The document then provides details on Beyoncé's career success and establishes her as a powerful cultural figure. It uses this context to argue that the L'Oreal ad employs Beyoncé and the oppositional gaze to push back against and redefine traditional beauty standards that have excluded black women.
This document is a capstone project that examines the causes of failures among African American males in America. It begins with an abstract that outlines the research question, background on the issue, purpose of the study, and proposed methodology. The introduction then provides more context on the literature reviewed and the research plan, which will involve surveys and interviews to understand psycho-social, political, economic, and educational issues faced by African American males. The literature review examines demographic and statistical issues related to disproportionate incarceration of African Americans. It also explores concepts of racism and stereotypes of African American men. One study looks at individual, cultural, and structural causes of intimate partner violence among African American men.
The Honorable Dr. Amos N. Wilson RBG Communiversity Interactive Study GuideRBG Communiversity
The document provides information on the works of the late Dr. Amos N. Wilson, an influential psychologist, author, and social critic. It summarizes several of his books that address topics such as the developmental psychology of Black children, awakening natural genius in Black children, the causes of Black-on-Black violence, understanding and preventing Black male adolescent violence, and the need for a blueprint for Black power. The books analyze the socio-political and economic factors that impact the Black community and provide perspectives for empowering Black people.
Compare And Contrast Essay Examples For College.pdfDana French
Strong Compare and Contrast Essay Examples. Compare and Contrast Essay Examples for All Students. Writing a Compare/Contrast Essay:. ⚡ A compare and contrast essay. 101 Compare and Contrast Essay Ideas .... Bestessay Compare And Contrast Essay Samples For College : Essay Topics .... Compare and Contrast Essay II | Secondary School | Lecture. Compare And Contrast Essay In Mla Format - Welcome to the Purdue OWL. How to Start a Compare and Contrast Essay?. How to Write a Compare and Contrast Essay Outline Point-By-Point With .... Good Compare and Contrast Essay Examples | 5staressays.
AERA 2010 Environmental Justice Tour (reflection)Joelyn K Foy
The document discusses environmental injustice and the impacts of white privilege in three Denver neighborhoods - Globeville, Swansea, and Elyria. The author describes how these historically Hispanic neighborhoods have been subjected to numerous toxic sites and pollution from industries. Vast parking lots for the National Western Stock Show now occupy land that was once productive farms. The needs of the communities have been neglected while wealthier white neighborhoods receive more support and investment. The author reflects on how this environmental injustice is a result of systemic racism and privileges afforded to white communities.
Women & Girls & Computers: a historical contextJoelyn K Foy
This document provides a historical context on women and girls' involvement with computers from the 1950s to present. It begins with a brief overview of the development of educational technology since the 1950s. It then profiles several women born in the 1950s and their early experiences with computers. Next, it introduces several current mothers and their school-aged daughters, exploring their perspectives on advances in educational technology and computer use. The document aims to investigate trends in computer use and enrollment by gender, ethnicity, and socioeconomic class over time.
EDCI 803 Final Presentation (supplemental)Joelyn K Foy
My final presentation for EDCI 803, Curriculum Development, Summer 2009 with Dr. Kim was a movie of the interview with Dr. Russell Blackbird. The movie can be viewed at http://www.youtube.com/edci803. These documents supplement the movie and the final paper.
EDCI 803 Final Presentation (paper submitted)Joelyn K Foy
This is the paper submitted to Dr. Kim based upon my interview with Dr. Russell Blackbird at Haskell Indian Nations University. Dr. Blackbird is a K-State graduate and he is the Dean of Education. His teacher preparation program is culturally relevant for the prospective elementary teacher candidates who graduate from HINU.
EDCI 831 Final Presentation (condensed version of AAACS)Joelyn K Foy
The document discusses changes in truth-telling and social landscapes as a result of Barack Obama's presidency. It notes three events in 2009 that highlighted issues of race that may not have received as much attention previously. It also examines shifts in education, with a growing percentage of minority students and shrinking number of white teachers. Finally, it analyzes the film Precious and how it presented a counter-narrative to dominant views by highlighting issues of race and poverty.
This is the final version of the presentation on April 28, 2010 at the AAACS conference a preconference to AERA. The demographics movie referred to in the presentation can be viewed at www.vimeo.com/jokfoy
The document discusses three events in 2009 - an incident involving Dr. Henry Louis Gates, the TV show "Sherri", and the movie "Precious" - and how they may have been presented differently before Obama's presidency. It explores how Obama raised expectations for truth-telling and discussions of race. The rest of the document discusses Michel Foucault's views on power, knowledge, and truth-telling as acts of resistance against dominant beliefs and norms.
IV. History of American Education Interactive Classroom ActivityJoelyn K Foy
This activity is based upon THE MIS-EDUCATION OF THE NEGRO by Carter G. Woodson (1933). This is Part IV of four parts. Although readers have given verbal permission to post online, the audio did not convert.
II. History of American Education Interactive Classroom ActivityJoelyn K Foy
This activity is based upon THE MIS-EDUCATION OF THE NEGRO by Carter G. Woodson (1933). This is Part II of four parts. Although readers have given verbal permission to post online, the audio did not convert.
III. History of American Education Interactive Classroom ActivityJoelyn K Foy
This activity is based upon THE MIS-EDUCATION OF THE NEGRO by Carter G. Woodson (1933). This is Part III of four parts. Although readers have given verbal permission to post online, the audio did not convert.
I. History of American Education Interactive Classroom ActivityJoelyn K Foy
This activity is based upon THE MIS-EDUCATION OF THE NEGRO by Carter G. Woodson (1933). This is Part I of four parts. Although readers have given verbal permission to post online, the audio did not convert.
This time period is characterized by essentialism and No Child Left Behind. In this slideshow, however, we will also briefly consider the social reconstructionists who are writing and teaching during this period.
The document discusses major events and developments in education, culture, and society in the 1940s and 1950s, a period framed by World War II and the launch of Sputnik. Some key moments mentioned include the development of "Great Books" curricula at the University of Chicago, the work of thinkers like W.E.B. Du Bois and B.F. Skinner, the rise of bebop jazz, and the Supreme Court ruling in Brown v. Board of Education. The launch of Sputnik by the Soviet Union in 1957 had a significant impact on science and math education in the US.
Although educational practices would be described as mostly essentialist or behaviorist during this time period, the student revolt of the 1960's ushered in social and cultural change. We see in this period the sowing of the seeds of reconstructionism through the influence of Freiere, Brameld and others.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Race, Gender & Class: Volume 17, Number 3-4, 2010 ( )
Race, Gender & Class Website: www.rgc.uno.edu
I HEAR YOU NOW:
HOW THE OBAMA PRESIDENCY
HAS RAISED EXPECTATIONS AND INSPIRED
TRUTH-TELLING
Joelyn K. Foy
Curriculum & Instruction
Kansas State University
Abstract: Although electing an African-American president in 2008 did not
mark the end of racism in the United States (ASHE, 2009; Carter, 2009; Fluker,
2008; Wise, 2009), African-American children now know that it is possible to
become President. As a White female, I expected that having a man of color
holding the highest political office in the land would send a message of
empowerment. There is an opening up, a bringing to light, conditions like
poverty and incest, but there is also dissent. Foucault’s themes of power,
knowledge, and self clarify voices that have previously been silenced within the
dominant White majority.
Keywords: Foucault, theoretical, power, knowledge, self, Precious
Joelyn Katherine Foy is currently a Graduate Research Assistant with the
Center for Science Education at Kansas State University and a Doctoral student
in Curriculum & Instruction with the College of Education. Her research
interests include engaged pedagogy, critical theory, educational foundations,
multicultural education, mathematics education, applied statistics, and lgbtqia
2. issues in PK-20+ education.
Address: P. O. Box 1112, Manhattan, KS 66505-1112. Ph.: (785) 764-2129,
E-Email: jofoy@k-state.edu
3. I Hear You Now 3
A lthough electing an African-American president in
2008 did not mark the end of racism in the United States
(ASHE, 2009; Carter, 2009; Fluker, 2008; Wise, 2009),
African-American children now know that it is possible to become President.
Young African-American men, in particular, have experienced a shift in
expectations. Dr. Robert Franklin, President of Morehouse College, Atlanta,
Georgia, shared that his students recognized President Barack Obama as a
Renaissance man. Morehouse College aims to prepare young African American
men to be Renaissance men; to be “well-read and well-spoken and well-traveled,
well-dressed and well-balanced” (Educational Broadcasting Corporation, 2009).
Dr. Franklin comments upon an open meeting at Morehouse the day after the
election.
Oh, I’ll tell you, it was an amazing theme that began to emerge that can
be summarized in two words: no excuses. I mean, one after the other
they got up and said, “You know, after this election it means there’re
no excuses for our academic underperformance, for our irresponsible
behavior—no excuses.” (Educational Broadcasting Corporation, 2009)
African-American girls may have also experienced a shift in expectations.
Bigler et al. (2008) conducted a study before and during the campaign.
“Interestingly, girls, African American, and Latino participants were quite
optimistic about their prospects of actually becoming president. When asked
whether they really could be president, approximately 75% of each group
responded affirmatively” (p. 108). Perhaps the participation of Michelle Obama
in the campaign and the leadership role she assumed as First Lady will be
evidenced in the future lives of African-American girls.
As a White female, I would have thought that having a man of color
holding the highest political office in the land would send a message of
empowerment like no other. However, when I discussed this idea with one of
my African-American colleagues, I found that the phenomena I am observing is
much more complicated. I claim that since President Barack Obama’s election,
African-American voices are being heard that have previously been silent. My
African-American colleague, however, proposed that what has really occurred is
that African-American voices are coming out into the open. What I perceive as
an “opening up” of communication is what my African-American colleague
describes as “bringing into the light” (B. Stoney, personal communication,
February 3, 2010).
As an educator, the phenomena of opening up, of bringing to light,
conditions like poverty and incest, which affect contemporary students on a
4. 4 Joelyn K. Foy
daily basis, is critical for me to understand. Nelson et al. (2010) report that
“between one quarter and one third of children of color live in poverty; only 10
percent of white children do” (p. 245). My students bring into the classroom all
of their life experience, not just their homework. Had Claireece Precious Jones
been my student today, she would have been one of those anonymous students
“left behind” that NCLB (U.S. Department of Education, 2004) claims to target
and assist. But there are other effects of this opening up, of bringing to light,
that are equally as important, I believe. African-American boys and girls now
see in the White House a family of color. Granted, that family has two parents,
a mother and a father, whereas many children today come from single-parent
households (Close, 2009).
This phenomenon of opening up, however, is not all sweetness and
light. There is dissent. Hate crimes in “the Southern states, where opposition to
Mr. Obama is at its highest and where reports of hate crimes were emerging
even before the election” (Strange, 2008) increased significantly right after the
election according to the Intelligence Report at the Southern Poverty Law
Center (Mark Potok in Strange, 2008). Sandy Close reported that “Growing
evidence indicates that a sizable white minority, for racial reasons, feels
increasingly alienated from the Obama White House” (U. S. Department of
Homeland Security as quoted in Close, 2009). Anecdotally, I overhear more
racist remarks in my everyday life. When I discussed this with my African-
American colleague, it was pointed out to me that for some reason with an
African-American President, White racists feel like they can say out loud what
was once said in private (B. Stoney, personal communication, February 3,
2010). The more we discussed this aspect of opening up, the more I understood
racist remarks spoken openly as an example of bringing racist sentiment out into
the open, “into the light” of day.
In this paper I will use the theories of Michel Foucault to clarify power
relations among the characters within “Precious” the movie. In addition, I will
use Foucault’s understandings of knowledge and truth to further identify
Claireece’s path to becoming a free subject. Finally, I will describe how
becoming a free subject relates to care for self and how Claireece’s subjectivity
evolves into an effective kind of resistance.
Within the theoretical framework of power, knowledge, and self,
Foucault proposed that knowledge and power are intertwined.
“What makes power hold good, what makes it accepted, is simply the
fact that it doesn’t only weigh on us as a force that says no, but that it
traverses and produces things, it induces pleasure, forms knowledge,
produces discourse.” (Foucault, 1980:119)
Furthermore, Foucault described “regimes of truth” as “the types of discourse
5. I Hear You Now 5
which it (society) accepts and makes function as true” (p. 131). Building upon
Foucault’s definition, McLaren (2009) notes that “dominant discourses” are
“those produced by the dominant culture” (p. 73). Therefore, when a truth is
spoken that is outside the dominant White culture, it may be considered
dangerous. Within Greek culture parrhesia, “the Socratic practice of truth-
telling,” was “a specifically ethical practice” with the theme of “care of the self”
(Gutting, 2005:141). The themes of power, knowledge, and self will help to
clarify what I’m hearing since the election of President Obama.
In particular, I will use the movie, “Precious”, as an example of how
the African-American voice clarifies issues of intergenerational poverty and
incest in a way that dominant White stories of poverty and incest do not. When
Mo’Nique was interviewed on the red carpet of the Academy Awards, she
emphasized the universal nature of the story (Churchwell, 2010) even though
there was also resistance among African-Americans toward the mother’s
character (Harris-Lacewell, 2009). In an interesting juxtaposition, the book
Push (Sapphire, 1997) upon which the movie is based, is set in the year 1987.
Another major film, “Nuts”, starring Barbara Streisand and featuring a high-
priced prostitute who murdered a john was released in 1987. “Nuts” is about
incest in a White family: a family where the silence has everyone questioning
their daughter’s sanity.
Why film? bell hooks (1997) in a preview to her DVD on “Cultural
Criticism & Transformation” makes the case that contemporary students need
popular culture to make sense of and to question contemporary issues. hooks
uses film in her critical pedagogy with students from Harlem. By delving
deeply into “Precious” the movie, which takes place in Harlem, it is my intent to
hear clearly the voices of Precious, her mother, and her teacher. These voices
speak in such a way that I hear a message that has previously been silenced
within the dominant White majority.
WHO IS MICHEL FOUCAULT?
Michel Foucault (1926-1984) was a French intellectual—a historian
and philosopher—whose writings and activism played a unique role in
poststructuralism. Foucault was a homosexual and is believed to have died from
an AIDS-related infection. He was academically brilliant and in 1969 became
Professor of the History of Systems of Thought at the prestigious Collége de
France, a post in which he remained until his death.
Merleau-Ponty, Heidegger, Hegel, and Marx influenced Foucault
during his early years, although later he turned away from existentialism and
Marxism. An early influence upon Foucault was Georges Canguilhem who
sponsored Foucault’s doctoral thesis on the history of madness (The History of
6. 6 Joelyn K. Foy
Madness in the Classical Age, 1961). The French tradition of history and
philosophy of science contained inconsistencies that informed Foucault’s early
work and his recognition of the marginalization of the subject (The Birth of the
Clinic, 1963 and The Order of Things, 1966). On the other hand, Foucault was
fascinated by French avant-garde literature that influenced his notions of
subjectivity.
Foucault’s later work included a critical analysis of modern prison
systems (Discipline and Punish, 1975), and three volumes on sexuality (The
History of Sexuality, 1976). Foucault’s work was incomplete when he died, and
his estate froze his writings. However, in recent years more and more of his
unfinished and previously unpublished work are being made available (Books
and articles on Foucault, 2009).
USING FOUCAULT
Foucault’s ideas and points of view are used in education research in
varying ways. Educational institutions (schools, colleges, universities) are
compared to prisons and mental institutions because of the constant surveillance
upon both students and teachers by administrators; and the oversight by
superintendents and governmental agencies upon public systems of schooling.
Education is a knowledge enterprise that is steeped in power relations and for
students who are not the White majority, classrooms are significant loci of
resistance. Just as Foucault’s approaches to and understandings of knowledge
changed over time, so too did his understanding of the self as subject. Towards
the end of his life self-reflection gained importance as an activity of caring for
self, which he also saw as an act of freedom (Alvesson & Skoldberg, 2000).
The self, reflecting upon the self, was seen as an ongoing process. “The
outcome of this struggle between subject and power/knowledge is always
uncertain, never decided in advance, and never final” (p. 230). In order to
follow Foucault’s thinking it is imperative to compare and contrast knowledge,
subjectivity, and power.
Knowledge
Up until the 1970’s, structuralism was the method of describing
knowledge. The theory of discourse, however, shed a different light upon the
postmodern view of knowledge. Pinar et al. (2004) describe the
poststructuralists’ view of knowledge.
The difference, however, between the structuralists’ set of relations,
structures or systems, and the theory of discourse, is that the former are
seen as foundational and invariant, while the latter proposes that
discourse is historically and socially contingent, and that the analysis of
7. I Hear You Now 7
discourse must remain at the level of the signifier. To analyze a
discourse is not to say what it means but to investigate how it works,
what conditions make it possible, and how it intersects with
nondiscursive practices. (Pinar et al., 2004:462)
This difference is key to explicating knowledge within poststructuralism.
Knowledge involves discourse. “For Foucault, discourse is an
anonymous field in that its origin or locus of formation is neither a sovereign nor
a collective consciousness. It exists at the level of ‘it is said’” (Pinar et al.,
2004:462). Discourses may be practices, techniques or rules that concern the
speaking subject, power relations and the words themselves (Simola et al.,
1998). “Knowledge is that of which one can speak in a discursive practice and
which is specified by that fact” (Foucault, 1972:182-183, quoted in Pinar et al.
2004:459). We tend to think of knowledge as belonging to a particular
discipline or content area, whereas Foucault saw knowledge in a more specific
way as that which is spoken in a particular place and at a particular time. In
addition, what is said in that place and at that time is constrained by the
individual speaking (the subject) and the power relations acting upon that
moment in that place and time.
Therefore, from Foucault’s point of view, both history and philosophy
give us specific words, phrases, and perspectives that are unique both to the
speaker/writer and the time in history. Foucault believed that the constraints on
what could be said or written, governs what we know and how we are able to
view events in history. Our understanding of philosophy is governed by what
was allowed to be thought and the way that societies manage the thoughts and
actions of individuals. These societal constraints, in addition, determine how a
person sees him or herself.
In applying Foucault’s ideas about knowledge and discourse to
education, for instance, we must keep in mind the context. Individuals in a
particular place produce knowledge at a particular time. Individuals bring to
their work their personal history, their personal biases, cultural influences, as
well as, the biases of the time in history. Patti Lather (1991, 1989) points out
the following:
… all research, even emancipatory or critical research, represent forms
of knowledge and discourse that are inventions about the researchers.
All research, she insists, also represents definitions, categorizations and
classifications of the researchers themselves. All forms of research, she
asserts: ‘elicits the Foucauldian question: how do practices to discover
the truth about ourselves impact on our lives?’ (p. 167).” (Pinar et al.,
2004:506)
8. 8 Joelyn K. Foy
The truth becomes not only about knowledge (discourse or discursive
formations) but also about the individual (the subject).
Subjectivity
Subjectivity is often considered to be the opposite of objectivity.
Making an object of something or someone creates a distance that allows the
observer not to identify with the observation. Subjectivity, on the other hand,
creates a space where the observer identifies closely with that being observed.
Simola et al. (1998) explain that Foucault understood that “the subject is not a
substance but a form” (p. 66). From Foucault’s point of view subjectivity is
related to becoming an object or becoming objectified. “My work has dealt with
three modes of objectification that transform human beings into subjects”
(Foucault, 2003b:126). Becoming objectified meant being made into a subject.
A person is made into a subject in Marxian analysis, for instance, where the
laborer is the unit of production. A person is made into a subject through
affiliation (or disaffiliation) as in “the mad and the sane, the sick and the
healthy, the criminals and the ‘good boys’” (Foucault, 2003b:126). A person is
made into a subject through inner turmoil; that is, when a person is divided
against themselves internally. Being made into a subject (or objectified),
therefore, can occur from the outside or within the individual.
We might be tempted, therefore, to ask, “How can the subject be
liberated?” Foucault argues, “the individual is not something that needs to be
liberated rather the individual is the closely monitored product of relations
between power and knowledge” (O’Farrell, 2009). For Foucault, becoming
liberated was a matter of ethics. “Ethical work, says Foucault, is the work one
performs in the attempt to transform oneself into an ethical subject of one’s own
behavior, the means by which we change ourselves in order to become ethical
subjects” (Olssen, 2006:153). The means by which the individual becomes
liberated involves tackling three ideas: modes of subjectivation, will to
knowledge, and art of governmentality (Simola et al., 1998). Modes of
subjectivation involve observing oneself, will to knowledge involves
questioning oneself, and art of governmentality involves seeing oneself in
relation to others.
Power
Foucault uses educational institutions as an example of regulated and
concerted systems driven by goal-directed activities and systems of
communication (Foucault, 2003b:136). Allocation of space, regulation of times
and schedules, who comes and goes are carefully defined. Specific demands
(rewards and punishments) on student (and teacher) performance are regularly
monitored and behavioral expectations carefully scripted. In relation to
Foucault’s understanding of power, Barker (1998, p. 59) brings out the idea that
9. I Hear You Now 9
institutions (such as schools) exercise power through the expectation of
conformity. Conformity to established norms, then, becomes a disciplining (and
disciplinary) power.
Simola et al. (1998) explain power as “a total structure of actions
brought to bear upon possible actions, as a set of actions upon other actions” (p.
68). Continuing, Simola et al. (1998) claim that “education as a social
apparatus is itself a game of power and is dependent on other relations of
power” (p. 69).
One might, thus, apply Foucault’s idea to education research using
some of these three aspects, for example, by examining educational
systems as promoters of knowledge subordinated to games of power, or
scrutinizing how schooling produces the modern individual, or
analyzing school as a disciplining and punishing institution, a crypto-
prison. (p. 70)
Another approach suggested by Simola et al. (1998) is to ask these questions:
What is the true knowledge about teaching? Who is the good teacher? And
what kind of power is right? These three questions could form the basis for
Foucauldian analysis of modern teaching using the themes of knowledge,
subjectivity, and power.
A common critique (or “misreading”) of Foucault is that he “offers
little possibility for agency” (Mayo, 2000). Mayo adds, “he points to the
immense difficulty of negotiating freedom while avoiding the traps of
normalizing power” (p. 112). Therefore within educational institutions power is
synonymous with resistance. That is, power and resistance operate within and
among students, teachers, administrators, school superintendents, school board
members, and parents. Negotiating one’s freedom within these power relations
and under assumptions of resistance requires daily ethical decisions. In the
movie, “Precious”, we see Claireece Precious Jones evolve from being pretty
much at the affect of the middle school she has been attending to being an
ethical subject. This movement in Foucault’s terms is the care of self; a type of
agency which lies within the interplay of power and resistance. This is not the
agency of social movements which feminists would like for us to prefer; but it is
a “struggle against normalization to free ourselves: nothing more than the task
of education in its best sense” (Mayo, 2000:113). “Precious”, the movie,
provides us with a visual, graphical example of ethical self-formation within a
social, cultural, and educational system where everything is stacked against her.
“PRECIOUS”, THE MOVIE
Early in 2009, Oprah Winfrey and Tyler Perry announced that they
10. 10 Joelyn K. Foy
would collaborate through Lionsgate on the release of “Precious” the movie to a
limited number of theaters in the United States (Morales, 2009). For instance,
only two movie theaters in Kansas carried this movie based upon the book,
Push, by Sapphire (1997). The main character, Claireece Precious Jones, is an
obese 15-year-old who is pregnant by her father for the second time. She is
suspended by the principal from her middle school for being pregnant (NPR,
2009). The principal recommends an alternative school and through her teacher,
Miss Rain, she learns to read and to write. With the encouragement of Miss
Rain, she leaves the apartment of her abusive mother and moves into a shelter.
By the end of the movie, only one year has passed. Precious is still only 16
years old, she is reading and writing; she is living independently from her
mother; she is caring for her two children; and she is ready to enter a public high
school.
Miss Rain made the difference for Precious in this movie. There is a
scene where Miss Rain asks Precious what she does well. Precious replies, “I
don’t know.” Miss Rain says, “Everyone does something well.” As Precious
begins to write about her life, to express herself, to find her voice, she learns to
read and to write. At the beginning of the movie, Precious is writing at a 1st
grade level; at the end, at a 6th grade level. Only a few months have passed. In
addition, Precious has begun to care for herself. Precious is writing her truth;
she is deciding what her truth is; she is finding her voice. In Foucault’s terms,
she is becoming a free subject. As a free subject, she uses her voice, her writing,
to resist the societal forces that are still very much acting against her. These
ethical acts, finding within herself and writing her own truth, are also a form of
care for herself. The dangerous truth that she tells, we are now able to hear
because she has found her own inner voice.
I viewed this film on Thanksgiving Day in Wichita, Kansas with a
friend and her daughter. We are all White, middle-class females. My friend, the
mother, observed that Precious finding her voice was like “ripping off a scab”
(J. M. Ray, LMSW, personal communication, February 6, 2010). Removing the
scab is painful, but once it is removed, the healing begins. Once Precious begins
to find her voice and to speak and write her truth (a truth about her time and her
place), she is able to make some decisions for herself. She makes friends. She
relates to her second child differently. As my friend observed, “she becomes
someone with more than a fat, black, welfare, pregnant-teen subjectivity” (J. M.
Ray, LMSW, personal communication, February 6, 2010).
In “Precious” the movie, the will to knowledge--that is, Precious
finding her voice and her truth in her place and in her time—culminates in a
scene in the office of the social worker played by Mariah Carey. Carey has
invited Precious and her mother to meet with her to discuss the next welfare
checks. Prior to this time, the mother has manipulated the visiting social
workers into continuing to provide her checks by pretending that she (the
11. I Hear You Now 11
mother) is caring for Precious’ first-born, a little girl with Down syndrome. As
Precious has gained some autonomy by moving into a shelter away from her
mother, the question of who will receive the welfare check arises. The social
worker is obligated to find out the details of what has gone on in this family.
There are tears in the eyes of the social worker as she asks the questions and
hears the replies of both the mother and the daughter.
My friend asked me “Does voicing the ugly truth make way for
change?” (J. M. Ray, LMSW, personal communication, February 6, 2010). In
Foucault’s terms, this discourse, this telling of the truth, seems to be the result of
change that has already taken place in Precious. Precious is caring for herself.
She is caring for her second child. She wants to also care for her first-born. But
the social worker needs to hear from the mother.
In the case of the mother, I believe that telling the truth will bring about
change for her. We do not see the change because the movie ends fairly quickly
after this scene. But the mother’s confession of her complicity in the sexual
abuse of her daughter is bound to make some kind of difference in this woman’s
life. For one thing, now that the social worker knows the truth (or at least a
version of it), Precious will receive the welfare checks for her and her two
children. The social worker will have to make a different arrangement with the
mother now. Precious will be living on her own, caring for two infants and
going to high school. The hold on Precious that her mother has held is now
broken. Although Precious is still poor, obese, and virtually homeless, she is
more free than she has been in the previous 16 years of her life. No longer does
Precious see herself through her mother’s eyes or through her mother’s jealousy.
Precious is able now to see herself and to care for herself and her two children as
independent from the twisted psychology of her mother’s view.
Generally, we think of power as coming from the outside, from the
State, from other institutions or systems outside ourselves. Foucault’s view of
power was much more individual; he understood power as something that we
are and something that we become as a result of both inner and outer forces.
Barker (1998) explains that juridical or sovereign power “is believed to be
invested in an individual or an institution from which it flows down” (p. 28).
Barker is describing a hierarchical flow of power from the top of a pyramid to
the bottom. Foucault, however, saw power as a “’net-like’ series of relations”
(Barker, 1998:28) with “no single site of revolt, no point of resistance more
dramatic than another” (Barker, 1998:28). In this model of power, there is little
to hang on to, nothing to catch. Power is diffuse and is equally distributed
everywhere.
In “Precious” the movie, Claireece comes to care for herself in spite of
the abusive behavior of her mother. This care for self in Foucault’s work is an
ethical act and a conscious practice of freedom (Foucault, 2003a:28).
12. 12 Joelyn K. Foy
Claireece’s care for herself arose through the pedagogical relationship between
her and her teacher. In addition, she and her classmates began to care for each
other. I believe Claireece began to care more for herself because others (her
classmates, her teacher, Cornrows, the male nurse at the hospital) began to care
for her. Caring was contagious.
I HEAR YOU NOW
Foucault saw power as net-like and dispersed. “Power is everywhere;
not because it embraces everything, but because it comes from everywhere”
(Foucault, 1990:93). He acknowledged the hierarchical power of juridical and
state structures where power flows from a central figure “down” through levels
of importance until it reaches the bottom, the common person. But Foucault
proposed that more often individuals are free subjects involved in power
relations rather than bound by hierarchical power. Within relational power,
there is resistance (Foucault, 2003a:34). Therefore, relations of power and
resistance exist together at the same time among free subjects.
Foucault proposes that “the person who has the capacity to formulate
truths also has a power” (Foucault, 2003a:39). The power of speaking the truth
lies within the meaning of what is said. When I hear racist remarks more
frequently today, it may be that this opening up, this bringing into the light, is
also ripping the scab off the strictures which govern dominant discourse.
Perhaps White racists feel they have more permission to speak now. Comments
by White racists qualify as an example of truth-telling just as surely as
“Precious” the movie. What has been hidden is now being spoken; speaking out
may bring about change.
When Claireece Precious Jones told her social worker that she was
carrying her father’s second child, she spoke a dangerous truth. It was
dangerous because her social worker was then ethically bound to investigate that
fact before she approved additional welfare checks. The investigation led to
Precious’ mother confessing to her cooperation with her husband’s sexual abuse
of Precious. The mother’s confession to the social worker is also a dangerous
truth. She admits her own complicity and, in doing so, frees Precious.
What can we learn from the speaking of dangerous truths? How do
power relations shift when the truth is told? In the final scene of “Precious” the
movie, our heroine, Claireece Precious Jones, is walking down the steps of the
Welfare office building with both of her children in hand. She is still only 16
years old. But she has a support network, she is prepared to attend a regular
public high school, she has a place to live away from her abusive mother, and
she has the certainty that no matter what happens to her, there are people who
will stand by her.
13. I Hear You Now 13
These African-American voices have emerged since the election of
President Obama. I don’t believe this movie would have made the same impact
on White audiences if it had been distributed in 2007 (before the election of
President Obama). It isn’t that these kinds of stories have not been told. But
many of these stories have been told from the dominant, White perspective. In
“Precious” the movie, we see African-Americans telling their own truths; truths
which are also universal. Mary Jones, the mother we want to hate, also exists
within White culture. Carl Jones, the father we want to vilify, also exists within
White society. Miss Rain, the teacher, and Cornrows, the school secretary, exist
within White alternative schools. Using Foucault we recognize the stories of
Precious, Mary, Carl and Miss Rain as a form of truth-telling. Precious’
response to her life story and her ethical responses to life situations exemplify
resistance to the dominant culture.
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