Pub Date : 2022-11-10DOI: 10.13169/zanjglobsoutstud.4.1.0003
Tomás Fernández Robaina
This essay is dedicated to Walterio Carbonell (1920-2008), the controversial Afro-Cuban Marxist thinker, on the 50th year of the publication of his masterpiece Como Surgió la Cultura Nacional (“On The Emergence of National Culture”). It was published in a 1961, a year marked by the official declaration of the socialist character of the Cuban Revolution, the victory of Playa Girón (the “Bay of Pigs”), and the launching of a massive literacy campaign. Carbonnell’s text confronts the traditional version of Cuban history, which assigns the leading role of the gestation of Cuban nationality to an enlightened aristocracy of White Creoles of Spanish origin. According to this version, such intellectual groups generated an ideology of independence that led to the beginning of the anti-colonial wars against Spain in 1868. Today, this explanation, with slight modifications, continues to be the most widespread in Cuba.
这篇文章是献给备受争议的非裔古巴马克思主义思想家Walterio Carbonell(1920-2008)的，纪念他的代表作《Como Surgió la Cultura Nacional》(《论民族文化的出现》)出版50周年。这本书出版于1961年，这一年正式宣布了古巴革命的社会主义性质，普拉亚Girón(“猪湾”)的胜利，并发起了大规模的扫盲运动。Carbonnell的文本面对古巴历史的传统版本，它将古巴国籍孕育的主要角色分配给了西班牙血统的白人克里奥尔人的开明贵族。根据这个版本，这些知识分子团体产生了一种独立的意识形态，导致了1868年反对西班牙的反殖民战争的开始。今天，这一解释经过轻微修改，仍然是古巴最普遍的解释。
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Pub Date : 2022-10-14DOI: 10.13169/zanjglobsoutstud.3.1.0004
W. Churchill
This essay traces the history of Red-Black unity within the context of U.S. settler colonialism and is presented in two parts. Here is the first and the second will be published in Volume 3, Number 2.
本文追溯了美国殖民主义背景下红黑团结的历史，分为两个部分。这是第一篇，第二篇将在第三卷第2号发表。
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Pub Date : 2022-10-14DOI: 10.13169/zanjglobsoutstud.3.1.0001
Steven D. Gayle, Jesse Benjamin
Introduction to the Special Issue.
特刊简介。
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Pub Date : 2022-10-14DOI: 10.13169/zanjglobsoutstud.3.1.0003
Steven D. Gayle
This paper will attempt to identify and discuss the following issues: (1) the concepts of African American and Native American identities as aspects of the mode of production in Euro-American or Western capitalism, specifically as employed by the former North American colonies that now comprise the United States, as well as the United States during the modern era; (2) How these identities in the form of “Blackness” and “Indianness” were utilized to establish Euro-American capitalism in the modern era; (3) The concept of political and economic upheaval in the form of what I have dubbed the “Montezuma Effect”; and finally, (4) how mental and physical maroon spaces within the overlapping realms of Indianness and Blackness present the potentiality of a Montezuma Effect to take hold in modern capitalism.
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Pub Date : 2022-10-14DOI: 10.13169/zanjglobsoutstud.3.1.0005
B. Hunt
Throughout American history, the government has taken various systemic measures to monitor, surveil and control its burgeoning minority populations. In the postbellum era, these aims were primarily focused on assimilation and cultural genocide modeled, beginning with the creation of schools like the Hampton Model Schools for Black students and American Indian boarding schools for Indigenous students. Though neither remain in operation, their spirit lives, particularly as we see Native and Black students being funneled into occupational tracks in high school, having disproportionately high rates of suspension and expulsion, and being subjected to a whitewashed curriculum that positions them as victims, criminals, or non-existent. This work seeks to explore the linkages between these historical institutions and the current status of Native and Black students in modern-day schools.
{"title":"Sinister Schooling: Modern-Day Implications of Hampton Model Industrial Schools and American Indian Boarding Schools","authors":"B. Hunt","doi":"10.13169/zanjglobsoutstud.3.1.0005","DOIUrl":"https://doi.org/10.13169/zanjglobsoutstud.3.1.0005","url":null,"abstract":"Throughout American history, the government has taken various systemic measures to monitor, surveil and control its burgeoning minority populations. In the postbellum era, these aims were primarily focused on assimilation and cultural genocide modeled, beginning with the creation of schools like the Hampton Model Schools for Black students and American Indian boarding schools for Indigenous students. Though neither remain in operation, their spirit lives, particularly as we see Native and Black students being funneled into occupational tracks in high school, having disproportionately high rates of suspension and expulsion, and being subjected to a whitewashed curriculum that positions them as victims, criminals, or non-existent. This work seeks to explore the linkages between these historical institutions and the current status of Native and Black students in modern-day schools.","PeriodicalId":339970,"journal":{"name":"Zanj: The Journal of Critical Global South Studies","volume":"37 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125702529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.13169/zanjglobsoutstud.3.1.0002
Yuleisy Fernández Cruzata, J. Molina
Photo essay featuring the work of and behind-the-scenes photos from Cruzata and Molina.
照片散文的工作和幕后的照片从克鲁扎塔和莫利纳。
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Pub Date : 2022-09-20DOI: 10.13169/zanjglobsoutstud.6.1.0004
Francena F. L. Turner
Broad surveys of college student activism are impossible without the study of individual campuses. Studies of activism on historically Black college and university (HBCU) campuses in the United States tend to focus on larger more well-known campuses or those in large urban areas. Studies of student activism within North Carolina repeatedly highlight only three of the eleven extant institutions. This study contributes to the historiography of Black campus activism by using nine oral history interviews conducted with university alumni paired with extensive archival research to excavate the ways Fayetteville State University students contributed to the Black Campus Movement. This essay is a narrative of student protests between 1966 and 1972. Ultimately, such protests were grounded in major breakdowns in meaningful communication between faculty, administrators, alumni, and students and in HBCU students’ shared desire to have a say in decisions that affected their lives. Fayetteville State’s student body fully invoked James Baldwin’s notion of critiquing America in that they loved their institution more than any other institution in the world, and, exactly for that reason, they insisted on the right to criticize Fayetteville State and demanded that she rise to the occasion for which she was formed.
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Pub Date : 2022-09-20DOI: 10.13169/zanjglobsoutstud.6.1.0005
Frederick Douglas Dixon
During the rise of the Black Power movement, the Afro-American History Club fought for control of Chicago’s Woodrow Wilson Junior College, by challenging the viability of the college’s mostly Eurocentric curriculum for Black students. In doing so, they found themselves in public battles with Chicago’s mayor, Richard J. Daley. As America’s most powerful mayor, Daley controlled the City Colleges of Chicago campuses with a system of political nepotism that fixed Black students at the lowest rung of the educational strata. This chapter critically examines the fight between the Afro-American History Club and “Pharoah” Daley in 1967-1968. Also, it investigates the impact of Daley politics on student activism and protest at Woodrow Wilson Junior College during the growth and development of the Black Power movement.
在黑人权力运动兴起期间，非裔美国人历史俱乐部(african - american History Club)为争夺芝加哥伍德罗·威尔逊初级学院(Woodrow Wilson Junior College)的控制权，挑战该学院为黑人学生开设的以欧洲为中心的课程的可行性。在这样做的过程中，他们发现自己陷入了与芝加哥市长理查德·j·戴利(Richard J. Daley)的公开斗争中。作为美国最有权势的市长，戴利控制着芝加哥城市学院的校园，其政治裙带关系体系将黑人学生固定在教育阶层的最底层。本章批判性地考察了1967-1968年美国黑人历史俱乐部与“法老”戴利之间的斗争。此外，它还调查了戴利政治在黑人权力运动成长和发展期间对伍德罗威尔逊初级学院学生激进主义和抗议活动的影响。
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Pub Date : 2022-09-20DOI: 10.13169/zanjglobsoutstud.6.1.0002
Amanda Joyce Hall
This essay discusses the Black student anti-apartheid activism on campus from 1976 to 1985, and emphasizes the importance of HBCU’s as early incubators for anti-apartheid activism. It highlights the transnational interconnectedness of African Americans and Africans, referencing African America’s long-standing solidarity with African liberation movements, and suggests this coalition and its results are indicative of the power of previous generations of Black radicalism expressed in Civil Rights, Black Power, and anti-colonialism movements.
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Pub Date : 2022-09-20DOI: 10.13169/zanjglobsoutstud.6.1.0003
Joshua Myers
One of the central themes of Black student activism in the latter half of the twentieth century was re-education. Finding the curriculums confronted in their schooling to be inadequate, student activists fought for Black Studies. But they also built alternatives to formal schooling. These reading circles and study groups became incubators for radical thinking, places that were free from the authority of campus administrations. This essay explores the prominence of reading circles in the context of Black student struggles at Howard University in the 1980s, through a focus on the organization, Black Nia F.O.R.C.E. It seeks to demonstrate that the preface for radical action, for their radical orientation, was knowledge and that ultimately, it was within self-determined intellectual spaces, where we find the true roots of “Black Study.”
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