RBG Afrikan- Centered Cultural Development and Education
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... [more]
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.
Welcome to one of the baddest EduTainment Resources on the Web. A one-stop-shop for education,consciousness raising, entertainment and liberation. And the nicest thing about it is that you can become a contributor. Just start out by reading this overview and learning how things work. You can play a video right within this start page and even browse to it's music. Or turn on an audio playlist to facilitate your browsing. Tons of other options, too numerous to mention here are also right at you finger tips. Ride it however you like, it's all good. Once you get going, check out a Multi-Media Article that interests you and make a comment. I, RBG Street Scholar-Your Zine author, editor and guru will respond. The aforementioned approach is a kol gateway to doing bigger and better things in and with the Communiversity.
WHAT IS RBG STREET SCHOLARS THINK TANK AT ZIMBIO ALL ABOUT?
It's about creating and maintaining the best "Afri-Conscious Cyber EduTainment Portal / Communiversity on the Web".
It's about saving time doing study, learning / teaching together and having madd fun doing it.
The merticulously researched choice of links can be thought of as our votes in the popularity contest that is the "Best of the Best in Black Internet" . The intention is to provide a diverse and concise starting point for you to begin your quest for whatever information you are looking for from a progressive/radical/revolutionary Black perspective . As most of these sites have vast links sections of their own, so do the sites they link to, and so on, and so forth—starting from these links, you can delve further into whatever area interests you.
You got a myspace, youtube, odeo, website etc.
Add your Stuff Folx--and let's learn from each other, build together and teach the world
Our Zines are intended to help us develop and maintain a resource for scholarly research, build together and learn about any subject / topic related to what we're already about: Namely, the "Africentric Idea of Education" let's take the learner from G.E.D. to Ph.D in the contemporary liberal arts and sciences;
Including:
> computers & information technology,
> history and cultural development,
> religion and spirituality,
> sociology,
> political science,
> creative productions/ entertainment,
> education,
> health promotion and disease prevention
> economics and
> psychology
A one stop shop using all forms of media to interactively showcase our ideas of relavent education, unification, collectivity and self definition.
They say " Black Folx Can't Unite, I say they're a lie" Let's show the world our truth and culture; all under the umbrella of Black Nationalism> PanAfrikanism> Scientific Socialism> Revolutionary Change>Afrikan Internationalism.
Browse existing content in any of our four Zines and you will discover that they are all concentricly integrated, thus providing you with a most rich and wholesome interactive learning experience.
Help RBG Street Scholar, your Resident Guru, build our school with your good works.
Rate each others work as to keep us on point.
I'VE STARTED US OUT WITH SOME SOLID CONTENT. NOW WE MUST CONTINUE BY BUILDING TOGETHER. A GOOD WAY TO START IS BY FIRST SIGNING UP AND THEN BROWSING EACH FIELD IN THE TABLE OF CONTENTS PANE TO THE LEFT AS TO GET QUICKLY ORIENTED. A LINK BELOW TO "RBG STREET SCHOLARS THINK TANK RULES OF ENGAGEMENT" WILL TAKE YOU DEEPER STILL.
THE FOLLOWING IS A GUIDING SYNOSIS TAKEN FROM THE COMMUNIVERSITY PROPER:
With strick attention to developing our student’s basic education skills in the context of the highest standards of academic excellence, suitable for one to confidently sit for high stake exams(ie. SAT/ACT and MCATs, LSATs), we simutaneously advance the psycho-emotional healing and spiritual upliftment of our people by providing KNOWLEDGE, WISDOM AND OVERSTANDING of the historo-cultural, socio-political and psycho-educational experiences of Africans in America in away that RADICALLY REAPPRAISES EDUCATION from the pained and angry perspective of the oppressed black community.
WHY WE NEED TO DO THIS:
With the present day high rates of Black on Black homicide, suicide, and imprisonment and a rise in single-parent homes, rampant police brutality, unprecedented unemployment, and Blacks use of popular (ENEMY) culture (through music, video games and popular movies) to celebrate "anti-intellectualism, ignorance, irresponsible parenthood, drunkenness, dope dealing, weed smoking, cocaine, x-pills, loose sexual behavior and criminal lifestyles / thuggism"; we have chose to design a curriculum that, rather than getting caught up in the entertainment / BLACKPLOTATION aspects of hip hop/rap, will use hip hop/rap within a historo-cultural, socio-political and psycho-educational framework to address these various death walks forthrightly. Our new methodological style is intended to get our young people to begin to think critically about themselves, their world and their role as people of Afrikan descent.
WHERE WE ARE AND WHERE WE WANNA GO:
This work is a comprehensive (but only a core framework) sequenced survey of subjects and topics that have confronted Afrikans in America throughout our 246 years of chattel slavery, 100 years of aparthied and only “one generation of freedom” here in America. I like to describe the school as a “cultural development and leadership training communiversity”. From our research, we have determined that the idea of Sankofa, which means "We must go back and reclaim our past so we can move forward; so we understand why and how we came to be who we are today", really encompasses the whole Afrikan-centered ideal. Nonetheless, as this is a work in evolution and always under construction, we have chosen to focus our teaching/learning journey most directly on the past 45 years of our struggle for human and civil rights—
THE THEME “THE MORE THINGS CHANGE, THE MORE THINGS STAY THE SAME, WE NEED A REVOLUTION, THE SYSTEM AIN’T GONA CHANGE UNLESS WE MAKE IT CHANGE”.
The content and character of the curriculum is Afrikan-centered and the goal is academic excellence in persuit of black power. We tease out the social, political, economic and moral imparatives of black power in the 21st century by zooming in on two povital questions throughout our course of study:
“WHAT IS BLACK OPPRESSION IN AMERICA AND WHAT IS AFRIKAN LIBERATION.”
WEB 2.0 EDUCATION from a New Afrikan Perspective
The First New Afrikan Social Network on the Web.
Dedicated to Implementing the Teachings of Our Elders and Ancestors.
http://www.knowingafrica.com/
To best orient yourself to this learning environment
right click on the mp3 icon that follows>open link in new tab>once playback starts>click back on this tab>Browse and Enjoy (firefox browser)
Emotional Productions — RBG
Eurocentric History, Psychiatry and the Politics of White Supremacy
(Awis Lecture Series)
By Dr. Amos N. Wilson
Description
T
his book presents two ground-breaking lectures by Amos Wilson. The first, European Historiography and Oppression Exposed: An Afrikan Perspective and Analysis, was among the first contemporary analyses which delineated the role Eurocentric history-writing plays in rationalizing European oppression of Afrikan consciousness. It explicates why we should study history, how history-writing shapes the psychology of peoples and individuals, how Eurocentric history as mythology creates historical amnesia in Afrikans in order to rob us of the material, mental, social and spiritual wherewithal for overcoming poverty and oppression. Moreover, this engrossing lectures the relationship between the rediscovery and rewriting of Afrikan history and achievement of liberation and prosperity by Afrikan peoples. The second lecture, Eurocentric Political Dogmatism: Its Relationship to the Mental Health
Diagnosis of Afrikan People, advances the contention that the alleged mental and behavioral maladaptiveness of oppressed Afrikan peoples is a political-economic necessity for the maintenance of White domination and imperialism. Furthermore, it indicts the Eurocentric mental health establishment for entering into collusion with the Eurocentric political establishment to oppress and exploit Afrikan peoples by officially sanctioning these egregious practices through its misdiagnosing, mislabeling, and mistreating of Afrikan peoples’ behavioral reactions to our oppression and our efforts to win our freedom and independence.
RBG FEATURED STUDY GROUPS
RBG FEATURED CLASSROOMS (70)
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Left click to open link / firefox
RBG4Lif Web TV: 24-7 Live Stream and Video On DemandWANT A PANORAMIC VIEW OF THE WHOLE COLLEGE?
THEN DOWNLOAD OUR ORGANIZING TOOL AND CAMPUS NAVIGATION MAP/TOOLBAR.
We started this project five years ago.
Here's what I wrote up in 2006 regarding this warrior-scholar.
I would like to take the opportunity to thank and welcome RBG Street Scholars Think Tank's newest contributor. My good friend and colleague Praylu. We started out together about two years ago teaching on You Tube. There were only about seven of us on You Tube at that time doing Re-education of Afrikan people work. The others were-ParadigmS...., Akeem, Dadieshak, Antihostile ,
Rootsymali
and SynQ....READ MORE IN OUR HIP HOP AND CONSCIOUS RAP MUSIC WIKIZINE
RBG CULTURAL DEVELOPMENT DEFINED
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 Story“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.
Modified from: The Power of Culture
Companion Article: African Culture and the Ongoing Quest for Excellence Dialog, Principles, Practice by Maulana Karenga, Ph.D.
RBG AFRIKAN CENTERED EDUCATION DEFINED
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...
Click to Read More, Purchase the Book and See the Video Documentary
For those who would like a comprehensive overstanding of how RBG Communiversity works ( the Who, What, Why and How) the 3 documents represented in the graphic above are the ticket. Click the banner to access.
Emotional Productions — RBG Nas- Black Zombi KRS One You Must Learn
Malcolm X - You Can't Hate the Roots Of A Tree and Not Hate That Tree
The Unknown Brother-What they Never Told You In History Class We've Only Just Begun-Curtis Mayfield
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FreeMix Radio — White Architects of Black Education 1
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FreeMix Radio — White Architects of Black Education 2
The White Architects of Black Education: Ideology and Power in America, 1865-1954
This study is a historical and cultural examination of the political and ideological tenets used in the 19th and 20th centuries to defeat the broader educational purposes of the "architects of black education." Because formal education was viewed by most black leaders as one of the main avenues toward permanent liberation, Watkins demonstrates how white leaders who sought to maintain a "caste-like" segregated educational system in the US systematically undermined black leaders' vision. The author suggests that the present educational system continues to keep African Americans in a subservient and unequal state. This work is recommended for students of educational policy and multicultural education and those interested in a broader analysis of race and culture in America. Upper-division undergraduates and above. L. B. Gallien, Spelman College
Black Protest Thought and Education [ buy this book from amazon.com ] William H. Watkins' "Black Protest Thought and Education," represents a much needed look at the reform and revolutionary efforts within the African Diaspora to teach oppressed people to challenge the social, economic and political system containing an array of obstacles preventing the ruled from challenging their rulers. While... Read Full Story
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Recent Multi-media EduBlogs:
Mouse Over for Capsules
Two Types of Scholars in The Global African Community and Profile of a RBG Street Scholar
Why We Fight: "Battle of China (ca. 1944)
Dr. Marimba Ani On Yurugu and Afrikan Rebirth
RBG On The Black Power Movement and Education : Past, Present and Future
Hip Hop :The Culture vs The Industry and The White Supremacy Factor
Dr. Chancellor Williams On "The Destruction of Black Civilization"
Who Are You and What's Really Really Happin ?: "Tha People Speak Out"
RBG Communiversity: Some Audio and Video Introductory Remarks by RBGStreetScholar
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Remembering Black Wall Street in Light of the Barack Obama Nomination: "The True Story"
REAL TALK: Let's Stop Black on Black Violence With RBG Luv
Sam Greenlee and The Spook Who Sat by the Door-Full Movie, Online Book and more
31 December 2008
Greetings Family,
How goes it? Today is the birthday of Dr. Ben. That is what we call Yosef Alfredo Antonio ben-Jochannan. He was born on 31 December in either 1917 or 1918. I have been given both dates and I am inclined to the latter. That would make him ninety today.
I first became familiar with his work I think in the late 1970s through his book Black Man of the Nile. He was already a legend. I first saw him speak I believe around 1980 and began to travel to Egypt with him in either 1991 or 1992. That was my first trip to Africa and I went as an assistant to Dr. Ben.
Altogether I visited Egypt four times with him, the last time being in 1997. Three of those tours I was a group leader for him and and once an assistant group leader. That meant that I was able to spend really quality time with him. On each of these tours I was able to show off by giving a lecture. These were my first lectures in Africa. So, after a kind of rocky beginning, we developed a very good relationship and some of my most treasured memories in Africa are with this almost larger than life figure.
I can't count the lectures and conferences where I saw Dr. Ben and the times that we had lunch or dinner and just hung out and palled around. I always thought that it was an honor to be in his company. He was most always a real fountain of knowledge and a great inspiration. And all of these many interactions, whether they've been on tours, at conferences, at lectures, and in private sessions in Africa and the United States, have allowed me to see the human side of the man, and that includes the good, the bad, and the ugly. I hold him in the highest regard and believe that he stands along with J.A. Rogers and Carter G. Woodson in the popularization of African history and especially Nile Valley history.
Today Dr. Ben is in a nursing home in the Bronx, New York. I hope that the situation is temporary. An esteemed Elder and long time friend of Dr. Ben is about to give me an exact report on the situation within a couple of days and then we can act on it.
If you want to know more about Dr. Ben you can just put his name in an Internet search engine and a lot of things will come up. Better yet, buy one of his books. He has quite a few, the best of which are published by Paul Coates at Black Classic Press based in Baltimore, Maryland.
Dr. Ben has been a real treasure to me and to a lot of us; I mean a real legend, and I wish him many, many more earth days. Below is a recollection of one my of trips to Egypt with him and a brief note that he gave me after reviewing an essay that I dedicated to him. All of it brings back a lot of memories.
In love of Africa,
From Runoko Rashidi Okello
http://www.cwo.com/~lucumi/runoko.html
Dr. Ben On The Afrikan Origins of Civilization and Christianity
IN THE BEGINNING WAS THE BLACK RACE, Featuring Dr. Barashango, Dr. Ben, Dr. Clarke and Aswi Kwasi
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Niggers / A MX-Last Poets Remix
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Fanny Lou Hamer On Struggle
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Malcom X - Black Power
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Malcom X - Last Speech
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The Assasination
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Ossie Davis-2-27-1965 — Eulogy Malcolm-X
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Mumia Abu Jamal — Sons of Malcolm
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Minister Malcolm X — Whites Disease
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Malcolm X Black Nationalism Can Set You Free
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I'm A Field Negro
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No Sell Out
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Stop Singin' And Start Swingin'
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Malcolm X -Alex Haley Autobiogrphy 7of 8
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Minister Malcolm X on Housing in Harlem
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Minister Malcolm X — Racist-in-Reverse?
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Malcolm X-Touchtone Terrorisst - Malcolm X Stamp (Comedy)
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Malcolm X — Niggers/Last Poets
Malcolm X was born in Omaha, Nebraska. By the time he was 13, his father had died and his mother had been committed to a mental hospital. After living in a series of foster homes, Malcolm X became involved in the criminal underworld in Boston and New York. In 1945, Malcolm X was sentenced to eight to ten years in prison.
While in prison, Malcolm X became a member of the Nation of Islam. After his parole in 1952, he became one of the Nation's leaders and chief spokesmen. For nearly a dozen years, he was the public face of the Nation of Islam. Tension between Malcolm X and Elijah Muhammad, head of the Nation of Islam, led to his departure from the organization in March 1964.
After leaving the Nation of Islam, Malcolm X made the pilgrimage, the Hajj, to Mecca and became a Sunni Muslim. He traveled extensively throughout Africa and the Middle East. He founded Muslim Mosque, Inc., a religious organization, and the secular, black nationalist Organization of Afro-American Unity. Less than a year after he left the Nation of Islam, Malcolm X was assassinated while giving a speech in New York...read more
RBG: SDL (Self Directed Learning) Black Studies Outline for Advanced Learners
The Master Keys to the Study of Ancient Kemet/Dr. Asa G. Hilliard, III
DR. YOSEF BEN-JOCHANNAN ON IMHOTEP... & more
Dr. Ben, Dr. Clarke and Dr. Van Sertima on Our Holocaust and A Maafa Timeline
Dr. Molefi Kete Asante: Foundations of Afrikan Pedagogy
Afrikan History and Culture Lessons: Our Scholars, Historians and Educators Teach
Dr. Marimba Ani On Yurugu and Afrikan Rebirth
Tony Brown's Afrocentric Education Conference...more
Dr. Chancellor Williams On "The Destruction of Black Civilization"
Dr. Cheikh Anta Diop On the Origins of Civilization
Oyotunji Village: "A Spiritual and Cultural Re-Awakening"
Dr. Carter G. Woodson On Education and Mis-Education..more
Professor John Glover Jackson, "One of Our Greatest Cultural Historians"
The Science of the Moors, Dr. Ivan Sertima Lecture...and more
Racism: A History (3 Part Video and RBG Notes)
Dr. Leonard Jefferies on the Afrikan Mind and 10 Areas of conflicts with White Supremacy
Dr. Amiri Baraka On Dr. Du Bois's Double Consciousness Precept and more
Robert F. Williams: The Man They Don't Want You To Know About
"From Jim Crow to Civil Rights to Black Liberation?"
Malcolm X / Make It Plain: The Classic Documentary and A Timeline
www.myspace.com/rbgstreetscholar
Then check out RBG Street Scholars Think Tank Rules of Engagement.
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 MIS-EDUCATION OF THE NEGRO, (1933)
READ THE FULL BOOK ONLINE
To study further with Dr. Woodson see this portal:
Education and Psychology Section
NEW LESSONS
Dr. Naim Akbar and Dr. Asa Hilliard "Voices From the Village" and
RBG Caveats of New Afrikan Liberation
Our Professors are Our Scholars...
cultural workers, raptivist, revolutionaries and grassroots communty 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, Kwame Toure/formerly Stokely Carmichael, 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.
[Dr. Asa Grant Hilliard III]
22 August 1933 - 12 August 2007
May "Dr. Asa Grant Hilliard III" Rest In Peace
Link to RBG'z Video Education Dedication:
May "Dr. Asa Grant Hilliard III" Rest In Uhuru
Come and let your creative juices flow on Tha first exclusive "New Afrikan Socio-Education Network" on the Web. Dedicated to the Greatness of Our Elders and Ancestors. A place for hip hop artists, poets, scholars, activists and family to share their talents, skills, news and works with one another. We represent the best of the best in Web 2.0 Education
Enjoy all genres a Black music with a special touch of 70's RnB & Luv Ballads. It is an excellent place for family entertainment and interactive education.
Assisting someone in building a page is an great way to play each one teach one in developing their computer skills and elevating their consciousness. We are sure it will allow you and yours to learn, grow and enjoy. Please tell a friend.
RBG4Life/1
RBG Peace, Power and Unity, Its Bigger Than Hip Hop
>RBG Street Scholars Think Tank Preface, Feat. Our Pedagogy as set forth by Dr. Molefi Kete Asante
>RBG Street Scholars Think Tank is Dedicated to the Memory of Dr. Khallid Abdul Muhammad, Feat. Our "From Slave Ships To Hip Hop" Goals & Objectives
>Who and What is RBG Street Scholars Think Tank, Featuring An Audio Intro by Mumia Abu-Jamal
>RBG It All Started with Slave Ships: Feat.,Voices of Slavery & Photo-Story Mini-Lectures "Strange Fruit"
>RBG Photo-Story Tribute: Pride Of A Panther and Assata Song, Feat. The P.I.C. & The Fugitive, An Essay By Former Black Panther Kathleen Cleaver Esq.
>RBG Photo-Story Mini-Lecture-Police Brutality-Police State, Featuring the Story of Black Revolutionary George Jackson
>RBG What Is Black Oppression in Amerikkka ? Featuring The Official and Only Statement/ Dr.Kamau Kambon & Dr Khallid Abdul Muhammad on Donahue
> RBG Tribute To An Afrikan King: The Honorable Marcus Mosiah Garvey
>RBG Panther Fa Life: DPZ Family Edutainment
>RBG Core Curriculum Snap Shots and Theme Video, Featuring Info on RBG College Without Walls
> RBG Photo College Compilation
>RBG Core Curriculum Professors, Feat. Dr. Ani Marimba On The Afrikan Worldview
>RBG MLK In His Own Words Feat., "He Explains How He Entered The Civil Rights Movement"
>RBG Martial Arts Edutainment & Cyber Training Promo, Freaturing A Comprehensive Overview of Afrikan Martial Arts
>RBG Malcolm Speaks/ He Explains Black Nationalism, Featuring A Jazzology Pohto-Story Tribute
>RBG Politically Conscious Rap, feat.Dr. Amiri Baraka, Graffiti & Breaking in da mix
>RBG Freedom Fighter Tribute: Feat BLA Freedom Fighter & PP Jalil Muntaqim & Cointelpro Exposed
>RBG Afrikan Beauty: It's A Melanin Thang, featuring Real Black Girls Part I
>RBG A Legacy of Rebellion, Revolt and Resistance, Featuring the Stories of Gabriel Prosser, Denmark Vesey, Nat Turner and The Amistad
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 pre sen ting 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
..."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"...Read the Full Essay
My definition: The violent and coercive suppression of people of Afrikan descent in America by the global white elite minority from a nation, class and gender perspective from our natural self-expression; disallowing us the opportunity to defend, define and develop in our own image and interest. It is part and parcal to the system and business of white supremacy and is based on dint force and falsification ( violence and fruad)..."Oh yah, most white people are so racist they don't even know it. So forget about appealing to their Christian conscious, they revealed that impossibility when they shot Dr. Martin Luther King Jr.-- worthy of note, the bullet hit him in the front and blow a hold in his back large enough for a football to fit in; and all he was doing was non-violently struggling for our civil rights".A quote from Dr. King, " If a man is not willing to die for something then he is not fit to live."
WHAT DA PROBLEM IS !!!
(The Background)
> FEAR, DEPENDENCY AND DIS-UNITY
> CRIMINALIZATION OF BLACK MEN
> POLICE BRUTALITY/MILITARIZATION/ DWB/RACIAL PROFILING
> POOR PHYSICAL HEALTH AND MENTAL HYGIENE
> UNDER AND MISEDUCATION
> PROFESSIONAL EDUCATIONAL GAPS AND THE COMPUTER LITERACY/ DIGITAL DIVIDE
> LACK OF WEALTH AND OPPORTUNITIES FOR THE MASSES
> FAMILY AND COMMUNITY SOCIAL DISORGANIZATION/ALEIN CONTROL/DEGRADATION
> POLITICAL DISENFRANCHISMENT
> ECONOMIC EXPLOITATION
> HIGH UNEMPLOYMENT RATES
> POOR NEIGHBORHOODS AND SUBSTANDARD HOUSING AND OTHER STRUCTURES
> THE PRISON INDUSTURIAL COMPLEX AND ITS RECONSTITUTION OF SLAVERY
> ALCOHOLISM, DRUG ADDICTION, NARCOTIZATION OF OUR COMMUNITIES AND HIV/AIDS
> NIGGERIZATION AND HUMANIST-INTEGRATIONIST INBETWEENITY
> PASSIVIST PSYCHOPATHOLOGY
See notes for image-enhanced statistics:
RBG Street Scholars Think Tank "State of Black America"
This RBG Street Scholar Kemetic Learning Series
is based on the lectures, book and a TV series "Free Your Mind, Return to the Source, Afrikan Origins of Civilization by Dr. Asa G. Hilliard III", the Fuller E. Callaway Professor of Urban Education in the department of educational foundation at Georgia State University.Dr. Hilliard, who conducts annual study tours of Egypt, is a former Dean of the college of Education at San Francisco State University. He is a member of the editorial board of the journal of African civilizations, and has been active in most of the key litigation in test bias and validity in standardized testing for African- Americans.
Dr. Hilliard was involved in the case that outlawed IQ testing for Black children in California. He was a member of the national academy of sciences study panel on placing children in special education, and is chief desegregation and curriculum consultant to the Portland-Oregon school system. He is also chief consultant for special education to Detroit public schools, as well as a teacher, psychologist, and historian.
Dr. Hilliard began his career in the Denver Public Schools, teaching psychology, mathematics and American History, earning a BA in Psychology, MA in Counselling, and EdD in Educational Psychology from the University of Denver.
Dr. Hilliard is also the co-developer of a popular educational television series, "Free Your Mind, Return to the Source: African Origins," on which this study is based.
From: "Runoko Rashidi"
Date: Sun, 12 Aug 2007 21:10:09 -0700 (PDT)
Subject: [GlobalAfricanPresence]
DR. ASA HILLIARD IS AN ANCESTOR!
Greetings Family,
Just received the very bad news from his daughter that my brother, friend, and teacher Dr. Asa Hilliard just passed in Egypt. It seems like complications from malaria. A true giant has fallen and he will be sorely missed.
In love of Africa, Runoko Rashidi
Also See: RBG: SDL (Self Directed Learning) Black Studies Outline for Advanced Learners
‘In contrast with the surging growth of the countries in
our socialist camp and the development taking place, albeit much more slowly, in the majority of the capitalist countries, is the unquestionable fact that a large proportion of the so-called underdeveloped countries are in total stagnation, and that in some of them the rate of economic growth is lower than that of population increase.
‘These characteristics are not fortuitous; they correspond strictly to the nature of the capitalist system in full expansion, which transfers to the dependent countries the most abusive and barefaced forms of exploitation. It must be clearly understood that the only way to solve the questions now besetting mankind is to eliminate completely the exploitation of dependent countries by developed capitalist countries, with all the consequences that this implies.’
Walter Rodney 1973
How Europe Underdeveloped Africa
Published by: Bogle-L'Ouverture Publications, London and Tanzanian Publishing House, Dar-Es-Salaam 1973, Transcript from 6th reprint, 1983;
Transcribed: by Joaquin Arriola.
To
Pat, Muthoni, Mashaka and
the extended family
Contents
Chapter One. Some Questions on Development
1.1 What is Development
1.2 What is Underdevelopment?
Chapter Two. How Africa Developed Before the Coming of the Europeans up to the 15th Century
2.1 General Over-View
2.2 Concrete Examples
Chapter Three. Africa’s Contribution to European Capitalist Development — the Pre-Colonial Period
3.1 How Europe Became the Dominant Section of a World-Wide Trade System
3.2 Africa’s contribution to the economy and beliefs of early capitalist Europe
Chapter Four. Europe and the Roots of African Underdevelopment — to 1885
4.1 The European Slave Trade as a Basic Factor in African Underdevelopment
4.2 Technological Stagnation and Distortion of the African Economy in the Pre-Colonial Epoch
4.3 Continuing Politico-Military Developments in Africa — 1500 to 1885
Chapter Five. Africa’s Contribution to the Capitalist Development of Europe — the Colonial Period
5.1 Expatriation of African Surplus Under Colonialism
5.2 The Strengthening of Technological and Military Aspects of Capitalism
Chapter Six. Colonialism as a System for Underdeveloping Africa
6.1 The Supposed Benefits of Colonialism to Africa
6.2 Negative Character of the Social, Political and Economic Consequences
6.3 Education for Underdevelopment
6.4 Development by Contradiction
Written by
RBGStreetScholar
"Who is Jesus, Will the Real Jesus Please Stand Up"Who is Jesus, Hair like Lambs Wool, Skin of Bronze and Feet Like Coal,
Or Blond Hair, Blue Eyes and Pale Skin,
Born in the birth-place of David
Who is Jesus, Will the Real Jesus Please Stand Up,
They say He was born in a mainger in Bethlehem
Will the Real Jesus Please Stand Up,
You know, Bethlehem / Nazareth / Nile River area,
Do you mean Bethlehem of the Arabian peninsula,
Will the Real Jesus Please Stand Up,
Was not the Arabian peninsula considered part of what we now call Africa,
(not "the Near East" or "the Middle East").
Who is Jesus, Blond Hair, Blue Eyes and Pale Skin,
Or was He Brunette wit da buttermilk complexion
Will the Real Jesus Please Stand Up,
You mean the Jesus who's family escaped the fate of his death by fleeing to Egypt
Who is Jesus, Blond Hair, Blue Eyes and Pale Skin,
Or was He Brunette wit da buttermilk complexion
Will the Real Jesus Please Stand Up,
You mean the Jesus who lived as a child in Egypt where his appearance did not make him stand out.
Will the Real Jesus Please Stand Up,
Blond Hair, Blue Eyes and Pale Skin in Africa
Or was He Brunette wit da buttermilk complexion
Who is Jesus,
You know,the one being held by Mary/ the Black Madonna/Black Virgin
Who is Jesus,
Son of the pre-Christian mother and earth Goddesses
Who is Jesus,
You mean Ancestor-Goddess Isis Son Horus,
Oh Yaaah Aset's Son Heru, that's who Jesus is.
Who is Jesus, Will the Real Jesus Please Stand Up.
--------------
Also check out:
Jesus Was A Negro And The African Origans of Christ
RBG Black Jesus Montages @ Slide.com
see:
http://www.odwirafo.com/nkommere.pdf
http://www.myspace.com/odwirafo
http://www.yomn.net/
View below or open the Vlog
Summary:
bell hooks is one of America's most accessible public intellectuals. In this two-part video, extensively illustrated with many of the images under analysis, she makes a compelling argument for the transformative power of cultural criticism.
In Part One, hooks discusses the theoretical foundations and positions that inform her work (such as the motives behind representations, as well as their power in social and cultural life). hooks also explains why she insists on using the phrase "white supremacist capitalist patriarchy" to describe the interlocking systems of domination that define our reality.
In Part Two, she domonstrates the value of cultural studies in concrete analysis through such subjects as the OJ Simpson case, Madonna, Spike Lee, and Gangsta rap. The aim of cultural analysis, she argues, should be the production of enlightened witnesses - audiences who engaged with the representations of cultural life knowledgeably and vigilantly.
"The issue is not freeing ourselves from representations. It's really about being enlightened witnesses when we watch representations." -bell hooks
Logistical Information:Produced & directed by Sut Jhally
Edited by Sut Jhally, Mary Patierno & Harriet Hirshorn
Copyright 1997
Part One: On Cultural Criticism Why Study Popular Culture? / Critical Thinking as Transformation / The Power of Representations / Motivated Representations / Why "White Supremacist Capitalist Patriarchy? / Enlightened Witness
Part Two: Doing Cultural Criticism Hoop Dreams: Constructed narrative / Dealing with OJ / Madonna: From feminism to conservatism / Spike Lee: Hollywood's fall guy / KIDS: Whose gaze? / Rap: Authentic expression or market construct? / Black Female Bodies: Color caste systems / Consuming Commodified Blackness
Biographical Summary:bell hooks, Distinguished Professor of English, City University of New York, is the author of many books of commentary, criticism and autobiography, including Reel to Real: Race, Sex & the Class at the Movies and her most recent book, Salvation: Black People and Love.
Medical Apartheid: From the Tuskegee Experiments to the Present
Medical Apartheid
Medical Ethicist Harriet Washington Documents How Blacks Still Suffer at the Hands of Medicine (Click here for the Video )
"The fear of medicine is based on real events. And real events go way beyond -- way before and way after -- Tuskegee," says Harriet Washington. "There are things that are happening now that will keep [African Americans] from going to the hospital."
We've all heard of the Tuskegee syphilis experiment and how black men were allowed to languish and spread this fatal disease in the name of medical research -- without their knowledge or permission.
In her recently released book, 'Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present,' Harriet A. Washington painstakingly documents how blacks -- whether it's slave women unwillingly having gynecological experiments done on them or artificial blood being used in inner city hospitals -- have been dehumanized and often brutalized by a profession which takes an oath to heal.
Unfortunately, Tuskegee was not an anomaly.
It's no coincidence, Washington explains, that blacks do not seek medical care until "the pain is too much" often forsaking preventative care because of stories like these or blatant disrespect at the hands of doctors...Read More
Tuskegee Syphilis Study
Full Version with video:
Vanessa Northington Gamble, M.D., Ph.D., is Associate Professor at Johns Hopkins University, and is an internationally recognized expert on ... all » the history of race and racism in American medicine, cultural competence, and diversity. She discusses the enduring causes and consequences of the Tuskegee Syphilis Study Series: "LeNoir/NMA Memorial Lecture"
Click here for Tuskegee In Photos
Related Health Education Learning Objects:
OUR STORY IN BRIEF! The Relationship Between America, Blacks, Health and Medicine
Turn on "The Black Panther of Rap Music" /RBG's Paris Audio Playlist
(Once the audio opens click back on this tab to continue your browsing)
Click for the PDF
Click here for a RBG Jpeg Slide Show Presentation
HD Live Link PowerPoint Show Available in Advaned Version of the School
The Black Panther Party 
(originally called the Black Panther Party for Self-Defense) was an African American organization founded to promote civil rights and self-defense. It was active within the United States in the late 1960s into the 1970s.
Founded in Oakland, California by Huey P. Newton and Bobby Seale in October 1966, the organization initially espoused a doctrine calling for armed resistance to societal oppression in the interest of African American justice, though its objectives and philosophy changed radically throughout the party's existence. While the organization's leaders passionately espoused socialist doctrine, the party's black nationalist reputation attracted an ideologically diverse membership base, such that ideological consensus within the party was difficult to derive, and differing perspectives within the party base often clashed conspicuously with those of its leadership.
www.itsabouttimebpp.com/
The group was founded on the principles of its Ten-Poi
nt Program, a document that called for "Land, Bread, Housing, Education, Clothing, Justice And Peace," as well as exemption from military service that would utilize African Americans to "fight and kill for other people of color in the world who, like Black people, are being victimized by the White racist government of America."
Link to RBG Full Historical Tour / Annoted Pictures Lecture
Related Current Events:
Chairman Fred & BPP Min of Culture Emory Douglas 6/12
Chairman Fred Hampton Jr of the Prisoners of Conscience Committee will be having a open public discussion wit' Black Panther Party Minister of Culture Emory Douglas about revolutionary art, the counter-intelligence program, and the history and legacy of the Black Panther Party and how it relates to the work of the POCC today. This event will take place on Tuesday, June 12th at 7pm at the Black New World, 836 Pine St., in the Bottoms of West Oakland. No one will be turned away because of lack of funds.For background study see:
Emory Douglas Revolutionary Art
The COINTELPRO Papers
Click to enlarge and read
"prevent the rise of a black messiah," use of Jewish Defense
League against, use of La Cosa Nostra against, cartoons, "Blackboard", Rabbi Kahane, William O'Neal, and numerous victims including: Southern Christian Leadership Conference, Revolutionary Action Movement, the Deacons for Defense and Justice, Congress of Racial Equality, SNCC, Nation of Islam, Poor People's Campaign, Republic of New Africa, US organization, Black Liberators, Martin Luther King, Malcolm X, Stokely Carmichael, H. "Rap" Brown, Elijah Muhammad, Maxwell Stanford, Dick Gregory, Huey Newton, David Hilliard, Ron Karenga, Charles Koen, Sylvester Bell, Bobby Seale, Eldridge Cleaver, Fred Hampton, Mark Clark, Geronimo Pratt, John William Washington, Richard Henry, Muhammed Kenyatta, Jeff Fort"...Read More
Click here for RBG Presentation on Cointelpro and the East Coast-West Coast Panther Split
A Kiswahili term for "Disaster" or "Terrible Occurrence".
This is the word that best describe the more than 500 hundred years of suffering of people of African descent through Slavery, Imperialism, Colonialism, Invasions and Exploitation. In this section you see pictures, here audio and watch videos that tell some of the story of our suffering.
It All Started with the Euorpean Holocaust of Afrikan Enslavement (The Maafa)The story of the trans-Atlantic slave trade and slavery in the New World is a story of European cruelty and African suffering. The barbarity of the slave trade is attested by the slavers themselves. For example, a Dutch slave trader on the West African cost in the 18th century wrote: “’The Invalides and the Maimed being thrown out . . . the remainder are numbred. . . . In the mean while a burning Iron, with the Arms or Name of the Companies, lyes in the Fire; with which ours are marked on the Breast. . . . I doubt not but this Trade seems very barbarous to you, but since it is followed by meer necessity it must go on; but we yet take all possible care that they are not burned too hard, especially the Women’" (qtd. in MacPherson).RBG Extention: RBG It All Started with Slave Ships: Feat.,Voices of Slavery & Photo-Story Mini-Lectures "Strange Fruit"
Reference Link Outs:
AFRICAN AMERICAN HOLOCAUST
The MAAFA (African Holocaust)
Mr. Dowling's Maafa Page
RBG Street Scholar "Black History"
Picture Collage Summaries Notepad
Black August originated in the concentration camps of California to honor fallen Freedom Fighters, Jonathan Jackson, George Jackson, William Christmas, James McClain and Khatari Gaulden. Jonathan Jackson was gunned down outside the Marin County California courthouse on August 7, 1970 as he attempted to liberate three imprisoned Black Liberation Fighters: James McClain, William Christmas and Ruchell Magee.
Ruchell Magee is the sole survivor of thatarmed rebellion. He is the former co-defendant of Angela Davis and has been locked down for 40 years, most of it in solitary confinement. George Jackson was assassinated by prison guards during a Black prison rebellion at San Quentin on August 21, 1971. Three prison guards were also killed during that rebellion and prison officials charged six Black and Latino prisoners with the death of those guards. These six brothers became known as the San Quentin Six. To honor these fallen soldiers the brothers who participated in the collective founding of Black August wore black armbands on their left arm and studied revolutionary works, focusing on the works of George Jackson...These six brothers became known as the San Quentin Six. To honor these fallen soldiers the brothers who participated in the collective founding of Black August wore black armbands on their left arm and studied revolutionary works, focusing on the works of George Jackson...Learn More
George Jackson: Black Revolutionary & Spark for the Modern Day Anti-Prison Movement
The August 7, 1970 Marin County Courthouse Slave Rebellion
RBG Freedom Fighter Tribute: Feat, A Brief History of the New Afrikan Prison Struggle
"Mass media have played and will continue to play a crucial role in the way white Americans perceive African-Americans. As a result of the overwhelming media focus on crime, drug use, gang violence, and other forms of anti-social behavior among African-Americans, the media have fostered a distorted and pernicious public perception of African-Americans".
The Yale Political Quarterly / Read More
We offer this edutaining video driven learning environment as a counter to mass media distortions and "white lies".
