Introduction

2016 ◽  
Author(s):  
Jeanne Pitre Soileau
Keyword(s):  
African American ◽  
Public Schools ◽  
Popular Music ◽  
New Orleans ◽  
The Internet ◽  
White Children ◽  
Play Elements ◽  
Jump Rope ◽  
South Louisiana ◽  
Changing Society

This chapter covers the timeline from 1960 when New Orleans integrated its public schools, to 2011, the age of computers and the Internet. Integration had an immediate impact on children and their folklore – African American and white children began to communicate on the playground, sharing chants, jokes, jump rope rhymes, taunts, teases, and stories. Through the next forty-four years, schoolchildren of South Louisiana were able to conserve much traditional schoolyard lore while adapting to tremendous social and material changes and incorporating into play elements from media, computers, smartphones, and the Internet. As time passed African American vernacular became trendy among teenage whites. Black popular music became the music of choice for many worldwide. This is a story about how children, African American and “other” have learned to fit play into their rapidly changing society.

“All That You Can’t Leave Behind”

Meridians ◽  
2020 ◽  
Vol 19 (S1) ◽  
pp. 255-278
Author(s):  
Daphne A. Brooks
Keyword(s):  
African American ◽  
Black Women ◽  
Popular Music ◽  
Hurricane Katrina ◽  
New Orleans ◽  
Black Female ◽  
First Century ◽  
Global Level ◽  
Original Title ◽  
Early Twenty

Abstract As numerous scholars have shown, Hurricane Katrina exacerbated the already-ongoing precarity of African American communities in New Orleans. The crisis demanded a reckoning with the afterlives of slavery at the national and global level. This article focuses on the work of Black women popular music artists whose early twenty-first century recordings and stirring performances addressed the traumas, the challenges, and the spectacular subjugation of Black women who fell victim to brutal disenfranchisement in the midst of the disaster. Beyonce’s B-Day album and Mary J. Blige’s history-making Katrina telethon performance are central to this discussion. The original title of this article was “‘All That You Can’t Leave Behind’: Black Female Soul Singing and the Politics of Surrogation in the Age of Catastrophe.”

Introduction

Prison School ◽  
2016 ◽  
Author(s):  
Lizbet Simmons
Keyword(s):  
African American ◽  
Public Schools ◽  
Criminal Justice ◽  
New Orleans ◽  
African American Boys ◽  
School Students ◽  
The Core ◽  
System P ◽  
New Public

This introductory chapter begins with a description of the new public school at the Orleans Parish Prison, opened by the criminal sheriff in New Orleans, Louisiana, in 2002. Dubbed by locals as “the Prison School”, the school enrolled a group of African American boys who had previously been removed from regular public schools, most for nonviolent disciplinary offenses. The students were taught by inexperienced and uncredentialed teachers, and were surveilled and disciplined by the sheriff's deputies. The chapter then sets out the book's purpose, which is to examine the educational and correctional experiences of locals who protested the establishment of the school, as well as the experiences of two Prison School students. At the core of this book is an overarching concern about the ways in which urban youths are burdened by the long arm of the criminal justice system.

Undereducated and Overcriminalized in New Orleans

Prison School ◽  
2016 ◽  
Author(s):  
Lizbet Simmons
Keyword(s):  
African American ◽  
Public Schools ◽  
New Orleans ◽  
African American Men ◽  
Incarceration Rate ◽  
The Public ◽  
American Students ◽  
Two Generations ◽  
War On Crime ◽  
Out Of School

This chapter looks closely at New Orleans to show how punitive school disciplinary measures endorse the War on Crime, compounding the academic problems of African American students within the city's historically dysfunctional school system. It draws a picture of the dismal educational and disciplinary conditions in the public schools of New Orleans across two generations of African American men and shows their role in extending correctional vulnerability. The educational experiences of these men help explain how Louisiana gained the highest incarceration rate in the world. In Louisiana and nationally, the correctional system is filled with individuals who have dropped out of school. In 1997, almost 75 percent of state inmates lacked a high school diploma. Extreme school disciplinary policies have added to that group students who have been pushed out of school.

Value Creating Education Philosophy and the Womanist Discourses of African American Women Educators

2020 ◽  
Vol 9 (SI) ◽  
pp. 102-113
Author(s):  
Paula Estrada Jones
Keyword(s):  
African American ◽  
Public Schools ◽  
Women Educators ◽  
African American Women ◽  
American Women ◽  
The Public ◽  
Education Philosophy ◽  
Theoretical Approaches ◽  
Educational Challenges ◽  
Helping Others

The paper documents the initiative of two African American women educators who have utilized these theoretical approaches to solve the educational challenges in their respective communities. Marva Collins and Corla Hawkins decided to build schools in their own communities after realizing that the public schools were not equipped to educate minorities. The story of these two women demonstrates that individuals can address systemic injustices in their communities. Collins and Hawkins were not wealthy. What they possessed was a passion for helping others. Their example can inspire more individuals to take steps using liberating philosophies, like value-creating education and womanist approaches in education, to transform the state of education in their communities.        

African American Religions in the Nineteenth Century

2018 ◽  
Author(s):  
Emily Suzanne Clark
Keyword(s):  
Nineteenth Century ◽  
African American ◽  
New Orleans ◽  
Black Church ◽  
African Methodist Episcopal ◽  
Abraham Lincoln ◽  
Methodist Episcopal ◽  
African American Religion ◽  
African Methodist Episcopal Church ◽  
Methodist Episcopal Church

The typical story of African American religions narrates the development and power of the Protestant black church, but shifting the focus to the long nineteenth century can reorient the significance of the story. The nineteenth century saw the boom of Christian conversions among African Americans, but it also was a century of religious diversity. All forms of African American religion frequently pushed against the dominance of whiteness. This included the harming and cursing element of Conjure and southern hoodoo, the casting of slaves as Old Israel awaiting their exodus from bondage, the communications between the spirit of Abraham Lincoln and Afro-Creoles in New Orleans, and the push for autonomy and leadership by Richard Allen and the rest of the African Methodist Episcopal Church. While many studies of African American religions in the nineteenth century overwhelmingly focus on Protestantism, this is only part of the story.

scholarly journals Student Speech and Social Media: The Supreme Court Finally Enters the Fray

Laws ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 19
Author(s):  
Charles J. Russo
Keyword(s):  
Social Media ◽  
Public Schools ◽  
School District ◽  
Supreme Court ◽  
Extracurricular Activities ◽  
The Internet ◽  
Student Speech ◽  
American Military ◽  
The Supreme Court ◽  
Cyber Speech

Tinker v. Des Moines Independent Community School District was a watershed moment involving the First Amendment free speech rights of students in American public schools. In Tinker, the Supreme Court affirmed that absent a reasonable forecast of material and substantial disruption, educators could not discipline students who wore black arm bands to school protesting American military action in Viet Nam. Not surprisingly, litigation continues on the boundaries of student speech, coupled with the extent to which educators can limit expression on the internet, especially social media. As the Justices finally entered the fray over cyber speech, this three-part article begins by reviewing Tinker and other Supreme Court precedent on student expressive activity plus illustrative lower court cases before examining Levy v. Mahanoy Area School District. In Levy, the Court will consider whether educators could discipline a cheerleader, a student engaged in an extracurricular activity, who violated team rules by posting inappropriate off-campus messages on Snapchat. The article then offers policy suggestions for lawyers and educators when working with speech codes applicable to student use of the internet and social media by pupils involved in extracurricular activities.

scholarly journals Mind games: A temporal sentiment analysis of the political messages of the Internet Research Agency on Facebook and Twitter

2021 ◽  
pp. 146144482110143
Author(s):  
Soyoung Park ◽  
Sharon Strover ◽  
Jaewon Choi ◽  
MacKenzie Schnell
Keyword(s):  
African American ◽  
Temporal Dynamics ◽  
Negative Emotion ◽  
American Identity ◽  
Internet Research ◽  
The Internet ◽  
Message Content ◽  
Political Messages ◽  
African American Identity ◽  
2016 Election

This study examines the temporal dynamics of emotional appeals in Russian campaign messages used in the 2016 election. Communications on two giant social media platforms, Facebook and Twitter, are analyzed to assess emotion in message content and targeting that may have contributed to influencing people. The current study conducts both computational and qualitative investigations of the Internet Research Agency’s (IRA) emotion-based strategies across three different dimensions of message propagation: the platforms themselves, partisan identity as targeted by the source, and social identity in politics, using African American identity as a case. We examine (1) the emotional flows along the campaign timeline, (2) emotion-based strategies of the Russian trolls that masked left- and right-leaning identities, and (3) emotion in messages projecting to or about African American identity and representation. Our findings show sentiment strategies that differ between Facebook and Twitter, with strong evidence of negative emotion targeting Black identity.

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