We Challenge You to Join the Movement: From Discourse to Critical Voice

2019 ◽  
Vol 44 (2) ◽  
pp. 247-266
Author(s):  
Brandy S. Edmondson ◽  
Vickie Cox Edmondson ◽  
Jann Adams ◽  
Jodi Barnes

Despite the advances made since the civil rights era, racial and ethnic differences are still salient and politically divisive in the United States. Businesses increasingly have diversity, equity, and inclusion goals and business management faculty can play an important role in helping them achieve those goals. In this article, we argue that businesspersons, especially leaders of enterprises that have diversity, equity, and inclusion goals and the faculty who educate them, have a responsibility to help identify issues regarding, and solutions to, some of the world’s most pressing problems and can do so through consciousness-raising experiences aimed at helping their students develop a critical voice that signals they are more likely to contribute to a respectful and productive work environment. Five illustrative scenarios are set forth as consciousness-raising experiences that faculty members can draw on as tools to prepare students to use their critical voice as socially and culturally conscious future organizational leaders. Although the scenarios can be applied to multiple causes, we offer the Black Lives Matter movement, a social justice movement that has gained global attention, as a frame for this discussion.

Leadership ◽  
2020 ◽  
pp. 174271502097592
Author(s):  
Sarah J Jackson

Herein, I share a conversation with Alicia Garza, co-founder of the Black Lives Matter Global Network, as context to detail the collective visionary leadership of the Black Lives Matter movement in the United States. After highlighting how Garza enacts this tradition in the contemporary era, I revisit Ella Baker’s foundational model of collective visionary leadership from the civil rights era. Collective visionary leadership, embodied across these generations, is local and community-based, centers the power and knowledge of ordinary people, and prioritizes transformative accountability and liberatory visions of the future. Such leadership has been central to a range of transformational movements, and especially those anchored by Black women and Black queer folk. I also consider what critiques of traditional models of leadership collective visionary leadership levies both past and present. I call on all those concerned with the act of leading justly to take up this model.


Author(s):  
J.C. Blokhuis ◽  
Randall Curren

Judicialization is the term most commonly used to describe the supervening authority of the courts in virtually every sphere of public life in liberal democratic states. In the United States, where judicialization is most advanced, political and administrative decisions by agencies and officials at every level of government are subject to constitutional scrutiny, and thus to the oversight and substituted decision-making authority of unelected members of the federal judiciary. The judicialization of American education is associated with the judicial review of administrative decisions by public school officials in lawsuits filed in the federal courts by or on behalf of students alleging due process and other Constitutional rights violations. So defined, the judicialization of American education has been facilitated by a number of legal and social developments in the Civil Rights Era, including the ascription of limited Constitutional rights to minors in public schools, the expansion of government agency liability, and the ensuing proliferation of lawsuits under Section 1983. Judicialization has been criticized for subjecting routine administrative decisions to complex and costly procedural regimentation, for distorting social relations by subjecting them to legal oversight, and for flooding the courts with frivolous lawsuits. The causes and outcomes of the judicialization of American education present a complex and mixed picture, however. The U.S. Office of Economic Opportunity’s Legal Services Program has played a central role in judicialization by providing legal resources to confront racial injustice in the punishment of students and in school funding.


2020 ◽  
Vol 38 (3) ◽  
pp. 599-619
Author(s):  
Christopher W. Schmidt

In this essay I consider why debates over applying anti-discrimination norms to public accommodations have long been, and remain today, such a resilient presence in the history of the United States. I use as my starting point the most famous iteration of this phenomenon, the national debate sparked by the 1960 sit-in movement and culminating in the passage of the Civil Rights Act of 1964, which banned racial discrimination in public accommodations across the nation. The battle over racial discrimination and public accommodations in the early 1960s illuminates the moral issue at the heart of the issue, the lines of argument that characterize the debate over how to define legal rights in this area, and the ways in which different legal institutions have resolved, or failed to resolve, the issue. I then move backward time, highlighting the continuities between this episode and the struggle over race and public accommodations during Reconstruction. The history of the civil rights era provides a useful framework to analyze the terms of debate from a century earlier, and it provides particular insights into the significance of the concept of public rights that Rebecca Scott has so effectively brought to our attention.


2019 ◽  
pp. 174165901988011 ◽  
Author(s):  
Vanessa Lynn

This article investigates autobiographical public narratives of people who are, and were, incarcerated during different regimes of injustices in the United States—from the civil rights era to the current era of mass incarceration. People make sense of their experiences with race and racism through time, from a present standpoint of incarceration or freedom, in retrospect via proximate and distant memories of injustices, and toward a vision of the future. I juxtapose mainstream autobiographies from Malcolm X to Shaka Senghor with public blog posts from individuals incarcerated who provide autobiographical accounts to the world. I find that generations of incarcerated people who came of age during the height of the War on Drugs of the 1980s and 1990s project a narrative of a neoliberal subject who has a more individualistic and de-racialized idea of transforming their moral self and community. This contradicts with the way they portray prison as being a conduit for creating communities of racial solidarity and racial consciousness. Highly influenced and inspired by other narratives of radical prisoners of conscience of the 1960s and 1970s who were prone to view their liberation, and of the Black community, through vanquishing White supremacy, the new generation speaks to the color-blind narratives that pervade mainstream society and possible in narrative interventions correctional program.


Author(s):  
Brian D. Behnken

African Americans and Latino/as have had a long history of social interactions that have been strongly affected by the broader sense of race in the United States. Race in the United States has typically been constructed as a binary of black and white. Latino/as do not fit neatly into this binary. Some Latino/as have argued for a white racial identity, which has at times frustrated their relationships with black people. For African Americans and Latino/as, segregation often presented barriers to good working relationships. The two groups were often segregated from each other, making them mutually invisible. This invisibility did not make for good relations. Latino/as and blacks found new avenues for improving their relationships during the civil rights era, from the 1940s to the 1970s. A number of civil rights protests generated coalitions that brought the two communities together in concerted campaigns. This was especially the case for militant groups such as the Black Panther Party, the Mexican American Brown Berets, and the Puerto Rican Young Lords, as well as in the Poor People’s Campaign. Interactions among African Americans and Mexican American, Puerto Rican, and Cuban/Cuban American illustrate the deep and often convoluted sense of race consciousness in American history, especially during the time of the civil rights movement.


2019 ◽  
Vol 12 (2) ◽  
pp. 32-47
Author(s):  
Naila Keleta-Mae

In this article I examine the performances of black girlhood in two texts by Ntozake Shange—the choreopoem “for colored girls who have considered suicide when the rainbow is enuf” (1977) and the novel Sassafras, Cypress and Indigo (1982). The black girls whom Shange portrays navigate anti-black racism in their communities, domestic violence in their homes, and explore their connections with spirit worlds. In both these works, Shange stages black girls who make decisions based on their understanding of the spheres of influence that their race, gender, and age afford them in an anti-black patriarchal world dominated by adults. I draw, too, from Patricia Hill Collins’s work on feminist standpoint theory and black feminist thought to introduce the term black girl thought as a theoretical framework to offer insights into the complex lives of black girls who live in the post-civil rights era in the United States.


2004 ◽  
Vol 27 (1) ◽  
pp. 23-31
Author(s):  
Stanley O. Gaines

The 1960s have been described as the “civil rights decade” in American history. Few scholar-activists have been identified as strongly with the legal, social, economic, and political changes culminating in the 1960s as has African American historian, sociologist, psychologist W. E. B. Du Bois. Inexplicably, in 2003, the 100-year anniversary of Du Bois' classic, The Souls of Black Folk (1903), came and went with little fanfare within or outside of academia. However, in 2004, the 50-year anniversary of the initial U. S. Supreme Court decision in Brown v. Board of Education (1954) presents an opportunity for ethnic studies in general, and Black studies in particular, to acknowledge the intellectual and political contributions of Du Bois to the civil rights movement in the United States. In the post-Civil Rights Era, some authors have suggested that Du Bois opposed the initial Brown v. Board of Education (1954) ruling. In contrast, I observe in the present paper that Du Bois (1957) opposed the U. S. Supreme Court's subsequent (1955) ruling that invoked the much-criticized term “with all deliberate speed,” rather than the initial (1954) ruling that rendered the “separate but equal” doctrine unconstitutional. Moreover, I contend that Du Bois' own values and attitudes were fully consistent with his position on the (1954, 1955) decisions.


Author(s):  
Julie Buckner Armstrong

Southern literature provides numerous, diverse responses to the civil rights era. Produced during the movement itself and continuing into the 21st century, southern civil rights writing appears as poetry, drama, memoir, graphic narrative, short stories, and novels, including literary fiction and bestsellers. Movement-related works commemorate events, places, and people both famous and unknown. Authors speak of political awakening to systemic racism and violence. They consider the effectiveness of organizing tactics and the ethical implications of resistance strategies. They write compellingly about the ways segregation, protest, race relations, and sweeping social changes affect individuals and their relationships. Southern literature also exists in complex relationship to the civil rights era due in part to both terms’ fluid, evolving definitions. “Southern literature” can refer to works written in and about the American South, yet both of these categories remain more dynamic than static. The South is demarcated geographically as the United States’ southeastern and south central tier and historically as a region with ties to the former Confederacy. The South’s vexed legacy of slavery and segregation plays a role in defining a regional identity that some consider to be distinctive in terms of dialect, food culture, and an emphasis on conservative views of family, community, religion, place, and history. Many scholars, however, see constructions of a distinct southern identity with an accompanying literature as outmoded, particularly in an era of shifting demographics within the US and globalization more broadly. Like “southern literature,” the “civil rights era” resists rigid definition. The movement itself can refer to the period from the US Supreme Court’s 1954 Brown vs. Board of Education decision desegregating public schools to the 1965 Voting Rights Act—an era focused on specific civil rights leadership, goals, and, notably, the American South. Alternatively, one can define the movement more comprehensively to look at what happened before and after “the King years,” referring to the period’s iconic figure Martin Luther King Jr. This version of civil rights extends the movement to points North and West, includes Black Power (typically focused on the late 1960s and early 1970s), and links it to contemporaneous human rights and post-colonial struggles. Authors from the American South respond to this broader story by connecting the movement to issues such as immigration; policing and incarceration; economic and environmental justice; and lesbian, gay, bisexual, and transgender (LGBT) rights. Here writers depict a dynamic, multifaceted South that continues striving to transform political ideals into realities.


Author(s):  
Hertha D. Sweet Wong

The Coda reiterates that the post-civil rights era in the United States–with the coalescence of rebellion against historic modes of thought, heightened awareness of the politics of race and gender, and challenges to the artificiality of disciplinary silos –gave rise to a period of intense innovation in autobiographical expression in text and image. During this same period, profoundly new possibilities for image-text self-expression arose as the internet was developed, digital tools were generated, and social media sites were launched. Like the interart autobiographies discussed in Picturing Identity, digital media demands interactive engagement. The conclusion discusses e-poetry as a digital descendant of the forms discussed in the book. Finally, the chapter suggests that scholarly claims that digital technology itself decenters the subject must be reconsidered. It is not technology alone that determines subjectivity. All the writers-artists discussed thematize a split subject that seeks, usually futilely, wholeness.


2021 ◽  
Vol 51 (3) ◽  
pp. 285-329
Author(s):  
Jordan Bimm

In 1958, Bruno Balke, a former German Luftwaffe doctor working for the United States Air Force (USAF), led a team of airmen up Colorado’s Mount Evans. Could acclimatization to the thin mountain air boost the oxygen efficiency of future astronauts living in artificial low-pressure spacecraft environments? To judge their improvement, Balke, an expert in the nascent field of space medicine, compared their performance not with military test-pilots, but with high-altitude Indigenous people he had studied in the Peruvian Andes. This article expands discussions of race in space history beyond Black scientists, mathematicians, and pilots in the Civil Rights era to this earlier case of the permanent residents of Morococha, Peru, who participated in efforts to define an ideal spacefaring body. More than recovering the story of a nearly forgotten group of astronaut-adjacent test-subjects, this article shows how racial discrimination in space medicine functioned by inclusion. Balke studied and even celebrated the bodies of Morocochans, but never considered them potential astronauts. This article begins with Balke’s participation in the 1938 Nazi-funded expedition to summit Nanga Parbat in the Himalayas, and his follow-on work acclimatizing Luftwaffe pilots during World War Two. Then it focuses on his USAF work in the 1950s studying miners living and working in Morococha, Peru, and his attempt to replicate their altitude tolerance in American airmen on Mount Evans. Recovering Balke’s work places the high-altitude Indigenous person and the mountaineer alongside the familiar figure of the pilot in the genealogy of the early American astronaut.


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