THE MAIN GOAL OF THIS SCHOOL IS NOT MASTERY OVER OPPRESSION. SUCH A GOAL, EVEN IF ACCOMPLISHED TO ITS FULLEST EXTENT, WOULD ONLY LAND NEW (NU) AFRIKAN PEOPLE IN A VACUUM. RATHER, 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. NONETHELESS, THIS GOAL MANDATES THE ACTIVE NEUTRALIZATION OF ALL OPPRESSIVE YOKES WITHIN AND WITHOUT THE AFRIKAN SELF AND COLLECTIVE. GIVEN THAT WE ALL ARE DECENDENTS OF A PEOPLE THAT WERE TAKEN THROUGH THE EUROPEAN'S EVIL GENIUS THREE STEP PROCESS OF DERACINATION, I.E. DEAFRIKANIZATION, DEHUMANIZATION AND INFERIORTIZATION, THE INDIVIDUAL SEARCH FOR SECURITY UNDER OUR PRESENT CONDITION AND THE QUEST FOR PERSONAL HARMONY AND PRIVATE SUCCESS AT THE COST OF BETRAYING OUR COLLECTIVE ASPIRATIONS FOR SELF-DETERMINATION REQUIRES LITTLE COURAGE, VISION OR RISK. SUCH EFFORTS ACCEPT THE SOCIAL ORDER (DISORDER) AS IMMUTABLE. BUT, IN ORDER FOR AFRIKAN PEOPLE TO BE ABLE TO DEFEND, DEFINE AND DEVELOP IN OUR OWN IMAGE AND INTEREST; A NEW COURAGE, NEW VISION, NEW CONSCIOUSNESS, COMMITMENT AND CONDUCT IS REQUIRED. THE DEHUMANIZING ENEMY WITHOUT MUST BE NEUTRALIZED—AT LEAST PSYCHO-CULTURALLY AND SOCIO-MATERIALLY, JUST AS THE ENEMY WITHIN MUST BE EJECTED. NEITHER CAN OCCUR WITHOUT SERIOUS STUDY AND WORK THROUGH OUR OWN AFRIKAN EYES AND ORGANIZED TECHNOLOGICALLY SOPHISTICATED INDEPENDENT INSTITUTIONAL DEVELOPMENT. BOTH ENTAIL RISKING A SOCIAL, POLITICAL, ECONOMIC, EDUCATIONAL AND SPIRITUAL CRISIS; AND EVEN PHYSICAL DEATH. FOR THEM AND ONLY THEN CAN A NEW AFRIKAN WORLD UNION BE ESTABLISHED?
DPZ MY WORKS INSPIRATION With RBG: Revolutionary But Gangsta, M-1 and sticman inspired me to develop this College
Healing is work, not gambling. It is the work of inspiration, not manipulation. If we the healers are to do the work of helping bring our whole people together again, we need to know such work is the work of a community. It cannot be done by an individual. It should not depend on people who do not understand the healing vocation….The work of healing is work for inspirers working long and steadily in a group that grows over generations, until there are inspirers, healers wherever our people are scattered, able to bring us together again.
No matter if one relates R.B.G. with Red Black and Green, Revolutionary But Gangstas, Redeemed By God, Read Bout Garvey, Revolutionary Black Gangstas, Real Black Girls, Ready 2 Bust Gats or Riders Basic Guidelines, etc We must know that the principles and guidelines were passed down from great leaders like Marcus Garvey, Malcolm X and Huey P. Newton. They must know that the RBG Family consists of real leaders that will forever ride for our Black and Brown People worldwide.
You are presently in one of the communiversity's primary websites/ portals. The product is very intelligent so as you continue to play with it more will be revealed. It gets as smart as the person driving (from GED to PhD). Multi-Tab Learning is how one integrates the audio with their photo surveying and reading for rapid concentrated overstanding. The group blogs/articles in the portal are where the meat is. Presently, we have 20 websites comprising over 5000 RLOs (Reusable Learning Objects) and media assets all concentrically integrated and linked to hundreds of robust Afrikan-centered websites. The portal pilot enable you to access and navigate everything seamlessly.
In the words of Sekou Toure “to us, Revolution means the collective movement initiated by a group of men or by a whole people, and supported by their conscious determination to change an old degrading order into a new, progressive order in view of ensuring the safeguard and development of collective and individual interests, without any discrimination whatsoever. The People’s Revolution, to us, remains thus a collective consciousness in motion, and a collective movement guided by conscience and whose ultimate aim is the continued progress of man and the People.”
THE MAIN GOAL OF THIS SCHOOL IS NOT MASTERY OVER OPPRESSION. SUCH A GOAL, EVEN IF ACCOMPLISHED TO ITS FULLEST EXTENT, WOULD ONLY LAND AFRIKAN PEOPLE IN A VACUUM. RATHER, THE PREEMINENT GOAL OF THE 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. NONETHELESS, THIS GOAL MANDATES THE ACTIVE NEUTRALIZATION OF ALL OPPRESSIVE YOKES WITHIN AND WITHOUT THE AFRIKAN SELF AND COLLECTIVE. GIVEN THAT WE ALL ARE DECENDENTS OF A PEOPLE THAT WERE TAKEN THROUGH THE EUROPEAN'S EVIL GENIUS THREE STEP PROCESS OF DERACINATION, I.E. DEAFRIKANIZATION, DEHUMANIZATION AND INFERIORTIZATION, THE INDIVIDUAL SEARCH FOR SECURITY UNDER OUR PRESENT CONDITION AND THE QUEST FOR PERSONAL HARMONY AND PRIVATE SUCCESS AT THE COST OF BETRAYING OUR COLLECTIVE ASPIRATIONS FOR SELF-DETERMINATION REQUIRES LITTLE COURAGE, VISION OR RISK. SUCH EFFORTS ACCEPT THE SOCIAL ORDER (DISORDER) AS IMMUTABLE. BUT, IN ORDER FOR AFRIKAN PEOPLE TO BE ABLE TO DEFEND, DEFINE AND DEVELOP IN OUR OWN IMAGE AND INTEREST; A NEW COURAGE, NEW VISION, NEW CONSCIOUSNESS, COMMITMENT AND CONDUCT IS REQUIRED. THE DEHUMANIZING ENEMY WITHOUT MUST BE NEUTRALIZED—AT LEAST PSYCHO-CULTURALLY AND SOCIO-MATERIALLY,JUST AS THE ENEMY WITHIN MUST BE EJECTED. NEITHER CAN OCCUR WITHOUT SERIOUS STUDY AND WORK THROUGH OUR OWN AFRIKAN EYES AND ORGANIZED TECHNOLOGICALLY SOPHISTICATED INDEPENDENT INSTITUTIONAL DEVELOPMENT. BOTH ENTAIL RISKING A SOCIAL, POLITICAL, ECONOMIC, EDUCATIONAL AND SPIRITUAL CRISIS; AND EVEN PHYSICAL DEATH. FOR THEM AND ONLY THEN CAN A NEW AFRIKAN WORLD UNION BE ESTABLISHED?
RBG Blakademics reflects the cultural continuity and recurring spiritual and pedagogical themes of Afrikan peoples education and socialization across space and time; from ancient classic Nile Valley Civilizations to West Africa (from which we most directly come from) North , Central and East Africa and throughout the Diaspora, right on up to our present day experience here in the hells of north America. So the process does not put in as much as it draws out what is already pre...Read Full Lesson
Culture is not one of life’s luxuries: it is life itself. “Culture” may be defined as “the integrated pattern of human knowledge, belief, and behaviour… language, ideas, beliefs, customs, taboos, codes, institutions, tools, techniques, works of art, rituals, ceremonies, and other related components…” (Encyclopaedia Britannica, 1989).
At times,“culture” and “civilization” have been regarded as synonymous; at others, culture has been regarded as the end and civilization the means. In anthropological terms, culture encompasses a broad range of material objects, behavior patterns and thoughts. In western society, culture is commonly regarded as something highbrow, a luxury rather than a necessity. Certain activities are deemed to constitute culture, while others are excluded. This paper argues that a democratic culture where there is access, respect, coherence and/or relevance in the public interest is not elitist, but a basis for human and social development.
Senegal’s former president, the poet Léopold Sédar Senghor, once stated in an interview: “At intellectual conferences in the Third World culture is made an instrument for politics, although Marx was of the opinion that politics should be the instrument for culture. To Marx the purpose of politics is to make man free in order to be able to ‘create works of beauty’. Culture, not politics is the weave that keeps a society together. But industrialized countries in East and West do not accept the notion that cultures be equal although different. They do not take African culture and philosophy seriously as long as we have no economic power.” 4
“Is ‘culture’ an aspect or a means of ‘development’, the latter understood as material progress; or is ‘culture’ the end and aim of ‘development’, the latter understood as the flourishing of human existence in its several forms and as a whole?” 5
These quotations reflect a longstanding and ongoing discussion of two viewpoints. These can, however, be combined without one overshadowing the other. They are interdependent and nurture one another.
On the one hand, the importance of culture is thought to lie in its function as a medium of messages for educational or other social purposes. Here, the sharpness of the instrument depends on the dedication, skills and depth of the conveyor.
The other viewpoint emphasizes culture as a means of paving the way for creativity and showing experience that can be neither measured nor weighed. The artist’s imagination, or the world it builds, is a laboratory of the not-yet-experienced.
In the words of John Gardner, the American novelist, “Art is as original and important as it is precisely because it does not start out with a clear knowledge of what it means to say.”
To stimulate our imagination and nourish our dreams, we seek art, literature, film, music and theatre for a varied range of aesthetic experience. This applies to people all over the world, of all social classes and ages, women and men alike. What we cannot dream about cannot be realized either.
Culture helps us transgress limits, self-imposed or otherwise; to challenge ourselves; and to discover talents we were unaware of – talents that are valuable in every kind of situation in life. Without imagination and creativity, we are prisoners of the structures and thoughts of others. Four aspects of the role of culture in development may be discerned. There is no competition between the four: rather, they empower one another. They are: * using culture to illustrate or clarify a medical, political, educational, agricultural or family problem = culture for development * strengthening the cultural sector = cultural development * the importance of analysing the consequences of development cooperation on the culture of a country, community or group. * mainstreaming culture in all development work.
Dedicated educator and educational theorist Dr. Barbara Sizemore applied the expertise she acquired at premiere institutions to work on behalf of disadvantaged students. Sizemore was born on December 17, 1927, in Chicago. Upon completing a B.A. in classical languages at Northwestern University, she began teaching in the Chicago public school system. Sizemore returned to Northwestern and received an M.A. in elementary education in 1954. Twenty-five years later, she graduated from the University of Chicago with a Ph.D. in educational administration. In 1963, Sizemore was among the first African American women to serve as principal of a Chicago school. Six years after switching from elementary to high school administration, she was the first African American woman elected superintendent of a major city's school system in 1972. For two years Sizemore served as the top official of the District of Columbia's public schools. She then accepted a position at the University of Pittsburgh, which she retained until 1992. At Pitt, Sizemore studied schools located in low-income, high-crime areas whose students were predominately African American. She incorporated her findings into an innovative educational strategy called School Achievement Structure (SAS), which she championed as dean of DePaul University's School of Education from 1992 to 1998. Schools that followed her routines had tremendous success raising their students' test scores, increasing these individuals' chances for success in system that often works against them. A former member of the board of directors of The Journal of Negro Education, Sizemore participated in the dialogue of how to empower students as a prolific writer and member of the National Alliance of Black School Educators. She has received numerous awards and honors recognizing her contribution to educational theory. Sizemore's children, Kymara Chase and Furman G. Sizemore, are also professors. She passed away on July 24, 2004. Sizemore was interviewed by The HistoryMakers on April 9, 2003.
Ten Vital Principles for Black Education and Socialization
We are not new to the study of and practice of education and socialization that is rooted in deep thought.
We will not accept a dependent status in the approach and solution to our problems.
Chapter 2 (excerpt)
Ten Vital Principles for Black Education and Socialization
1.We exist as African people, an ethnic family. Our perspective must be centered in that reality.
2.The priority is on the African ethnic Family over the Individual.Because we live in a world where expertness in alien cultural traditions (that we also share) have gained hegemony, our collective survival and enhancement must be our highest priorities.
3.Some solutions to problems that we will identify will involve differential use of three modes of response to domination and hegemony: a) Adaptation—adopting what is deemed useful, b) Improvisation—substituting or improvising alternatives that are more sensitive to our culture and c) Resistance—resisting that which is destructive and not in the best interests of our people.
4. The “ways of knowing” provided by the arts and humanities are often more useful in informing our understanding of our lives and experiences and those of other oppressed people than the knowledge and methodologies of the sciences that have been privileged by the research establishment despite the often distorted or circumscribed knowledge and understanding this way of knowing produces.
5.Paradoxically, from the perspective of the education research establishment, knowledge production is viewed as the search for facts and (universal) truth, while the circumstances of our social and existential condition require the search for meaning and understanding.
6.The priority is on research validity over “inclusion.”For research validity highest priority must be placed on studies of:a) African tradition (history, culture and language), b) Hegemony (e.g., uses of schooling/socialization and incarceration), c) Equity (funding, teacher quality, content and access to technology) and d) Beneficial practice (at all levels of education, from childhood to elderhood).
7.Research informs practice and practice informs research in the production and utilization of knowledge; therefore, context is essential in research: a) Cultural/ historical context, b) Political/economic context and c) Professional context, including the history of AERA and African people.
8.We require power and influence over our common destiny. Rapid globalization of the economy and cyber-technology are transforming teaching, learning and work itself. Therefore, we require access to education that serves our collective interests, including assessments that address cultural excellence and a comprehensive approach to the interrelated health, learning and economic needs of African people.
9.The Universal Declaration of Human Rights proclaims, and the UNESCO World Education 2000 Report, issued in Dakar, Senegal, affirms that “education is a fundamental human right” and “an indispensable means for effective participation in the societies and economies of the twenty-first century.” We are morally obligated to “create safe, healthy, inclusive and equitably resourced educational environments” conducive to excellence in learning and socialization with clearly defined levels of achievement for all.Such learning environments must include appropriate curricula and teachers who are appropriately educated and rewarded.
10.African people are not empty vessels. We are not new to the study of and practice of education and socialization that is rooted in deep thought.We will not accept a dependent status in the approach and solution to our problems...
Liberation is impossible if we fail to see ourselves in more positive terms. For without a change of vision, we are slaves to the oppressor’s ideas and values—ideas and values that finally attack the very core of our existence. Therefore, we must see the world in terms of our own realities.” Larry Neal, “Black Art and Black Liberation,” 1969
The time is ripe to heed the long-standing, and most often overlooked, calls for Afrikan Unity, Cultural Development, Education and Social Transformation. Such is what RBG most fundamentally represents. Contrary to the prevailing, misinformed assumptions, RBG (Black Nationalism / PanAfrikanism ) as an ideology, interaction and academic process is not a rabid assertion of Black supremacy. Unlike white Nationalism and American patriotism, RBG (Black Nationalism / PanAfrikanism ) and its proponents do not seek to humiliate, exploit, or oppress any person or people. Rather, RBG / (Black Nationalism / PanAfrikanism ) is a positive affirmation of the cultural, political, social, economic and moral identity and concerns of African people. In its most rudimentary forms, it reacts to the brutally violent and repressive conditions under which African people have and continue to live. White supremacy / racism creates an environment where whites are necessarily viewed with suspicion, but we are not anti-white. We are Afrikan/ Black on purpose and Black folks must first and foremost be beholden to each other. The most basic expression of RBG (Black Nationalism/ PanAfrikanism ) thought is that Black / Afrikan people in America and throughout the diaspora are bound by the common history and experience of historical chattel and present day mental slavery, suffering and death under the boot heel of white supremacy / racism. Most importantly, RBG is about self-reliance, self- respect and self-defense toward the total liberation and unification of all Afrikan people that desire to defend, define and develop in our own image and interest.
cultural workers, raptivists, poets, artists and playwrights and grassroots community folk; including the likes of DPZ and Family, UNO The Prophet, Paris, KRS-1, PE/Chuck D, Dr. Mutulu Shakur, Mumia Abu Jamal, Dr. Amiri Baraka, Bro. J of X-Klan, Dr. John Henrik Clarke, Dr. Khallid Abdul Muhammad, Dr. Martin Luther Jr., Minister Malcolm X, Imam Jamal Al-Amin, Dr. Huey P. Newton, Dr. Kwame Toure , Dr. Amos Wilson, Dr Leonard Jeffries, Dr. Na’im Akbar, Dr Ben, Dr Asa Hilliard, Dr. John Jackson, Dr. Chancellor Williams, Dr. Mulana Karenga, Dr. Oba T’ Shaka, Rev. Khandi Paasewe, Dr. Molefi Asante and many, many more.
How We Provoke Thought, Discussion & Learning:
Please keep in mind that RBG is a Think Tank. A center of higher learning organized for intensive study, research, critical thinking and problem solving; focused in the areas of the use of technology in Afrikan-centered cultural development and education for the purpose of individually and collectively learning the social, political , economic and moral strategies to secure Black Power in the 21st century. More frequently than not, we initiate our teaching / learning process by presenting audio and visual resources that pose semalies, parables, metaphors, analogies and oxymorons--that's what makes you think (we hope)...
...Then we have lively and well informed group discussions revolving around the various messages put forth in the learning objects and media assets. Next we research the facts overlaying our discussions using the voluminous number of resources available in the communiversity's web portals and learning environments.
Finally, each learner has the opportunity to fill our evaluation instruments on most of the 5,000+ RLOs (Reusable Learning Objects) and media assets that comprise the core curriculum. It is out of following this methodology that we devise position papers and community policy recommendations and initiatives... Learn More
IMPORTANT TO NOTE: I use a teaching theory called Overlearning. Just like one more frequently than not under learns a topic/subject by not appreciating all the relationships; presenting previous data along with new data solidifies relational overstanding. So if you have seen or heard or read something in another context--please--don't skip over it in the new application, if you want to catch on to the program faster.
IN CLASSICAL AFRIKAN (KEMETIC) PHILOSOPHY THE HUMAN BEING AND HUMAN REALITY WERE GOVERNED BY THE BASIC DIVINE LAW OF “TO BE ASPIRIT”. THE MORAL MANDATE OF AFRIKAN HUMANITY WAS “TO BECOME AND IN BECOMING”---THE PURSUIT OF SUCH DIVINE LAW AND MORAL MANDATE WAS REFLECTIVE OF ONES PURSUIT OF GODLINESS. EDUCATION WAS KEY TO THIS PROCESS--TO BECOME AND IN BECOMING A MORE PERFECT BEING. FOR OUR AFRIKAN ANCESTORS EDUCATION AND SCHOOLING WAS ULTIMATELY ABOUT A PERSON BEING TRANSFORMED FROM A LESSER MATERIAL BEING TO A GREATER SPIRITUAL BEING.
2) We Believe in the Power, Knowledge, Wisdom and Resurrection of the Ancestors
3) We Believe it is Our Responsibility to Educate
Our Children, Youth and the Masses of the People
RBG Who, What, Why and How:
RBG STREET SCHOLARS THINK TANKis a web-based-face to face hybrid, not -for-profit research, cultural development, education, and socialization community project. It epitomizes New Afrikan consciousness raising in the Web 2.0 environment. We are an academic-action plan community dedicated to fostering progressive social, political, economic and educational change in oppressed / “ghettoized” communities throughout the United States. Our main goal is to stomp out mentacide by intellectually uplifting our youth and young adults caught-up in the many facets of systematic oppression ( including Black-on-Black violence, poverty, ignorance, death and disease). We are about preserving our rich history of scholarship combined with activism and grass-root struggle for civil and human rights and our pursuits of ultimate national liberation and self-determination. We do this by educating and providing African American youth and young adults of the hip-hop generation and their children with the information, tools and skills necessary for them to lead a productive life in a 21st century America being driven by technology. At the core of our methods is an emphasis on history’s (OUR-STORY not His-tory) power as a weapon in fighting against national oppression and its continued relevance to our current plights and struggles for a good life. By equipping our learners (student-teachers) with proper knowledge and technical skills we inspire them to become confident and committed to creating programs, projects and products that will assist in their financially supporting themselves, and at the same time encourage their practicing ongoing progressive change through activism.
This CommuniVersity's target audience is the Hip Hop Generation(Blacks / New Afrikans born between 1965 and 1984) and their children.
RBG Street Scholars Think Tank seeks to educate and empower all Black (New Afrikan) people, but we are especially committed to teaching (and learning from) urban Black youth / hip-hop headz how to be builders of a true African World Union.
4) We Believe in Mental Liberation
Through Proper Education
The education of any people should begin with the people themselves.... The chief difficulty with the education of the Negro is that it has been largely imitation resulting in the enslavement of his mind. Dr. Carter G. Woodson,
The Miseducation of the Negro(1933)
For the past forty five, plus years scholars and students in the “Black Studies Movement” have worked to include courses on the African American experience in the curricula of American colleges and universities. Beginning in the late 1960s, they began one of the most important endeavors in mainstream American education, i.e. the creation of departments, programs and courses in African American studies. In their efforts they have continued the work begun eighty years ago by Dr. Carter G. Woodson, the “Father of African American History.” In 1915, Dr. Woodson organized the Association for the Study of Negro Life and History. A year later, he began publishing the Journal of Negro History. Dr. Woodson’s goal was to encourage the “scientific study of the Negro” and to dispel the ideas and notions prevalent in his time that African Americans had no history and had never contributed to the development of world civilization. An important part of Woodson’s mission in popularizing the study of African American history was to ensure that young people learned the history and culture of African Americans.
The 1960s and 1970s were times of social and political ferment which gave rise in the U.S. to the Black Nationalist,Black Power and Black Arts Movements, all driven to some degree by a rejection of Western values and an identification with "Mother Africa." Afrocentric scholars and Black youth also challenged Eurocentric ideas in academia. 1968 signaled a new era in student unrest in the U.S. when Howard University became the first major university to be shut down by student protests, in part over demands for a more Afrocentric orientation of the institution. The work of Cheikh Anta Diopbecame very influential. In the following decades, histories related to Africa and the diaspora gradually would incorporate a more African perspective. Since that time, Afrocentristshave increasingly seen Afrikan peoples as the makers and shapers of their own histories. RBG Street Scholars Think Tank is a continuation of that academic, socio-political and cultural process.
“A PRESENTATION OF THE STUDY DOMAINS OUR VARIOUS CURRICULA EXECUTE IN A WEB 2.0 ENVIRONMENT” http://www.zimbio.com/RBG+Afrikan-+Centered+Cultural+Development+and+Education In NATIONBUILDING, Agyei Akoto has produced a volume that challenges all Afrikan people, particularly those of us in the United States, to confront with seriousness the responsibilities of educating for liberation, and the reality that the goal of liberation must be Nationhood. This book is a masterpiece of vision. More...Access Full Lesson
Afrocentric education is education targeted towards African people. The premise behind it is the notion that human beings can be subjugated and made servile by limiting their consciousness of themselves and by imposing certain selective aspects of alien knowledge on others.[1] To control a peoples culture is to control their tools of self-determination in relationship to others.[2] Afrocentrists argue that what educates one group of people does not necessarily educate and empower...Read Full Essay
6) We Believe that We Are An Afrikan People
"We Are Afrikan People Wherever We Were Born No matter where we were born in the world. Afrikan (Black) People are historically and culturally linked. Our history, identity, and culture are rooted in the many thousands of years of development of Afrikan civilization on the Afrikan continent. This is a consequence of the ever forward movement and motion of the New Afrikan masses. It is from this historical march of our people (Afrikan [Black] People) that we derive our African culture, the sum total of material and spiritual values created by our people. It is this invincible weapon, Afrikan culture, that has always served to fight against all forms of oppression and exploitation, to move forward New Afrikan People and Afrikan civilization. Modified with "k for c" from Ayize Atiba. 8 March, 1995 / Link to Full Lesson
A Definition of African Centered Education
African Centered Education is a system of sequentially planned educational opportunities provided for African heritage children, youth and young adults to develop the necessary and required skills to participate in the global marketplace with specific interest on the upliftment and empowerment of their African-American communities and the total development and growth of the African continent. Dr. E. Curtis Alexander Link to more essential RBG definitions of Afrikan Centered Education
Tony Brown's Afrocentric Education Conference (See menu for relate videos)
Click the link for synoptic reviews of the main resources / book concepts that I have called upon to build "The RBG Street Scholars Think Tank's Educational Foundation" from a scholarly / academic perspective. The reviews are very important reading for learners as well as teachers, as they are rich with knowledge of the issues and solutions. I have also embedded video education assets throughout to enhance the reading.
"The oppressed and downtrodden, having been traumatized by the abuse of power by their powerful oppressors, often comes to perceive power itself as inherently evil, as by nature corrupting and therefore as something to be eschewed, denied and renounced.
The pursuit of power is viewed as unworthy of virtuous persons, and the desire to possess it as sinful. Therefore, many among the powerless and poor feel compelled to find in their powerlessness and poverty the emblematic signs of their Godliness and redemptive salvation.
How convenient a precept for rationalizing and maintaining the power of the haves over the have-nots! As the result of their ideological manipulation by the powerful and their own reactionary misperception of reality, the poor and powerless have been made to perceive the pursuit, possession and application of power in their own behalf as unbecoming to themselves.
This is even more the case when through their naïve acceptance of the self-serving deceptive propaganda perpetrated by the powers-that-be, their own reactionary self-negation, and their nursing of their internalized inferiority complexes, the poor huddled masses perceive the possession and exercise of power as the inherent and exclusive prerogative of the ruling classes or races."
"To a significant degree Afrikan Americans accept and obey predominant White American power and its authorities (at least from social-psychological standpoint) because they agree with the rules of their establishment and expression as defined by White Americans; share with White Americans the moral, legal, and other values and perspectives which justify them; and to some extent (limited and of recent origin) because they, i.e., Blacks, have been permitted by White Americans to participate in political and social processes by which White power is given legitimacy.
To a limited degree, Afrikan Americans have been permitted access to certain positions of competent and legitimate authority. These factors contribute mightily to their acceptance of White American power (domination) and the White American monopoly of positions of authority as legitimate.
These forms of giving consent to the social power status quo on the part of Blacks help to obscure as well as deny the fact that they are in fact a dominated and severely exploited group (regardless of class); and helps to obscure the fact that their uncritical acceptance of the 'rules,' moral beliefs, perspectives, and their customary-traditional participation in the 'American (White) political-economic process and system is tantamount to the legitimating of their own oppression and to the consensual ensurance of their own powerlessness.
Rules, beliefs and consent are manufactured by those in power to justify, legitimate and serve their interests. In its origins White American power was not legitimated (i.e., voluntarily or contractually consented to, morally justified or politically-socially ratified) by Afrikan Americans who at the time of its origination were held in captivity (slavery) and to this point in time have been largely excluded from significantly participating in American legitimating processes.
From the historical point of view of Native and Afrikan Americans, White power, in whatever form, is illegitimate. This is because such power rests essentially on the near physical and genocidal decimation of Native Americans, the theft of their properties, on the exploitation or forced labor (enslavement) of Afrikans, and on the systematic exclusion by Whites of both Black and Native Americans from the influential exercise of practically all forms of 'legitimate' power and authority in the United States.
The rules and beliefs which provide the means for legitimating White power were in fact pre-established, preordained and imposed on Blacks against their will by Whites from the beginning. The illegitimacy of White American power is founded on the illegitimacy of its original sins--genocide, theft of property, and enslavement."
"For social power to be exercised effectively the power holder must possess or control some important or valued material and/or social resource(s) which is the basis of his power. By strategically rewarding or depriving others of these resources, he may use them to influence behavior in ways compatible with his interests.
Resources when used for such ends are referred to as power bases or resources.
Power bases or resources may include physical safety, health and well-being, wealth and material possessions; jobs and means to a livelihood; knowledge and social skills; social recognition, status and prestige; love, affection, social acceptability; a satisfactory self-image and self-respect…
We have no intentions to review the quite sizable number of possible power bases here. We shall constrain ourselves to brief, but pertinent, discussions of those power resources which are of important relevance to Afrikan Americans and the power relations between them and European Americans. These power resources include property, organization, race consciousness and ideology.
We do not include state politics in our discussion at this juncture because in the context of contemporary Afrikan American social, political and economic culture and the more basic issues it must resolve, state politics is of secondary importance to the Black community. Black politics and activism without the Black ownership of and control over primary forms and bases of power such as property, wealth, organization, etc., is the recipe for Black political and non-political powerlessness.
The rather obtuse pursuit of political office and the ballot box as primary sources of power by the Black community and its politicians without its concomitant ownership of and control over important resources has actually hindered the development of real Black power in America. More ominously, there appears to be a paradoxical and positive correlation between the number of Blacks elected and appointed to high office and retrogressions in the civil and human rights extended to Black Americans during the past twenty years.
Increases in homelessness, poverty, unemployment, criminality and violence in the Black community; disorganization of the traditional Black family, inadequacies in education, increases in health problems of all types, and a host of other social and political ills have all attended increases in the number of Black elected and appointed officials. That is, the more elected and appointed Black politicians, the more social-economic problems the Black community has suffered.
While we are not implying a causal relationship between the increase of the number of Black appointed and elected officials and the increased misery indices of the Black community, we are implying or asserting that their increase obscures those things which are responsible for and do little to ameliorate or uproot the increasing prevalence of social and economic problems in the Black community.
The community's concern with the election and appointment of Black political figures helps it to maintain false hopes that their attainment of office will significantly resolve its problems. The activities of Black politicians, given the current inadequacy of social organization and economic resources, harmfully distract the Black community's attention from recognizing and eradicating the true causes of its problems and the remediation of its powerlessness."
"The responsibility of the Afrikan American community [is to ensure] Afrika's economic development. The ignoring of Afrika by the Western nations provide windows of opportunity open to native Afrikans to drastically reduce the massive outflow or flight of capital, which has been estimated to exceed 80 percent of the Gross Domestic Product, and to reinvest it in their own countries.
Afrikan peoples and nations across the Diaspora must apprise themselves of a full, ongoing knowledge of the social, economic and cultural history of Afrikan nations as well as their contemporary status and reorganize their sociocultural and economic structures so as to initiate and fuel continental Afrika's growth and development.
The Afrikan American community, especially, should vastly overhaul and reconstruct its educational orientation toward knowledge of the Motherland. It must realize that its own economic salvation is coterminous with or tied to that of Afrika's. It must invest money and human resources in Afrika's development and perceive its economic prosperity as its special responsibility and mission…
The Afrikan American community must become vigilantly and jealously interested in U.S. and European policies toward Afrika and seek to influence those policies in both its own and Afrika's favor."
LINK 2 THE ACTUAL FULLY INTERACTIVE POST ALL IMAGES ARE HOT AND EXPANDABLE /RIGHT CLICK AND VIEW /OPEN IN NEW TAB B aba Del Jones Classroom ENHANCED WITH INTE LLIGENT IMAGERY / MSE R BG Blakademics PDF Learners Manuals and Booklets RBG Street Scholars Think Tank Core Curriculum EduBlog Our Professors are Our Scholars ...cultural workers, raptivists, revolutionaries and grassroots communty folk; including the likes of DPZ and Family, UNO The Prophet, Paris, KRS-1, PE/Chuck D, Dr. Mutulu...Study the Full Lesson
Marc Imhotep Cray is a Physician (UMDNJ-New Jersey Medical School),Pharmacy School trained Pharmacologist / Analytical Chemist, Addiction Medicine Specialist, Basic Medical Sciences (BMS) & Black Studies Master Teacher, Medical Infomatics Expert, Webmaster, Medical & Afrikan-Centered Educatio n Researcher and RBG Street Scholar in Evolution. ·He is formerly Director of Office of Medical Education American International School of Medicine-Georgetown, Guyana. ·Formerly Associate Professor of...Study the Full Lesson
R B G CULTURAL DEVELOPMENT DEFINED RBGz WORKING DEFINITION OF CULTURE: RBGz WORKING DEFINITION AND INSIGHT INTO AFRIKAN CULTURE RBG Blakademics reflects the cultural continuity and recurring spiritual and pedagogical themes of Afrikan peoples education and socialization across space and time; from ancient classic Nile Valley Civilizations to West Africa (from which we most directly come from) North , Central and East Africa and throughout the Diaspora, right on up to our present day...Study the Full Lesson
play Slagerij van Kampen — Tribal African Percussions play Paris, Chuck D, Kam and DPZ — Rebirth of a Nation play Dr. kambon- Opperssion of Liberation GLOBAL WHITE SUPRAMACY AND PRO-RACIST NEGROS: ADDICTIVE STEPS The global white supremacy is a psycho-pathology of European cultures. It is founded upon the notion of solipsism, that is to say, “the only valid yardstick to measure normal against is the 75 kilogram white –upper middle class, heterosexual white male. Global white...Study the Full Lesson
The time is ripe to heed the long-standing, and most often overlooked, calls for New Afrikan Unity, Cultural Development, Education and Social Transformation. Such is what RBG most fundamentally represents. Contrary to the prevailing, misinformed assumptions,RBG (Black Nationalism / PanAfrikanism ) as an ideology, interaction and academic process is not a rabid assertion of Black supremacy. Unlike white Nationalism and American patriotism, RBG(Black Nationalism / Pan -Afrikanism ) and its... Study the Full Series
NEW RBG ICE BREAKER VIDEO Pictorial and Video Education Embellishments by RBG Street Scholar NEW RBG VIDEO EDUCATION SERIES RBG Blakademics 2009 Core: 50ShotsBACK / OUR-STORY THEY ARE STILL OUR SLAVES Why: IGNORANCE, GREED, and SELFISHNESS. "THEY ARE STILL OUR SLAVES" We can continue to reap profits from the Blacks without the effort of physical slavery. Look at the current methods of containment that they use on themselves: IGNORANCE, GREED, and SELFISHNESS. Their IGNORANCE is the...Study the Full Lesson
PLEASE FORGIVE ME FOR PUBLISHING ON THIS LILLY WHITE SITE. ITS STARTING TO MAKE ME SICK. JUST GOES TO SHOW, AIN'T NOTHING FREE IN AMERIKKKA. ICEBREAKER VIDEO "There are two types of fundamental scholars within the world of African people. There are those scholars who have internalized the value system of white supremacy. They, generally, never question any theories, models, perceptions, assumptions or concepts that come from the minds of White males in the world. They then proceed to write...Study the Full Lesson
Editors Note: Upon clicking on a panel or an individual person within a panel, you will be taken to the source document. Once you land, you may click the person or hot-linked title of their presentation for immediate streaming. For best playback results you can download the video to your hard drive. I have embed the Welcome streams / downloads here as to demonstrate. WMP set as your default media player is recommended as the file types are WMV. ICE BREAKER VIDEO (3 Clips/see menu for 2...Study the Full Lesson
By: Marc Imhotep Cray, M.D. (bna RBG Street Scholar) (Last Updated March 2008) Founding Director: Office of Medical Education Institute for Minority Physicians of the Future (IMPF) Health disparities across racial and ethnic groups in the United States have been well documented for over a century. These disparities have remained remarkably persistent in spite of the changes in many facets of the society over that period. Despite dramatic improvements in overall health status for the U.S...Study the Full Lesson
(Images,video, links and text embellishment is mines) May "Dr. Asa Grant Hilliard III" Rest In Uhuru Amankwatia Baffour II 22 August 1933 - 12 August 2007 Dedication to Asa G. Hilliard III http://www.youtube.com/NatUrbanAlliance "SBA: The Reawakening of the African Mind is a key. It is a roadmap. It is a call to destiny…. With SBA: The Reawakening of the African Mind, Dr. Hilliard…helps us to comprehend why education is so critical to African liberation and advancement. Within his opening... Study the Full Lesson
Disclaimer from RBG Street Scholars Think Tank Author (rbgstreetscholar)RBG Street Scholars Think Tank and it affiliated websites are NOT intended to encourage anyone to do anything illegal.The rbgsstt.blogspot.com website and the domain name rbgsstt.blogspot.com provide all information for entertainment,education and research purposes only. The information, views and opinions contained within the information on rbgsstt.blogspot.com website and the domain name rbgsstt.blogspot.com are not those of the owner or the site host, neither are they necessarily those of the maintainers or the contributors. R B G Street Scholars Think Tank does not advocate violence. We advocate self-defense. Whether or not you interperate self-defense as a violent act is your own individual opinion. R B G Street Scholars Think Tank condemns domestic and international terrorism. Whether it is Bin Laden or the USA, RBG Street Scholars Think Tank is oppose to all forms of political oppression, economic exploitation, and social degradation of Afrikans in America and abroad. We oppose the killing of innocent people under the system of white supremacy and we intend to replace white supremacy with the the justice of a New Afrikan World Union.
FOLLOWING IS A GREAT PRESENTATION TO DOWNLOAD , AS IT WILL LINK YOU TO ALL OF RBG COMMUNIVERSITY'S STUDIES COLLECTIONS FOR TOPIC SPECIFIC AND DEEPER LAYERED LEARNING AND TEACHING.From RBG Communiversity to Frolinan Means Paradigm to Praxis-An Interactive PowerPointFULL SCREEN STUDY
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