Epilogue: “We People Who Are Darker than Blue”: Black Studies and the Mizzou Movement

Stephanie Shonekan
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Abstract

Abstract:One of my favorite song titles is Curtis Mayfield’s “We People Who Are Darker than Blue” (1970). It connotes the deep and unique physical beauty and painful struggle of Black people all around the world. The song itself is a journey from Africa to the Americas, fusing the hypnotic djembe drum beats of a West African past with the funky improvisational jazzy horns and keyboards of African American R&B. Mayfield includes spoken word and sung lyrics, stories and didactic lessons, varying the tempo and the dynamism, all resulting in an urgent call to Black folks to remain steadfast in the fight against systemic oppression and racism. Although the twenty-first century #BlackLivesMatter generation has gravitated toward hip hop to find an apt soundtrack for their modern movement, this Curtis Mayfield song could serve as the theme song for the movement’s continuum.
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结语:“我们这些比蓝色更深的人”:黑人研究和密苏里运动
摘要:我最喜欢的歌名之一是柯蒂斯·梅菲尔德的《We People Who Are dark than Blue》(1970)。它蕴含着深刻而独特的身体美和全世界黑人的痛苦斗争。这首歌本身就是一段从非洲到美洲的旅程,融合了西非过去令人催眠的djembe鼓点与非洲裔美国人R&B时髦的即兴爵士号角和键盘。《梅菲尔德》包含了口语和歌词,故事和教学课程,改变了节奏和活力,所有这些都是为了紧急呼吁黑人继续坚定地与系统性压迫和种族主义作斗争。尽管21世纪的“黑人的生命也很重要”一代倾向于嘻哈音乐,为他们的现代运动寻找合适的配乐,但柯蒂斯·梅菲尔德(Curtis Mayfield)的这首歌可以作为这场运动的延续的主题曲。
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来源期刊
The Journal of Negro Education
The Journal of Negro Education Social Sciences-Anthropology
CiteScore
1.20
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期刊介绍: The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.
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