RBG FROLINAN STUDIES COLLECTION
http://www.scribd.com/collections/3102046/RBG-FROLINAN-STUDIES-COLLECTION
RBG National Strategy of the- Front for the Liberation of the New African Nation (FROLINAN) I have taken the initiative to write this proposal and treaty (and supportive assets) for our numbers and revolutionary nationalist to build upon, for us to unite our forces under a single program and national strategy. To build Frolinan is to push forward the quest of national emancipation, as Frolinan's national strategy is not based simply on survival pending revolution, but rather, building the revolution to survive. This position on survival is not relegated to a defensive posture, but develops an offensive Program for Decolonization, establishing a revolutionary theory and program to militantly fight for national independence…
How to Use the Internet to Learn, Master and Teach Black/Africana Studies: P...RBG Communiversity
The document outlines Akoto's Afrikan-centered thematic inventory and curricular domains for developing an Afrikan-centered curriculum. It divides the curriculum into five main domains: I) Cultural Ideological, II) Spiritual Psycho-Affective, III) Socio-Political and Economic, IV) Technology, and V) Nation Building. Each domain contains several subject fields and aims, such as developing spiritual awareness, fostering moral consciousness, and gaining an Afrikan-centered historical perspective, to reduce compartmentalization and integrate knowledge from an Afrikan worldview.
RBG Communiversity is a Web 2.0 New Afrikan Liberation Education and Nationhood Program dedicated to Implementing the Teachings of Our Elders and Ancestors.
From RBG Communiversity to FROLINAN Means Paradigm to Praxis (2015 Updated)RBG Communiversity
This document outlines the national strategy of the Front for the Liberation of the New Afrikan Nation (FROLINAN). It argues that New Afrikan people in America live under "de facto colonization and third world nation status" due to their lack of political and economic power. It proposes implementing a three phase theory of national independence through strategic use of a New Afrikan revolutionary framework based on nation-within-a-nation consciousness. This would involve moving from local community control of goods and services to full national independence. The strategy draws from theorists like Amos Wilson and aims to advance the New Afrikan independence movement through implementing a "National Program of Decolonization" in Black communities across the US.
RBG Blakademics Curricular Domains ,Fields and Aims Outline and Links to Con...RBG Communiversity
RBG Street Scholars Think Tank's Purpose: This Educational Program and Research Project is Dedicated to Further Building the Hip Hop--Black Liberation Movement Connection by Integrating Conscious Digital Edutainment with A Scholarly Self Directed Learning Environment. Find videos, pics and articles on RBG Afrikan- Centered Cultural Development and Education
RBG Blakademics ACTI- Afrikan Centered Thematic Inventory-UpdatedRBG Communiversity
This document outlines the curricular domains and fields of RBG Communiversity, an Afrikan-centered educational program. It discusses five curricular domains: 1) Cultural and Ideological, 2) Spiritual and Psycho-Affective, 3) Socio-Political and Economic, 4) Technology, and 5) Nation Building. Each domain contains specific fields and aims to integrate learning horizontally, vertically, and concentrically rather than using a linear, European-style subject approach. It also provides a brief historical overview of the development of Afrikan-centered education from influential early figures to its foundations in challenging Eurocentric dominance and promoting an Afrikan worldview.
RBG Communiversity Blueprint for Black Power InteractiveRBG Communiversity
This document outlines FROLINAN, a proposed program of decolonization for New Afrikan (Black) people in the United States. It draws upon theories and strategies from Dr. Amos Wilson's "Blueprint for Black Power," which argues Black people must function as a "nation-within-a-nation," as well as the teachings of Marcus Garvey, Elijah Muhammad, and Malcolm X. The goal of FROLINAN is to implement Dr. Wilson's theory of reversing colonial oppression by attacking seven factors that block Black political and economic development. It also aims to unite Black nationalist organizations around a common strategy and eventually demand control of institutions in Black-majority areas, pointing economic decisions as an independent
How to Use the Internet to Learn, Master and Teach Black/Africana Studies: P...RBG Communiversity
The document outlines Akoto's Afrikan-centered thematic inventory and curricular domains for developing an Afrikan-centered curriculum. It divides the curriculum into five main domains: I) Cultural Ideological, II) Spiritual Psycho-Affective, III) Socio-Political and Economic, IV) Technology, and V) Nation Building. Each domain contains several subject fields and aims, such as developing spiritual awareness, fostering moral consciousness, and gaining an Afrikan-centered historical perspective, to reduce compartmentalization and integrate knowledge from an Afrikan worldview.
RBG Communiversity is a Web 2.0 New Afrikan Liberation Education and Nationhood Program dedicated to Implementing the Teachings of Our Elders and Ancestors.
From RBG Communiversity to FROLINAN Means Paradigm to Praxis (2015 Updated)RBG Communiversity
This document outlines the national strategy of the Front for the Liberation of the New Afrikan Nation (FROLINAN). It argues that New Afrikan people in America live under "de facto colonization and third world nation status" due to their lack of political and economic power. It proposes implementing a three phase theory of national independence through strategic use of a New Afrikan revolutionary framework based on nation-within-a-nation consciousness. This would involve moving from local community control of goods and services to full national independence. The strategy draws from theorists like Amos Wilson and aims to advance the New Afrikan independence movement through implementing a "National Program of Decolonization" in Black communities across the US.
RBG Blakademics Curricular Domains ,Fields and Aims Outline and Links to Con...RBG Communiversity
RBG Street Scholars Think Tank's Purpose: This Educational Program and Research Project is Dedicated to Further Building the Hip Hop--Black Liberation Movement Connection by Integrating Conscious Digital Edutainment with A Scholarly Self Directed Learning Environment. Find videos, pics and articles on RBG Afrikan- Centered Cultural Development and Education
RBG Blakademics ACTI- Afrikan Centered Thematic Inventory-UpdatedRBG Communiversity
This document outlines the curricular domains and fields of RBG Communiversity, an Afrikan-centered educational program. It discusses five curricular domains: 1) Cultural and Ideological, 2) Spiritual and Psycho-Affective, 3) Socio-Political and Economic, 4) Technology, and 5) Nation Building. Each domain contains specific fields and aims to integrate learning horizontally, vertically, and concentrically rather than using a linear, European-style subject approach. It also provides a brief historical overview of the development of Afrikan-centered education from influential early figures to its foundations in challenging Eurocentric dominance and promoting an Afrikan worldview.
RBG Communiversity Blueprint for Black Power InteractiveRBG Communiversity
This document outlines FROLINAN, a proposed program of decolonization for New Afrikan (Black) people in the United States. It draws upon theories and strategies from Dr. Amos Wilson's "Blueprint for Black Power," which argues Black people must function as a "nation-within-a-nation," as well as the teachings of Marcus Garvey, Elijah Muhammad, and Malcolm X. The goal of FROLINAN is to implement Dr. Wilson's theory of reversing colonial oppression by attacking seven factors that block Black political and economic development. It also aims to unite Black nationalist organizations around a common strategy and eventually demand control of institutions in Black-majority areas, pointing economic decisions as an independent
Quality Education and Promotion of Development in AfricaDr Lendy Spires
This document discusses education in Africa and its relationship to development. It provides context on the colonial origins of formal education in Africa and how the system was designed to further colonial objectives rather than African development. While investments in education increased after independence, the system remained based on Western models and continued transmitting Western values. Reforms failed to fundamentally challenge this approach. The document argues that education must be re-examined and aligned with an endogenous vision of an "renewed Africa" in order to truly support development.
RBG FROLINAN-SUITABLE FOR PRINT & DISTRIBUTION VERSIONRBG Communiversity
THIS DOCUMENT REPRESENTS A PUBLIC DRAFT OF RBG COMMUNIVERSITY'S TREATIES AND PROGRAM OF DECOLONIZATION. IT IS OFFERED HERE FOR DOWNLOAD, PRINT, DISTRIBUTION EDIT, COMMENT AND TYPO CORRECTION BY ANY AND ALL WHO ARE A PART OF THE FRONT FOLD.
RBG Frolinan-Front for the Liberation of the New African Nation -Blk Akoben V...RBG Communiversity
...to build Frolinan is to push forward the quest of national emancipation, asFrolinan's national strategy is not based simply on survival pending revolution, butrather, building the revolution to survive. This position on survival is not relegated to adefensive posture, but develops an offensive Program for Decolonization, establishing arevolutionary theory and program to militantly fight for national independence...
This document outlines the chapters and content of a PhD thesis on promoting human rights and development for people of African descent. The introduction discusses contemporary social injustices faced by the African diaspora. Chapter 2 describes a mixed methods action research methodology. Chapter 3 will review literature on realizing human rights norms for people of African descent. Chapter 4 presents a case study of interventions in Bristol, UK. Chapter 5 analyzes a rights-based approach to development through UK higher education. Chapter 6 discusses collaborations between AFFORD, ENAR, and the UN to combat racism in Europe. Chapter 7 reflects on outcomes of the research. The conclusion emphasizes monitoring universal human rights and sustainable development goals for people of African descent.
RBG Communiversity-Twenty-four Commandments of a New (NU) Afrikan RevolutionaryRBG Communiversity
This document outlines 24 "commandments" or principles for a new Afrikan revolutionary. It begins by stating the goal of the RBG Communiversity is self-mastery and Afrikan cultural transformation to achieve Black power, not just overcoming oppression. It calls for courage, vision and risk-taking to neutralize both external and internal enemies of Afrikans. The 24 commandments cover principles like being study-oriented, organized, family-oriented, disciplined, committed to Black liberation, and understanding economic forces that control lives. The overall message is providing guidance for a new Afrikan revolutionary mindset and conduct.
This document discusses the emergence and development of social work education in Africa. It describes how social work education originated in response to colonial policies and needs, focusing on serving white populations. Over time, education expanded to train black social workers and address broader social issues. The document examines the history of social work education in South Africa and Zimbabwe in particular, noting it was originally driven by paternalistic ideas but has since broadened in scope and methods to be more community-focused in addressing social problems.
Department of Afro-American StudiesIntro to Africana Studies I.docxtheodorelove43763
Department of Afro-American Studies
Intro to Africana Studies II
AFRO 006:[footnoteRef:1] Section 1 [1: . This course fulfills the University African-American cluster requirement. Please note: The official name of this course as listed in BisonWeb and the University curriculum is “Intro to Afro-American Studies II.” There are no prerequisites.
]
Fall 2014 | Three Credits
CRN: 81802
Tuesdays and Thursdays at 2:10-3:30pm|Alain L. Locke Hall 105
Course Syllabus
Instructor: Joshua Myers, Ph.D.
Office Hours: Tuesdays and Thursdays at 12:40-2:00pm or by appointment
Office: Founders Library 337
Email: [email protected]|Phone: (202)-806-7829
Twitter: @ddehewty | Blog: http://speaktomekhet.wordpress.com
“Likewise, we do not say we know the truth: we are the truth; we are the living black experience and, therefore, We are the primary sources of information.” –June Jordan, “Black Studies: Bringing Back the Person”[footnoteRef:2] [2: . June Jordan, “Black Studies: Bringing Back the Person,” in New Perspectives on Black Studies, ed. John W. Blassingame (Urbana: University of Illinois Press, 1971), 36.
]
“…there is every reason to believe that the first truth a people needs is the truth about themselves and the nature and possible meaning of their own existence. And when a community shares the African heritage of three-dimensional historical existence, when past, present, and future are in constant, sometimes ecstatic, conversation, then each dimension of the people’s being must be addressed. For the people are their fathers and mothers. They are their children. Just as they are themselves.” –Vincent Harding, “The Vocation of the Black Scholar[footnoteRef:3] [3: . Vincent Harding, “The Vocation of the Black Scholar and the Struggles of the Black Community,” in Education and Black Struggle: Notes from the Colonized World, ed. Institute of the Black World (Cambridge, MA: Harvard Education Review, 1974), 8-9.
]
Course Description:
This course is an introduction to the discipline of Africana Studies—a discipline which constitutes the contemporary arc of an extensive tradition of Africans Studying. This means intellectual work approached under this umbrage denotes the active, living, genealogy of African deep thought.[footnoteRef:4] Here we study, trace, and enliven the certain “ideals of life” that African people have contributed to the world in order to illuminate not only where humanity has been, but where it might go.[footnoteRef:5] Clearly, such a discussion must include African and African descended people, but it must also be approached on their own cultural terms. The latter is what separates Africana Studies as a discrete knowledge complex, by emphatically employing and recognizing its distinct intellectual genealogy, its organizing logic, and its unique methodologies for extracting meaning from existence. Such techniques recognize the cultural unity of Africa, while understanding its improvisational nature, with an eye toward (re)establish.
The SOHA project has been exploring obstacles to open science adoption in Haitian and Francophone African universities since 2015. Research from these regions contributes less than 1% to the "big scientific conversation," with publications often invisible in the academic world system. Open access risks becoming a vehicle for Western domination by promoting Western-aligned standards and priorities over local issues. This can lead to cognitive injustice, with African researchers viewing problems through a Western lens rather than focusing on local sustainable development. International OA policies and funding need to move beyond capitalistic interests to truly establish knowledge as a common good.
1. Title VI National Resource Centers (NRCs) are designated by the U.S. Department of Education to provide education on international and area studies at institutions of higher education.
2. NRCs offer a variety of outreach services for K-12 educators, including professional development workshops, educational materials development, and online resources.
3. Teachers can find information on NRCs through the U.S. Department of Education website and other sites that maintain directories of Title VI programs and their areas of focus.
This literature review examines pathways to improve education for African Nova Scotians by drawing on Africentricity and critical race theory. It provides context on the history of marginalization of African Nova Scotians in education dating back over 200 years. This included segregated schools with underqualified teachers and poor conditions that discouraged attendance and limited the curriculum for Black students. While improvements have been made, the review argues a broader systems change is still needed that addresses social issues influencing education like poverty, to effectively serve the needs of Black students and contribute to social mobility in their communities.
Reframing and representing african affairs (1)Thapelo
This document discusses reframing representations of Africa. It begins by describing how Africa is often portrayed negatively in Western media through overgeneralization and a failure to show diversity. Social media is changing this by allowing Africans to share their own perspectives. The document then discusses seven debates around alternative development models for Africa, including restructuring global economic systems, increasing financial transparency, promoting better leadership, supporting environmentalism, ending aid, increasing civil society participation, and understanding issues through a post-colonial lens.
CIVIC EDUCATION AND IT’S IMPERATIVE TOWARDS NATION BUILDING: THE NIGERIAN EXA...John1Lorcan
Most countries of the world today originated as a result of the activities of colonialists and imperialists
who merged previously independent nations together for the sole reason of domination and exploitation.
Following the end of colonial era and the resulting freedom of previously colonized people, many countries
have been struggling to live together as the nation which their erstwhile colonial masters made them. This
has often resulted to conflicts and crises, the worst of it being the Rwandan genocide of 1994. Due to these
incidences, social researchers have intensified efforts in designing programs that will facilitate the very act
of nation-building/or prevent a devastating effect that may result from a failure thereof. This paper,
therefore, attempts to suggest Civic Education as one of the models that can help facilitate nation-building
project especially in countries affected by the effects of colonization. The work employed the normative
method of philosophy, while also not leaving behind the evaluative and analytical side of the method.
The document discusses alternative approaches to development in Africa. It outlines 7 prominent debates: 1) restructuring global economic arrangements to unchain Africa from exploitative relations, 2) increasing financial transparency and ending the looting of Africa's resources, 3) promoting better political leadership through initiatives like the Ibrahim Prize, 4) supporting sustainable environmental development and environmentalism of the poor, 5) ending foreign aid to promote self-development, 6) promoting civil society participation, and 7) understanding African issues through a post-colonial lens that reverses traditional Western perspectives.
This document summarizes a literature review on faith-based organizations and African American youth development. It discusses the challenges facing young African American males, including low literacy levels, poverty, unemployment, incarceration, and lack of mentorship. It also outlines best practices for youth development programs, including general youth services, employment programs, mentoring, and faith-based initiatives. The objective is to understand the lives of African American youth and help design effective community programs.
The document discusses scholarly communication challenges and solutions in Africa. It summarizes presentations on the need for an African open science repository, the current state of open access in French-speaking African universities, challenges in scientific publishing, and existing initiatives like APSOHA and DICAMES to promote open science. Next steps proposed include expanding the DICAMES institutional archive and developing an Open African Repository to complement it.
This workshop presentation discusses the importance of community colleges in retaining African American students and advancing their higher education. It notes that community colleges enroll nearly half of all undergraduates, including over 50% of black and Latino students. The presentation aims to understand why community colleges are important for maintaining African American student retention and to have meaningful discussions around programming and partnerships with community colleges to improve retention. It encourages participants to consider innovative programs or partnerships between two-year and four-year institutions to help keep African American students progressing through the higher education system.
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
This document provides an overview of RBG Communiversity, which is dedicated to implementing the teachings of elders and ancestors through education. The university's mission is to represent learners and teachers, bring together all aspects of Black life to improve social, political, economic, educational and moral conditions, encourage unity among elders and youth, and promote academic excellence within a spirit of Black liberation. The overview describes the university's educational program and research project, which uses digital media to further connect hip hop culture to the Black liberation movement through a self-directed learning environment.
This document provides an overview of the historical foundations of adult education. It describes some of the earliest adult education movements in the 18th and 19th centuries, including religious schools established by Griffith Jones in Wales that taught over 200,000 people to read, and Nordic folk high schools inspired by Grundtvig that aimed to provide general education to adults and spread throughout Northern Europe. The document also outlines the emergence of adult education as a field during the Industrial Revolution, when it was seen as a means to develop workers' skills and promote national unity.
This document provides an overview of popular education, including its history and background. It discusses two significant adult educators, Paulo Freire and Miles Horton, who helped develop popular education methods. Freire focused on empowering citizens through literacy programs in Brazil, while Horton integrated education with civil rights movements through his Highlander School. The document also outlines several relevant organizations that utilized popular education principles, such as learner-centric and arts-based approaches, to support social justice issues. It provides references for further information on popular education theorists, programs, and case studies.
Dr. Clarke In His Own Words_ African Education At the Crossroads. RBG Communiversity
This document provides an autobiographical account from Dr. John Henrik Clarke reflecting on his life and work as an historian, author, and activist. Some key points:
- Clarke was born in 1915 in Alabama and grew up in a sharecropping family, working various jobs from a young age to support himself and his education.
- He had a passion for history from a young age and left the South to pursue further education and a career focused on researching and teaching African history.
- Throughout his life, Clarke authored hundreds of works on African history and the African diaspora. He also founded or helped establish numerous organizations focused on African and African American studies.
- Clarke dedicated his career to
Political Report to the 7th Congress of the African People's Socialist Party USARBG Communiversity
The document is the political report from the chairman of the African People's Socialist Party to the party's Seventh Congress. It discusses the party's role as the vanguard and advanced detachment of the African revolution. It provides the party's history and achievements over its 45+ year existence. It emphasizes the party's goal of seizing state power in Africa to liberate the continent from imperialism and establish socialism under the leadership of the African working class.
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Similar to From RBG -Communiversity-to-FROLINAN-Means-Paradigm-to-Praxis-an-Interactive-Power Point
Quality Education and Promotion of Development in AfricaDr Lendy Spires
This document discusses education in Africa and its relationship to development. It provides context on the colonial origins of formal education in Africa and how the system was designed to further colonial objectives rather than African development. While investments in education increased after independence, the system remained based on Western models and continued transmitting Western values. Reforms failed to fundamentally challenge this approach. The document argues that education must be re-examined and aligned with an endogenous vision of an "renewed Africa" in order to truly support development.
RBG FROLINAN-SUITABLE FOR PRINT & DISTRIBUTION VERSIONRBG Communiversity
THIS DOCUMENT REPRESENTS A PUBLIC DRAFT OF RBG COMMUNIVERSITY'S TREATIES AND PROGRAM OF DECOLONIZATION. IT IS OFFERED HERE FOR DOWNLOAD, PRINT, DISTRIBUTION EDIT, COMMENT AND TYPO CORRECTION BY ANY AND ALL WHO ARE A PART OF THE FRONT FOLD.
RBG Frolinan-Front for the Liberation of the New African Nation -Blk Akoben V...RBG Communiversity
...to build Frolinan is to push forward the quest of national emancipation, asFrolinan's national strategy is not based simply on survival pending revolution, butrather, building the revolution to survive. This position on survival is not relegated to adefensive posture, but develops an offensive Program for Decolonization, establishing arevolutionary theory and program to militantly fight for national independence...
This document outlines the chapters and content of a PhD thesis on promoting human rights and development for people of African descent. The introduction discusses contemporary social injustices faced by the African diaspora. Chapter 2 describes a mixed methods action research methodology. Chapter 3 will review literature on realizing human rights norms for people of African descent. Chapter 4 presents a case study of interventions in Bristol, UK. Chapter 5 analyzes a rights-based approach to development through UK higher education. Chapter 6 discusses collaborations between AFFORD, ENAR, and the UN to combat racism in Europe. Chapter 7 reflects on outcomes of the research. The conclusion emphasizes monitoring universal human rights and sustainable development goals for people of African descent.
RBG Communiversity-Twenty-four Commandments of a New (NU) Afrikan RevolutionaryRBG Communiversity
This document outlines 24 "commandments" or principles for a new Afrikan revolutionary. It begins by stating the goal of the RBG Communiversity is self-mastery and Afrikan cultural transformation to achieve Black power, not just overcoming oppression. It calls for courage, vision and risk-taking to neutralize both external and internal enemies of Afrikans. The 24 commandments cover principles like being study-oriented, organized, family-oriented, disciplined, committed to Black liberation, and understanding economic forces that control lives. The overall message is providing guidance for a new Afrikan revolutionary mindset and conduct.
This document discusses the emergence and development of social work education in Africa. It describes how social work education originated in response to colonial policies and needs, focusing on serving white populations. Over time, education expanded to train black social workers and address broader social issues. The document examines the history of social work education in South Africa and Zimbabwe in particular, noting it was originally driven by paternalistic ideas but has since broadened in scope and methods to be more community-focused in addressing social problems.
Department of Afro-American StudiesIntro to Africana Studies I.docxtheodorelove43763
Department of Afro-American Studies
Intro to Africana Studies II
AFRO 006:[footnoteRef:1] Section 1 [1: . This course fulfills the University African-American cluster requirement. Please note: The official name of this course as listed in BisonWeb and the University curriculum is “Intro to Afro-American Studies II.” There are no prerequisites.
]
Fall 2014 | Three Credits
CRN: 81802
Tuesdays and Thursdays at 2:10-3:30pm|Alain L. Locke Hall 105
Course Syllabus
Instructor: Joshua Myers, Ph.D.
Office Hours: Tuesdays and Thursdays at 12:40-2:00pm or by appointment
Office: Founders Library 337
Email: [email protected]|Phone: (202)-806-7829
Twitter: @ddehewty | Blog: http://speaktomekhet.wordpress.com
“Likewise, we do not say we know the truth: we are the truth; we are the living black experience and, therefore, We are the primary sources of information.” –June Jordan, “Black Studies: Bringing Back the Person”[footnoteRef:2] [2: . June Jordan, “Black Studies: Bringing Back the Person,” in New Perspectives on Black Studies, ed. John W. Blassingame (Urbana: University of Illinois Press, 1971), 36.
]
“…there is every reason to believe that the first truth a people needs is the truth about themselves and the nature and possible meaning of their own existence. And when a community shares the African heritage of three-dimensional historical existence, when past, present, and future are in constant, sometimes ecstatic, conversation, then each dimension of the people’s being must be addressed. For the people are their fathers and mothers. They are their children. Just as they are themselves.” –Vincent Harding, “The Vocation of the Black Scholar[footnoteRef:3] [3: . Vincent Harding, “The Vocation of the Black Scholar and the Struggles of the Black Community,” in Education and Black Struggle: Notes from the Colonized World, ed. Institute of the Black World (Cambridge, MA: Harvard Education Review, 1974), 8-9.
]
Course Description:
This course is an introduction to the discipline of Africana Studies—a discipline which constitutes the contemporary arc of an extensive tradition of Africans Studying. This means intellectual work approached under this umbrage denotes the active, living, genealogy of African deep thought.[footnoteRef:4] Here we study, trace, and enliven the certain “ideals of life” that African people have contributed to the world in order to illuminate not only where humanity has been, but where it might go.[footnoteRef:5] Clearly, such a discussion must include African and African descended people, but it must also be approached on their own cultural terms. The latter is what separates Africana Studies as a discrete knowledge complex, by emphatically employing and recognizing its distinct intellectual genealogy, its organizing logic, and its unique methodologies for extracting meaning from existence. Such techniques recognize the cultural unity of Africa, while understanding its improvisational nature, with an eye toward (re)establish.
The SOHA project has been exploring obstacles to open science adoption in Haitian and Francophone African universities since 2015. Research from these regions contributes less than 1% to the "big scientific conversation," with publications often invisible in the academic world system. Open access risks becoming a vehicle for Western domination by promoting Western-aligned standards and priorities over local issues. This can lead to cognitive injustice, with African researchers viewing problems through a Western lens rather than focusing on local sustainable development. International OA policies and funding need to move beyond capitalistic interests to truly establish knowledge as a common good.
1. Title VI National Resource Centers (NRCs) are designated by the U.S. Department of Education to provide education on international and area studies at institutions of higher education.
2. NRCs offer a variety of outreach services for K-12 educators, including professional development workshops, educational materials development, and online resources.
3. Teachers can find information on NRCs through the U.S. Department of Education website and other sites that maintain directories of Title VI programs and their areas of focus.
This literature review examines pathways to improve education for African Nova Scotians by drawing on Africentricity and critical race theory. It provides context on the history of marginalization of African Nova Scotians in education dating back over 200 years. This included segregated schools with underqualified teachers and poor conditions that discouraged attendance and limited the curriculum for Black students. While improvements have been made, the review argues a broader systems change is still needed that addresses social issues influencing education like poverty, to effectively serve the needs of Black students and contribute to social mobility in their communities.
Reframing and representing african affairs (1)Thapelo
This document discusses reframing representations of Africa. It begins by describing how Africa is often portrayed negatively in Western media through overgeneralization and a failure to show diversity. Social media is changing this by allowing Africans to share their own perspectives. The document then discusses seven debates around alternative development models for Africa, including restructuring global economic systems, increasing financial transparency, promoting better leadership, supporting environmentalism, ending aid, increasing civil society participation, and understanding issues through a post-colonial lens.
CIVIC EDUCATION AND IT’S IMPERATIVE TOWARDS NATION BUILDING: THE NIGERIAN EXA...John1Lorcan
Most countries of the world today originated as a result of the activities of colonialists and imperialists
who merged previously independent nations together for the sole reason of domination and exploitation.
Following the end of colonial era and the resulting freedom of previously colonized people, many countries
have been struggling to live together as the nation which their erstwhile colonial masters made them. This
has often resulted to conflicts and crises, the worst of it being the Rwandan genocide of 1994. Due to these
incidences, social researchers have intensified efforts in designing programs that will facilitate the very act
of nation-building/or prevent a devastating effect that may result from a failure thereof. This paper,
therefore, attempts to suggest Civic Education as one of the models that can help facilitate nation-building
project especially in countries affected by the effects of colonization. The work employed the normative
method of philosophy, while also not leaving behind the evaluative and analytical side of the method.
The document discusses alternative approaches to development in Africa. It outlines 7 prominent debates: 1) restructuring global economic arrangements to unchain Africa from exploitative relations, 2) increasing financial transparency and ending the looting of Africa's resources, 3) promoting better political leadership through initiatives like the Ibrahim Prize, 4) supporting sustainable environmental development and environmentalism of the poor, 5) ending foreign aid to promote self-development, 6) promoting civil society participation, and 7) understanding African issues through a post-colonial lens that reverses traditional Western perspectives.
This document summarizes a literature review on faith-based organizations and African American youth development. It discusses the challenges facing young African American males, including low literacy levels, poverty, unemployment, incarceration, and lack of mentorship. It also outlines best practices for youth development programs, including general youth services, employment programs, mentoring, and faith-based initiatives. The objective is to understand the lives of African American youth and help design effective community programs.
The document discusses scholarly communication challenges and solutions in Africa. It summarizes presentations on the need for an African open science repository, the current state of open access in French-speaking African universities, challenges in scientific publishing, and existing initiatives like APSOHA and DICAMES to promote open science. Next steps proposed include expanding the DICAMES institutional archive and developing an Open African Repository to complement it.
This workshop presentation discusses the importance of community colleges in retaining African American students and advancing their higher education. It notes that community colleges enroll nearly half of all undergraduates, including over 50% of black and Latino students. The presentation aims to understand why community colleges are important for maintaining African American student retention and to have meaningful discussions around programming and partnerships with community colleges to improve retention. It encourages participants to consider innovative programs or partnerships between two-year and four-year institutions to help keep African American students progressing through the higher education system.
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
This document provides an overview of RBG Communiversity, which is dedicated to implementing the teachings of elders and ancestors through education. The university's mission is to represent learners and teachers, bring together all aspects of Black life to improve social, political, economic, educational and moral conditions, encourage unity among elders and youth, and promote academic excellence within a spirit of Black liberation. The overview describes the university's educational program and research project, which uses digital media to further connect hip hop culture to the Black liberation movement through a self-directed learning environment.
This document provides an overview of the historical foundations of adult education. It describes some of the earliest adult education movements in the 18th and 19th centuries, including religious schools established by Griffith Jones in Wales that taught over 200,000 people to read, and Nordic folk high schools inspired by Grundtvig that aimed to provide general education to adults and spread throughout Northern Europe. The document also outlines the emergence of adult education as a field during the Industrial Revolution, when it was seen as a means to develop workers' skills and promote national unity.
This document provides an overview of popular education, including its history and background. It discusses two significant adult educators, Paulo Freire and Miles Horton, who helped develop popular education methods. Freire focused on empowering citizens through literacy programs in Brazil, while Horton integrated education with civil rights movements through his Highlander School. The document also outlines several relevant organizations that utilized popular education principles, such as learner-centric and arts-based approaches, to support social justice issues. It provides references for further information on popular education theorists, programs, and case studies.
Similar to From RBG -Communiversity-to-FROLINAN-Means-Paradigm-to-Praxis-an-Interactive-Power Point (20)
Dr. Clarke In His Own Words_ African Education At the Crossroads. RBG Communiversity
This document provides an autobiographical account from Dr. John Henrik Clarke reflecting on his life and work as an historian, author, and activist. Some key points:
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This document contains multiple quotes from Malcolm X on a variety of topics:
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The 14-Point Platform of the African People's Socialist Party outlines their core beliefs and goals. The key points are:
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Chapter 2
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From RBG -Communiversity-to-FROLINAN-Means-Paradigm-to-Praxis-an-Interactive-Power Point
1. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG FROLINAN STUDIES COLLECTION
Read / study the Frolinan Treaties
2. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“LIBATION” mp3 & ICEBREAKER QUOTE
2
“African American Studies must become an active
agent and participant in educating, organizing and
empowering children, families, and communities to
improve their lives; African American Studies must
(re)focus and (re)direct its efforts. Those of us in
the discipline must ask ourselves some hard and
true questions: What is the purpose of African
American Studies? Why do we exist? What does it
mean to be African-Centered or Afrocentric? What
does it mean to be committed to the struggle?”
The African American Studies Reader / edited by
Nathaniel Norment, Jr. - 2nd ed., 2007
LIBATION mp3-NANA KUTU (Del Jones)
THE WAR CORRESPODENT
3. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Objective 1
3
Explain the historical background and present utility of the
“Internal Colony Theory” and the demographic variables that
reflect the masses of New Afrikans current Neo-colony status as
they relate to Dr. Amos Wilson’s “de facto Third World Status
and Nation-Within-A-Nation Concepts”.
Presentation LEARNING OBJECTIVES
by the end of the presentation learners will be able to;
4. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Objective 2
4
Explain the historical background and present importance of the
Afrikan in America “Nation-within-a-Nation ideal.
Presentation LEARNING OBJECTIVES
5. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Objective 3
5
Describe how revolutionary Black Nationalist (New Afrikan)
philosophical arguments, thought and political ideologies
might be useful in our present pursuits of self-determination
and National liberation.
Presentation LEARNING OBJECTIVES
6. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Objective 4
6
Outline and discuss the theoretical framework of Frolinan as a
historical dialectal materialist analysis, including its four significant
historical epochs towards Afrikan American political economic
power and independence.
Presentation LEARNING OBJECTIVES
7. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Objective 5
7
Identify the interdisciplinary connections and continuum
between RBG Communiversity’s content and methods as a
Africana studies program, and Frolinan as its Community
Development Project and Nation-building Practicum.
Presentation LEARNING OBJECTIVES
9. Thousands Camp Out for Job Fair as
Jobless Rate Rises Atlanta Aug 18th 2011
9
Thousands Camp Out for Job Fair
From: http://abcnews.go.com/Business/thousands-show-job-fair-jobless-rate-rises/story?id=14336519
FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
11. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG Communiversity
Philosophical & Pedagogical Framework
DIOP'S TWO CRADLE THEORY
FROM "THE AFRICAN ORIGIN OF CIVILIZATION" AND "CULTURAL UNITY"
11
CHARACTERISTIS OF THE TWO CRADLES
(Determined by Environment after a separation during the Ice Age)
12. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG Communiversity Two Main Curricula
12
RBG Street Scholars Think Tank Website
RBG STREET SCHOLARS THINK TANK CORE
SCOs (Shareable Content Objects)
THE PREEMINENT GOAL OF RBG STREET
SCHOLARS THINK TANK'S CORE CURRICULUM
IS SELF-MASTERY BY WAY OF AFRIKAN-
CENTERED CULTURAL TRANSFORMATION FOR
THE PURPOSE OF SECURING BLACK POWER.
RBG BLAKADEMICS MAIN LIBRARY SCOs
RBG Blakademics is the premiere academic arm
of RBG Communiversity, a Web 2.0 in Afrikan-
centered Education Demonstration. An educational
program and research project Dedicated to
Further Building the Hip Hop--Black Liberation
Movement Connection by Combining
Conscious Digital Edutainment with A Scholarly
Self Directed Learning (SDL) Environment.
RBG Blakademics Website
13. OUR SPECIALIZED EDUCATION PORTAL
Designed, developed and curated by Marc Imhotep Cray, M.D.
IMHOTEP VIRTUAL MEDICAL SCHOOL
13
IVMS Research Project
Home page
Core Strategy
INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE (IMPF) core strategy is to identify,
inform, recruit, assist, advise and educate promising African-American, Native-American,
and Hispanic-American, high school and college students in order to increase the number
of minority medical students and PhD. candidates in United States medical schools.
14. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG Communiversity Required Textbooks
14
RBG Blueprint for Black Power Study Cell
Guide Book-2011 Updated
Professor Marimba Ani and Yurugu
Tutorial/ Guide
In Blueprint for Black Power Dr. Amos Wilson's (video) main thesis is "economic destiny determines
biological destiny"; and in order to secure politico-economic power (Black Power) in the 21st Century, we
must see ourselves as and function as "a Nation-within-a-Nation" and solidify a "Afrikan American /
Caribbean / Pan-Afrikan bloc" to generate Black power in the United States.
15. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG Communiversity
“Dean of Black and Africana Studies”
15
RBG DR. JOHN HENRIK CLARKE STUDIES COLLECTION
Website
16. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG Communiversity
Curriculum Standards
16
ACCESS THIS DOCUMENT FOR THE LESSONS INTERACTIVE
VERSION
RBG BLAKADEMICS: Curricular Domains, Fields and Aims Outline
“Akoto’s Afrikan Centered Thematic Inventory provides [the major themes of Nationalist /
Pan-Afrikanist centered theories of liberation…and the philosophical foundation of Afrikan
centered curriculum”
Blueprint for Black Power, pg. 130, 2000 AWI
17. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG Communiversity
Curriculum Outline
17
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)
A. Career Development Apprenticeships
B. Research Theory and Practicum’s
C. Community Development Projects
(FROLINAN)
The interdisciplinary curriculum fields are listed below under the curricular
Domains, and include the subject areas that comprise the respective Fields of
learning/teaching and Aims in RBG Street Scholars Think Tank’s curricula.
RBG-BLAKADEMICS-Curricular-Domains-Fields-and-Aims-Outline
18. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG Communiversity
National Strategy of the
Front for the Liberation of the New Afrikan Nation
18
FROLINAN is the national community
activity arm of RBG Communiversity.
RBG Communiversity constitutes my
current historical, political, educational,
cultural development and socialization
work online and in the community.
The Front for the Liberation of the New
Afrikan Nation is a “from the garss-roots
up liberation education, politico-
economic development and Nation-
building program”.
WEB 2.0 EDUCATION:A New Afrikan
Socio-Educational Network (2005).
Dedicated to Implementing the Teachings
of Our Elders and Ancestors.
New Network
19. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG Communiversity is an “Online / Community-
based Africana studies hybrid curriculum”
19
…that honors the applied, experiential, and activist model from which Black
Studies programs originally developed. It is a pedagogy of community service
teaching / learning and advocacy scholarship.
“Scholarship & Activism” = (RBG Communiversity > Frolinan)
From Integrated Web 2.0 environments we use an “edutainment
teaching methodology” to deploy SCOs (Sharable Content
Objects) and media assets in an effort to advance a discourse in
Afrikan ontology (being), epistemology (knowing), and axiology
(doing)
Communiversity target audience and core constituency is Hip Hop Generation
(urban Blacks and Brown born between of 1960 and 1984) and their children.
20. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
RBG Commun. Official Website
20
https://rbgstreetscholar.wordpress.com/
21. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
FROLINAN’S NATIONAL STRATEGY
Abstract: In this paper my thesis is a prescriptive one. It is a "Theory and Practice to Break the
Chains of National Oppression" that represents an application of Dr. Amos Wilson’s Afrikan
Liberation psychology teachings and his “Blueprint for Black Power” reclamation of Black self-
determination paradigm. I argue that because the masses of New Afrikan* people live under
“de facto colonization and third world nation status”, with strategic implementation of a New
Afrikan revolutionary theoretical framework and program of decolonization, based on a
Nation-within-a-Nation consciousness, commitment and conduct, the New Afrikan
Independence Movement can be pushed forward towards our ultimate objective of national
independence. Within the context of the aforementioned notions i.e., colonization and nation-
within-a-nation, a “National Program of Decolonization” can be implemented and propagated
throughout New Afrikan (Black) communities across the United States that will positively
reflect and impact the cultural, political, socioeconomic and moral needs of the masses of
New Afrikan people and thus, serve as a template for present and future New Afrikan
Education and Nation-building paradigms and praxis into the 21st century.
21
KEY TERMS ARE IN BOLD:
22. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
FROLINAN’S NATIONAL STRATEGY
“SIMPLY STATED”
22
“It is a theory and practice to Break the Chains of National Oppression
that includes a Three Phase Theory for National Independence namely,
Phase 1: Class Struggle for National Unity,
Phase 2: National Unity for Self Government and
Phase 3: Self-Government for National Independence.”
“THE IDEA IS TO, IN A STEPWISE PROCESS, MOVE FROM LOCAL COMMUNITY CONTROL
OF GOODS AND SERVICES TO FULL NATIONAL INDEPENDENCE”
23. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“The Internal Colonialism Theory”
23
Theory of the distribution of power and
advantage within nation-states
…Economic resources and power are
concentrated at the center, to the advantage of
which periphery is subordinated…
Culture, values, and ways of life characteristic of
the center is favored above those of periphery,
which will be dismissed as less developed…
See: African-Americans as an Internal
Colony- The Theory of Internal
Colonialism (Bohmer,1998) Reprint
How-Black-Awakening-in-Capitalist-
America-Laid-the-Foundation-for-a-
New-Internal-Colonialism-Theory
24. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Internal Colonialism(2)
24
The political implications of the
concept :
… by defining territorial , politico-
economic and cultural relationships
as “colonial” Nationalist leaders have
inspire “The Peoples” support for
movements designed to promote
greater autonomy, and up to National
Independence Nkrumah, African Awakening and Neo-
colonialism... Reprint
Nkrumah, African awakening and neo-
colonialism: how Black America awakened
Nkrumah and Nkrumah awakened Black
America.
25. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Internal Colonialism(3)
25
In a 1963 speech entitled “The Black
Revolution”, Malcolm X argued that
"America is a colonial power. She has colonized
22 million Afro-Americans by depriving us of
first-class citizenship, by depriving us of civil
rights, actually by depriving us of human rights"
The Black Revolution: Speech by Malcolm X- June , 1963, Reprint
26. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Internal Colonialism(4)
26
Following the Rebellions of 1967 MLK Jr. said
"The slum is little more than a domestic
colony which leaves its inhabitants dominated
politically, exploited economically, segregated
and humiliated at every turn."
Kwame Ture’, Huey P. Newton, and the Black Panthers
picked up and carried the idea forward
27. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“The Afrikan American Community
as a de facto Third World Nation”
(Wilson, Blueprint for Black Power 1998, pg. 507-509)
27
Dr. Wilson’s Black “National Debt” Concept
“…Many Problems exhibited by the Afrikan
American Community reflect more its
inadequate economic organization and
management as a nation than its outright
poverty or impoverishment of human
resources…” pg. 508
Things that can be traced back to us as
a Nation with a disorganized economy
Inadequate education, recreation
and socialization institutions
Lack of employment opportunities
Family instability and disruption
Inadequate housing
Anti-social and criminal behavior
Drug addiction
premature death and disease
“A set up for exploitation and
colonization by stronger
nations”
28. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“The Third World”(1)
28
First World: the United States and its allies.
Second World: the Soviet Union, China and their
allies.
Third World: neutral and non-aligned countries.
Term Third World arose during Cold War to define countries that remained non-
aligned with either capitalism and NATO (which along with its allies represented
the First World),
communism and Soviet Union (which along with its allies represented the
Second World).
Provided a way of broadly categorizing the nations of the Earth into three groups
based on social, political, and economic divisions
Source: http://en.wikipedia.org/wiki/Third_World
29. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“Third World countries”(2)
29
MOGADISHU, Somalia,
Street known as the Green Line, Jan 1993
http://en.wikipedia.org/wiki/Third_World
Children in the ruins, Bronx , NY 1960’s
Jacob Holdt 2004
Most-so-called-Third World countries are former European
colonies, faced with the challenges of nation and institution-building
on their own for the first time after European pillage and plunder
See: RBG-The Maafa (European Holocaust of Afrikan Enslavement) and Reparations Collection
30. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Afrikans in America as a de facto
Nation-within-a-Nation
30
In his Nation-within-a-Nation chapter Dr. Amos Wilson
seem to be saying Afrikans in America are a politically
disenfranchised, economically exploited, socially
degraded, and alien culture dominated Nation-within-a-
Nation, in large part, borne to its lack of a Afrikan
Nationhood consciousness, commitment and conduct.
At one juncture he makes this point by saying:
“except for its mainly second-tier alien employment status,
its cultural entertainment contributions to the American
market economy, its role as a mass consumer market for
White American manufactured products and services, its
full-spectrum participation in and integration into American
society is negligible.”
(Wilson, Blueprint for Black Power 1998, pg. 504)
RBG WW 1 Nation Blueprint
for Black Power Study Cell
Guidebook
Blueprint’s Thesis “ Economic Destiny Determines Biological Destiny”
31. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Some History of the Afrikan in America
“Nation-within-a-Nation Concept”
31
In his essay “How Black Awakening in Capitalist America laid the foundation for a New
Internal Colonialism Theory” Pinderhughes states the following;
“There is a 180-year-old tradition of black activists viewing African America as a "nation
with a nation." The slogan is notable in the national black convention movement's first call
to unite in 1830, as it responded to the program against the blacks of Cincinnati in 1830.
Martin Delany utilized it in his colonization appeals.
In 1853, Frederick Douglass embraced the formulation in his call to black national
consciousness.
Cyril Briggs employed it in his Amsterdam News assessment of the contradiction between
the African American condition and President Wilson's World War I peace proposals.
And it was the title of W.E.B. Du Bois's call in 1935 to sidestep Jim Crow segregation during
the Great Depression with a cooperative economic program.” (Outline and emphasis of Mines)
From: How Black Awakening in Capitalist America laid the foundation for a New Internal Colonialism
Theory (Pinderhughes, Charles 2010)
http://www.scribd.com/doc/61172044/How-Black-Awakening-in-Capitalist-America-laid-the-foundation-for-a-New-
Internal-Colonialism-Theory-Pinderhughes-Charles-2010-Reprint
32. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“Ten of Us Who Denounced America”
32
Source: Black Plant News / Written by Casey Gane-McCalla
http://newsone.com/newsone-original/casey-gane-mccalla/ex-patriots-and-expatriates-10-black-americans-who-
denounced-america/
Demonstrable of Frolinan’s
“Dialectical (Unity and Struggle of Opposites) Relationship”
“A PIVOTIAL FROLINAN CONCEPT”
33. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
What are the requirements of
National Sovereignty
(To be an Independent Nation) ?
33
Dr. John Henrik Clarke use to teach to be Free and Sovereign
a people must have their:
1. Own Land
2. Own Economy
3. Own Name
4. Own Language
5. Own Culture
6. Own God
RBG DR. JOHN HENRIK CLARKE STUDIES COLLECTION
34. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“Are We a Nation”?
The Marxist-New Leftist View Says No
34
“…For historical materialism, what is sufficient to define a socio-historical entity can
only be historical practice itself; "characteristics," "features," and "criteria" are merely
a highlighted theoretical recognition of practice. To assume otherwise is to fall into
idealism, theoretical contemplation is not sufficient unto itself. The criteria I use to
define a Nation "Common territory" and "common economic life." "common
language" and "common culture“… [Emphasis mines]
From publication that follows:
Racism Research Project CRITQUE OF THE BLACK NATION THESIS Berkeley, California 1975
Prepared for the Internet by David J. Romagnolo, (March 1998)
The above “scholarly” publication supports this authors argument that despite the utility of
aspects of its class analysis, Marxism ultimately amounts to White Nationalism, as it discounts
and disputes the New Afrikan National Question. (take particular note of how they defecate
on Garvey)
In Re of this slide “Keep your friends close and your enemies closer” dr_imhotep
35. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“THREE PHASE THEORY FOR NATIONAL INDEPENDENCE”
In Re of our First Phase:
CLASS STRUGGLE FOR NATIONAL UNITY
35
In the Introduction of “Message to the Black Movement: A Political
Statement from the Black Underground (1976-77)”
Nyurba states the following:
“…The tool of analysis is for us a further development of the historical materialist
method, the dialectical method. We will not even waste our time debating the values
of Marxism with those who are emotionally hung up on white people, hung up to the
point of ideological blindness. We understand the process of revolution, and
fundamental to this understanding is this fact: Marxism is developed to a higher level
when it is scientifically adapted to a peoples' unique national condition, becoming a
new ideology altogether…” (Emphasis mind)
(BLA Co-Ordinating Committee, pg. i, Black Liberation Army, 2002)
36. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“A National Committee or Council of Leaders”
36
In Blueprint for Black Power Dr. Amos Wilson calls
for “A National Committee or Council of Leaders”
he says member organizations should be
unequivocally Afrocentric in composition. He adds
further “They should avoid like a plague the
significant influence in or the leadership of their
organization by persons tied to the Democratic or
Republican parties, Marxist groups, proselytizing or
overzealous religious groups, Eurocentric socialist
and assimilationist”
Blueprint for Black Power, pg. 55, Sept. 2000
[emphasis mines]
37. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“Black Revolutionary Socialist,
Afrikan Internationalist Nation-Class Analysis”
37
STOLEN BLACK LABOR: The Political
Economy of Domestic Colonialism by
Omali Yeshitela
The Dialectics of Black Revolution,
by Chairman Omali Yeshitela
“…scientifically adapted to
a peoples' unique national
condition, becoming a new
ideology altogether…”
Nyurba, BLA (Slide 35)
38. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Frolinan is a Program of Decolonization is offered to reverse
Our National Debt & Mass psychopathology by way of attacking 7
cardinal pathogenetic factors that block our politico-economic
development as a Nation.
38
The pathogenesis of the present day ill-condition of the masses of New
Afrikan (Black) people and community inside the U.S. can be, in large
part summarized, as a combination of:
1. disunity,
2. dependency,
3. fear,
4. ahistorification,
5. a lack of vision,
6. politico-economic disorganization, and most importantly, the all consuming
7. "underdevelopment" of our state of mind , will and intent as a Nation of
Afrikan people (“New Afrikan Nation-within-a-nation”)
These are the “ 7 CAUSES (cardinal pathogenetic factors) OF OUR NATIONAL OPPRESSION,
ECONOMIC EXPLOITATION AND COLONIAL DOMINATION”
To reverse our
“POWERLESSNESS”
To SUMMARIZE:
39. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“Frolinan Conceptually” as
a Theory and Program derived from
the writings of our New Afrikan Freedom Fighters (PP’s and POW’s)
39
The Front for the Liberation of the New Afrikan Nation is in many
respects a continuation of the work and a response to the
political demands made by such historically celebrated
organizations as the Republic of New Afrika, the Black Panther
Party, the Revolutionary Action Movement and the Black
Liberation Army; and our political prisoners such as Dr. Mutulu
Shakur, Sekou Odinga, Sundiata Acoli, Jalil Muntaqin and many
more.
Revolutionary Memorial Service for George Jackson BBP Newspaper Sept. 4, Vol7...
Significant in that George Jackson set out to transform the criminal
mentality into a revolutionary mentality.
40. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Frolinan as a Theory and Program(2)
40
“These freedom fighters have called for
the formation of an umbrella
organization which could coordinate
the varied political activities of the
constituent bodies in what is often
referred to as the New Afrikan
Independence Movement.”
( Ferguson, Herman New Afrikan Liberation Front
Statement, 2000)
Further study:
RBG-CRSN from Spear & Shield Publications- Studies
Collection
41. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
What are some the events that transpired over the past 50
years in addressing
“THE CITIZENSHIP STATUS ISSUE AND THE LAND QUESTION”?
41
After the signing of the Emancipation Proclamation in 1863 and the 13th
Amendment in 1865, and the Civil War having ended barbaric chattel
slavery; the 14th Amendment stripped Afrikans in America of their land
(“Forty Acres and a Mule”) provided by Field Order No. 115 (Sherman,
1865) and imposed American citizenship on these Afrikan nationals.
From Frolinan Intro Note
42. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Provisional Government
Republic of New Africa (PG-RNA)
“Frolinan’s National Territory of Kush ???”
42
Republic of New Afrika (PG-RNA) Historical Studies
Honorable Robert F. Williams
43. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“New Bethel Incident”
43
conference.
‘
“…At the first anniversary gathering of the RNA held at New Bethel
Baptist Church on March 29, 1969, two white Detroit police officers were
shot, one fatally, outside the building on Linwood Avenue on Detroit’s west
side. This area had been the epicenter of the 1967 rebellion…”
View the video
44. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
New Afrikan*
*We of the New Afrikan Independence
Movement (NAIM) spell "Afrikan" with a
"k" because Afrikan linguists originally
used "k" to indicate the "c" sound in the
English language. We use the term "New
Afrikan," instead of Black, to define
ourselves as an Afrikan people who have
been forcibly transplanted to a new land
and formed into a "new Afrikan nation" in
North America…
44
DR. MUTULU SHAKUR HEALER OF THE PEOPLE ON THE PG-RNA & NAIM (Video Playlist)
45. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
New Afrikan Independence Movement (NAIM):
“Evolution, Description and Definition”(1)
45
We call ourselves New Afrikan because
of the degree of force breeding and
miscegenation we as a people have
suffered, as well as the cultural
imperialism and psychological plunder
and rape of our affinity to Afrika,
stripping away our Afrikan language, art
and world outlook...
I have coined it as the DERACINATION PROCESS:
i.e.. “De-Afrikanization, Dehumanization and Inferiortization”
46. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
New Afrikan Independence Movement (NAIM):
“Evolution, Description and Definition”( 2)
46
And national oppression, which in our
efforts to combat it, has created a
national heritage rich in resistance
based on the two ideals of integration
and separation. These experiences
which have left us stripped of our
Afrikanist perspective, and despite
miscegenation and cultural imperialism,
culminated into an Afrikan national
heritage in the Diaspora, creating the
New Afrikan Independence Movement
47. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
FROLINAN
Treaty and Program Outline
"Theory and Practice to Break the Chains of National Oppression"
Introductory Note
HISTORICAL CONCEPTION AND OVERVIEW
A REVOLUTIONARY CLASS PERSPECTIVE: In Refutation of Black Capitalism
THREE PHASE THEORY FOR NATIONAL INDEPENDENCE
First Phase - CLASS STRUGGLE FOR NATIONAL UNITY
Second-Phase - NATIONAL UNITY FOR SELF GOVERNMENT
Third Phase - SELF-GOVERNMENT FOR NATIONAL INDEPENDENCE
NATIONAL STRATEGY- BASIC AIM AND OBJECTIVES PROGRAM FOR DECOLONIZATION
47
48. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
FROLINAN NATIONAL STRATEGY:
BASIC AIM AND OBJECTIVES PROGRAM FOR
DECOLONIZATION
PROGRAM FOR DECOLONIZATION:
1. National Union of New Afrikan Workers (NUNAW)
2. National Alliance of New Afrikan Students (NANAS)
3. New Afrikan Independence Academy (NAIA)
4. Panther Youth Corps(PYC)
5. New Afrikan Children Center (NACC)
6. New Afrikan Community Health Clinic (NACHC)
7. New Afrikan Food Co-Op Program (NAFCP)
8. The New Afrikan Community Alert Patrol (NACAP)
9. New Afrikan P.O.W. Assistance Program (NAPOWAP)
10.National Organization of New Afrikan Women (NONAW)
48
49. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
HISTORICAL CONCEPTION AND OVERVIEW(1)
We accept all aspects of our history
from the beginning of civilization on
the Afrikan continent, to the present
stages of technological development
of Afrikan nation-states, and the
continued struggle of Afrikan people
throughout the world against tyranny
and imperialist national oppression,
economic exploitation and colonial
domination
49
50. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Integration verses Separation
50
“…it will be integration verses separation
that will be a determinative aspect for the
building of national unity amongst New
Afrikans to engage the colonial (U.S.A.)
government for political power and self-
determination … it was in the past, it is
today and it will be in the future”
“History shows us that there are two basic and
distinct lines and influences in the New Afrikan
peoples struggle for political power and self-
determination”
“Dialectical (Unity and Struggle of Opposites) Relationship”
51. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
HISTORICAL CONCEPTION AND OVERVIEW(2)
We preserve four epochs in our history as indicative of
our struggle to be free of U.S. national subjugation and
colonial domination:
• First Epoch -1905 Niagara Movement and Booker T.
Washington and W.E.B. DuBois
• Second Epoch -1920 Marcus Garvey "Back to Afrika"
Movement 1925
• Third Epoch- Elijah Muhammad Nation of Islam
movement 1640-1960 with Malcolm X gained
National attention separatist ideals held by Marcus
Garvey UNIA-ACL movement
... During this same epoch, in 1955, the civil rights
movement was launched, with Reverend Martin Luther
King, Jr. as its primary leader and spokesperson
• Forth Epoch- Black Power Movement,
uniting the symbolic determination of the Mississippi
Freedom Democratic Party and Malcolm X Black
Nationalist ideas in the Black Panther Party
51
“Dialectical (Unity and Struggle of Opposites) Relationship”
52. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“The 1960s Black Power Movement"
Elijah Muhammad separatist and Martin L. King, Jr. integrationist
movement, preserved in historical continuity ideals of both
Marcus Garvey separatist and W.E.B. DuBois integrationist
movements, forging course of struggle towards a synthesis of ideals
first espoused with the cry and birth pains of "Black Power"
52
“Dialectical (Unity and Struggle of Opposites) Relationship”
Mukasa Dada, aka Willie Mukasa Ricks,
Coin the Black Power Slogan &…
http://panafricannews.blogspot.com/2007/11/mukasa
-dada-aka-willie-ricks-originator.html
“Kwame popularized it”
53. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
The Black Power Movement (2)
Key Contributors and Leaders
PDF Documents From LexisNexis
53
Robert Williams and the Black Power Movement
Amiri Baraka and the Black Power Movement
The League of Revolutionary Black Workers,
1965-1976
Maxwell Stanford, the RAM 1962-1969 and the
Black Power Movement
54. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
Black Panther Party and
“The Black Power Movement”(3)
54
RBG-BLACK PANTHER PARTY HISTORICAL-POLITICAL STUDIES COLLECTION
Important to note: Black Nationalism (only early),
“Marxism–Leninism, Maoism, proletarian internationalism, socialism”
“In your studies remember Dr. Wilson’s Caveat” slide 31
55. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
*COINTELPRO
*COINTELPRO (an acronym for Counter
Intelligence Program) was a series of covert, and
often illegal, projects conducted by the United
States Federal Bureau of Investigation (FBI)
aimed at investigating and disrupting dissident
political organizations within the United States.
The FBI used covert operations from its
inception; however formal COINTELPRO
operations took place between 1956 and 1971.
The FBI's stated motivation at the time was
"protecting national security, preventing
violence, and maintaining the existing social and
political order."
“IN OTHER WORDS, TO MAINTAIN BLACKS AS
PERPETUAL SLAVES TO WHITE SUPREMACY”
55
COINTELPRO-REVISITED-FBI-Domestic-
Intelligence-Activities
56. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
COINTELPRO tactics:
56
COINTELPRO tactics included discrediting targets through psychological
warfare, planting false reports in the media, smearing through forged
letters, harassment, wrongful imprisonment, extralegal violence and
assassination
Body of Fred Hampton, national spokesman for Black
Panther Party, assassinated by members of the
Chicago Police Department, as part of a COINTELPRO
operation
BLACK PANTHER PARTY
Pieces of History: 1966 - 1969
57. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
“THE FIGHT
FOR BLACK POWER
MUST TAKE UP WHERE WE WERE DEFEATED”
57
…without this common national consciousness
and perception of our existence, based on
history, our practice will continue to be
confused and chaotic, without the historical
continuity which serves to give practical
guidance to our struggle and movement on the
road to independence…
Frolinan’s initial objective is to evolve
a united strategy and direction
amongst the many New Afrikan
nationalist formations / organizations /
movements of local, regional and
national significance. Once this has
been achieved, the second objective
will be to implement a transitional
program for New Afrikan liberation
whereby we will strategically demand
and tactically secure control of the
socioeconomic and political
institutions of the urban and rural
areas where New Afrikan people
comprise the majority by pointing our
economic decisions as a Nation-within-
a-Nation.
“THE QUEST FOR
BLACK POWER-
21st Century”
“OUR OTHER 4 POLITICO-ECONOMIC LIBERATION SEEDS”
Organization of Afro-American Unity-Minister Malcolm X
and the OAAU Aims and Objective
The Shape of Things to Come- A Master Plan -From
the Destruction of Black Civilization
The Honorable Elijah Muhammad's NOI Program
The Honorable Marcus Garvey’s UNIA-ACL
58. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
FROLINAN: Front for the Liberation of the New Afrikan Nation
An application of Dr. Amos Wilson’s “Blueprint for Black Power” combined with
Marcus Garvey’ and MX ‘s Black Nationalism and the contributions of the 1960s
Black Power and New Afrikan Independence Movements.
58
To Summarize with remarks from Dr. Wilson
“The actual empowerment of Black people under
the banner of Black nationalism cannot occur as
long as the two main ingredients necessary for
power-definition and organization-are missing or
underdeveloped”
(Wilson, Blueprint for Black Power 1998, pg. 855)
“Even if Black Nationalist motives and purpose
were perfectly defined and matched, Black Power
would still prove elusive without organizational
appropriateness and a sufficiency of human and
material resources”
(Wilson, Blueprint for Black Power 1998, pg. 856)
Blueprint for Black Power Video
59. FROLINAN’S NATIONAL STRATEGY
FROLINAN: Front for the Liberation of the New Afrikan Nation
59
End of Presentation
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