The Black radical tradition - theory and practice: Black studies and the scholarship of Cedric Robinson

Race & Class ◽  
2005 ◽  
Vol 47 (2) ◽  
pp. 1-22 ◽  
Author(s):  
Darryl C. Thomas
2018 ◽  
Vol 7 ◽  
pp. 168-190
Author(s):  
Kwasi BOADI

In Ghana – The Autobiography of Kwame Nkrumah (1971), Nkrumah recounts the deliberations within the United Gold Coast Convention on J. B. Danquah’s proposal for adopting the Akan art motif Funtummireku Denkyemmireku (Denkyemmireku, for short), the proverbial two-headed crocodile, as emblem for the emerging nation of Ghana. Dismissing it as a “hideous monstrosity” that symbolizes selfishness, it was never adopted. Yet, the art motif, a kind of jeremiad that says pity that poor crocodile, whose two heads cannot stop fighting over food, even though they share one stomach, is a recognition of the dialectic of nature as one of unity in diversity, the very essence of the hallowed African monistic thesis of matter. This paper posits that Denkyemmireku embodies a potent philosophical and ideological symbol capable of serving as a usable past for a much-needed reconstruction of a more legitimate African state.   ______________________________ 1 Some aspects of this article have been previously published in the Journal of Black Studies by the author. See, Kwasi Boadi, “The Ontology of Kwame Nkrumah’s Consciencism and the Democratic Theory and Practice in Africa – A Diopian Perspective.” Journal of Black Studies, Volume 30, Number 4 / March 2000, 475–501.


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.


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