Historians often utilize the term “primary source” to describe a piece of historical evidence. The evidence can be anything created during the period in which one is researching. From pictures to speeches, primary sources can address local, national, and international history that opens time portals into a world that allows the interpretation of history through the eyes and minds of those who lived during the researched period. These sources can be integrated seamlessly and aligned to History Standards and incorporated as primary sources into the curriculum. Such sources are often invaluable opportunities to gain greater clarity and insight into historical . . .
A disingenuous trend is reemerging, bastardizing concepts of “accessibility” to attack and suppress radical efforts at political education. The focus on consistent ongoing political education is shot down as disconnected from the needs of the people. But these critiques should be seen clearly for what they are: anti-intellectualism masquerading as a faux concern for the elusive “everyday person”. These are not genuine concerns for how people learn (ignoring the array of techniques like creating glossaries, audio recordings of written materials, visual aids or establishing group reading environments), these are attacks on the acts of learning and studying. As an article . . .
On September 1, 2021, Hurricane Ida hit Southeast Louisiana, temporarily displacing thousands of New Orleans residents, including myself and most of my family. Residents who had the means evacuated early, leaving others to fight for limited resources while simultaneously seeking refuge in neighboring cities. On top of their pre-existing bills, evacuees were forced to front the costs of hotels, food, gas and repairs or even replacement of their own homes. Natural disasters produce an overwhelming amount of stress and anxiety — you simply don’t know if you will have a house to live in until you are able to return home. I . . .
It is typically agreed upon in Black/Afrikan colonies throughout so called america that the education/miseducation system is at minimum, a complete disaster when it comes to our Black babies and their wellbeing. Our babies being suspended and expelled from preschools, armed pigs occupying the halls of middle and high schools, the hyper-sexualization of young women through dress code policy, mush and milk passed off as food, and the lack of basic educational resources like textbooks, desks, or even teachers has been well documented, discussed, and deplored. When properly analyzed, one can conclude that these conditions, which plague Black/Afrikan schools across . . .
In the third season of Black Lightning, the fictional Black city of Freeland was living under a military occupation by the ASA (the quasi governmental organization occupying Freeland). Not only did the city have heavily armed troopers patrolling the streets, but also had troopers patrolling the schools– detaining anyone they deemed a threat – using violence if necessary. In episode four, students are in a classroom discussing similar military occupations in multiple countries around the world and their harmful effects on the people being occupied. Some students agree, but then others claim the ASA occupying their city might be a . . .
From origins of exploited free labor from enslaved Africans to the eery connection between profit over people and corporate greed, the US education system is a white supremacist technology, tool, and weapon that interconnects and maintains a tradition to colonial orders of the status quo. The violence of the U.S. education system has operated for centuries by upholding white settler colonial interests in exploiting the labor of African communities around the world, fueling student complacency through a neo-liberal agenda that promotes economic mobility through class traitor politics as a unsustainable tactic to shift the material conditions of African people. This . . .
In the months since the US government formally announced COVID-19 as a global pandemic, government officials have made calls for city and statewide quarantines to control the spread. However, [self] quarantine as a solution has been disrupted by the government’s inability to provide assistance to its citizens and by the ruling class’ organized push to “reopen America” in spite of the overwhelmingly affected colonized people who make up “essential workers”. As states begin to reassess reopenings because the number of cases continues to increase across the country, there can be no question that we have all been made to embrace . . .