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 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.”

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RBG'z Core Curriculum A-V Study and Discussion Guide

Written by RBGStreetScholar on

From: rbg-street-scholar-multi-media-e-zine.blogspot.com

Zimbio Cover - RBG Afrikan- Centered Cultural Development and Education

Click poster or link back here to the RBG Video Guide:

RBG Wake Up Call:
"On The Shoulders of Those Before Us"

"The Purpose of Knowledge"

"They have allowed us to attend all of the fine academic institutions, but there is something missing. With all that we have learned, we cannot quite put it together to do something to help our people. We have more education than the respected country of Great Britain: over 14,000 Bachelor of Science degrees every year, 775 Master degrees every year, 125 doctorate degrees every year. Every year, we are producing scholarship, but the scholarship is producing nothing for the people. It is because we have been deprived of the knowledge of ourselves."

From:The Purpose of Knowledge
by The Honorable Minister Louis Farrakhan

Access the link below to download the TV
RBG Street Scholars Think Tank Videos on Veoh.com

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 Afrika-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...

Liberatory Practices

Decolonization– Process of overthrowing and then removing the Eurocentric value and
belief systems (colonies) implanted in our minds by mis-education, indoctrination and mass media manipulation that keep us psychologically, emotionally, materially and spiritually tied to Europeans as their victims or servants. To decolonize the African mind is to cleanse and liberate by re-Africanizing the African mind (Chinweizu, 1987).

Intellectual Disobedience – Twenty-first century corollary to Henry David Thoreau’s (1860) notion of civil disobedience that holds that African people have a moral imperative to resist all attempts by the European dominated educational hegemony to constrict, restrict or regulate the content of their education (Hotep, 2000).

Ma’at (Mdw Ntr) – Seven thousand-year-old Kemetic (ancient Egyptian) term for the divine law of truth, justice, order, harmony, balance, in short, righteousness. The restoration, maintenance and preservation of ma’at was considered the highest social ideal by the ancient Africans of the Nile River Valley civilizations. Today, it is the motive and goal of all conscious, African freedom fighters (Karenga, 1986;Hilliard, 1994; Carruthers, 1995; Ashby, 1996).

Re-Africanization – Intergenerational, family-based process of reclamation, revivification and reincorporation of African cultural knowledge and values as the prerequisite for establishing a 21st century African social order rooted in the traditional wisdom of African people (Akoto & Akoto, 2000).

Sankofa (Twi)– Akan concept, symbol and social practice adopted by late 20th century Pan African nationalist scholars and activists, which refers to the practice of learning from the past to build for the future. For African people, this means having the desire to not only to understand the worldview of our ancient African ancestors, but also the wisdom to adopt or adapt their social practices and philosophical beliefs when they will help us establish financially independent, emotionally wholesome and nurturing families and autonomous, sovereign, self-sufficient communities. Sankofa practice demands confronting the Maafa by respecting life, nature and the wisdom of our African ancestors, establishing viable extended families, supporting African centered institutions and organizations, and creating social and economic ties throughout the African World Community (Wase, 1998; Akoto & Akoto, 2000).

Goals of Mis-Education

Conceptual Incarceration (CI) – State of African intellectual imprisonment in European value and belief systems occasioned by ignorance of African and Native American philosophical, cultural and historical truths. CI is the goal of miseducation, the end result of deculturalization, and the major obstacle to innovative, creative and liberatory African thought and practice (Nobles, 1986).

Diseducation – Public school practice of arresting and undermining the intellectual development of African students resulting in “pervasive, persistent and disproportionate” academic under achievement.

Diseducation is a strategy of deculturalization, the maafa and the source of the Black-White student achievement gap (Carruthers, 1994).

Education For All – Termed coined at a 1990 World Bank conference in Thailand to promote western-style primary education in Africa, which serves to “rob Africans of their indigenous knowledge and language” promoting what Dr. Birgit Brock-Utne calls the “recolonization of the African mind” (Brock-Utne, 2000).

Learned Indifference (LI) – Pervasive and debilitating African psychological state characterized by disinterest in issues, causes and organizations that promote the advancement of African people. LI is a function of conceptual incarceration and the end goal of deculturalizaton and miseducation (X, 1996).

Mentacide – Deliberate and systematic European-orchestrated process terminating in the destruction of the African mind with the ultimate objective the extirpation of African people. End goal of deculturalization, miseducation and the maafa (Wright, 1984).

Utengano (Swahili) – Deeply entrenched, intergenerational African American predisposition to accept disunity, division and disorder in the African community as normal. Utengano is an expression of learned indifference, an outgrowth of deculturalization, and a strategy of the maafa (Hotep, 2002).

Excerpted from : Hotep, H. (2003). Decolonizing the African Mind: Further Analysis and Strategy. Kwame Ture Youth Leadership Institute. Retrieved January 25, 2007

Text From: Decolonizing the African Mind: Further Analysis and Strategy by Uhu...

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