Martin Luther King, Jr. and the Quest for Nonviolent Social Change

1986 ◽  
Vol 47 (1) ◽  
pp. 1 ◽  
Author(s):  
Adam Fairclough
Author(s):  
Becky Thompson ◽  
Veronica T. Watson

In this paper we will be drawing upon historical work on race consciousness, contemporary work on trauma, and scholarship on activism and social change to offer a vision of what a critical white double consciousness might look like. We juxtapose this critical white consciousness with what Veronica Watson has termed a “white schizophrenic subjectivity” which has been explored by intellectuals like Du Bois, Charles Chesnutt, James Baldwin and Martin Luther King Jr. Each of these writers called attention to a whiteness that works to maintain disconnection from people of color and disassociation from their own moral selves, a white schizophrenic subjectivity that prevented white folks from acknowledging or challenging racism while still continuing to think of themselves as moral and upstanding citizens of their communities and nation.


Author(s):  
Laura May Pipe ◽  
Jennifer T Stephens

Despite the popularity of social justice frameworks, today’s polarized socio-political environments call for a justice-forward approach where educators blend equity and culturally-responsive pedagogies with experiential approaches to learning. The TALLS (Toward a Liberated Learning Spirit) model for developing critical consciousness infuses established equity practices with indigenous approaches to learning and Martin Luther King Jr.’s Six Steps for Nonviolent Social Change. By re-engaging curiosities, TALLS guides learners from academic detachment through an unlearning process toward embodied liberation. Readers will be invited to disrupt common misconceptions that reproduce postcolonial paradigms to foster learner development of critical consciousness.


2020 ◽  
pp. 115-139
Author(s):  
Richard Lischer

This chapter focuses on Martin Luther King, Jr.’s speaking style. King’s style did not mirror a mysterious and inaccessible “inner man,” nor what King would have called his “personality.” Instead, it reflected a strategy for the public presentation of a message, which in turn was related to a larger strategy of social change. He did not preach and speak the way he did because “that is the sort of person he was,” but because he had a mission no less calculated or comprehensive than Demosthenes’s appeal to Athens or Lincoln’s to America. His mission was, as he put it simply in a 1963 sermon, “to make America a better nation.” Paradoxically, he pursued his high and serious purpose with a style whose first principle was the achievement of pleasure.


1988 ◽  
Vol 170 (1) ◽  
pp. 66-76 ◽  
Author(s):  
Francis E. Kazemek

The author explores how educators can best honor Martin Luther King, Jr.'s memory by using his life and works as a catalyst for getting their students and themselves to act upon school and society in a way that fosters social change. He discusses the importance of focusing on King's life and work in the classroom; presents issues which will help students and teachers not only understand King's life and work but will also help them become engaged with the ideas and problems that are vital to the world in which they live; and, finally, offers suggestions for using the study of King as a bridge to the study of other important topics.


Author(s):  
Peter J. Paris

This chapter argues that Martin Luther King Jr was formed theologically and morally by his familial and ecclesiastical environments that were integrally connected. King’s life in that restrictive context readied him for his academic venture as a graduate student in the halls of Protestant theological liberalism at Crozer Theological Seminary and for four years as a PhD student at the Boston University School of Religion. Though King and Reinhold Niebuhr were a full generation apart in age, raised in radically different contexts, and never met in person, both would become world-renowned prophetic theological leaders. The progressive reputation of each made it inevitable that they would respect each other from a distance. King expressed gratitude for the insight he received from Niebuhr’s understanding of power relations and especially how those with power never voluntarily yield it except under pressure from a counteractive force. The chapter offers a reason for the primacy of the racial struggle for King and its tangential status for Niebuhr which may also account for Niebuhr’s more patient disposition towards social change as compared to King’s strong sense of urgency.


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