The Intersection of Two Unlikely Worlds: Ratios and Drums

2001 ◽  
Vol 7 (6) ◽  
pp. 376-383
Author(s):  
Anthony C. Stevens ◽  
Janet M. Sharp ◽  
Becky Nelson
Keyword(s):  
African American ◽  
The Other ◽  
Fifth Grade ◽  
Personal Experiences ◽  
Pattern Repetition ◽  
Grade Classroom

When mathematics lessons are linked with personal experiences, typically, the result is that the student gains a stronger understanding of the content than if the lessons are isolated and unconnected. This premise was recently supported in a local fifth-grade classroom. The students learned to play three mathematically disparate rhythms on conga drums as an introduction to an exploration of ratio. Ratios connect naturally with African and Afro-Cuban drumming because the drummer's combination of many rhythms, each with a pattern repetition of different length results in a polyrhythmic song. The pattern repetitions are comprised of a given quantity of one type of beat mixed with a specified quantity of another type of beat, or a ratio of one beat to the other one. Although we completed this lesson with a group of children of whom half were African American, we believe this lesson can be powerful and meaningful for children of all ethnic backgrounds.

Dealing With the Concepts of “Grief” and “Grieving” in the Classroom: Children’s Perceptions, Emotions, and Behavior

2016 ◽  
Vol 77 (3) ◽  
pp. 240-266 ◽  
Author(s):  
Polyxeni Stylianou ◽  
Michalinos Zembylas
Keyword(s):  
Educational Intervention ◽  
Intervention Program ◽  
Research Study ◽  
Emotional Responses ◽  
Fifth Grade ◽  
Pedagogical Practice ◽  
Personal Experiences ◽  
And Behavior ◽  
The Impact ◽  
Grade Classroom

This article presents an action research study that explores how a fifth-grade classroom of 10- to 11-year-old children in Cyprus perceive the concepts of grief and grieving, after an educational intervention provided space for discussing such issues. It also explores the impact that the intervention program had on children’s emotions while exploring these concepts and illustrates how it affected their behavior. The findings suggest that the intervention had a constructive impact on children’s understandings of grief and grieving along two important dimensions. First, the intervention helped children better define emotional responses to loss (grief). Second, children seemed to overcome their anxiety while talking about grief and grieving and were able to share relevant personal experiences. The study has important implications for curriculum development, pedagogical practice, and teacher training on death education.

Morrison's Beloved and its Two "Amadas": Postcolonial Signifying upon Translation within African-American Intertextualities

1969 ◽  
Author(s):  
José Endoença Martins
Keyword(s):  
African American ◽  
Main Idea ◽  
Black Nationalism ◽  
The Other ◽  
Source Text ◽  
Specific Source ◽  
Theoretical Foundations ◽  
Specific Concern

This article compares two different Brazilian translated versions of Toni Morrison's novel Beloved: the first published in 1994, the other in 2007, both as Amada. The analysis concentrates on the speech delivered by Baby Suggs, in which she exhorts her listeners to care for their bodies. The main idea behind this article is that Beloved and the Amadas converse or talk, thus performing signifyin(g), a concept which, in Henry Louis Gates's words, explains how intertextual conversation happens through “repetition and revision, or repetition with a signal of difference” (xxiv). Its general theoretical foundations include interconnections involving several instantiations of signifyin(g): between Black nationalism and negritude, postcolonialism and African Americanism. In its specific concern with translation, the conversation that the source keeps with the target texts involves two translation theories: fluency and resistance; two kinds of translating interventions: omission and addition; and three types of strategies: syntactic, semantic, and pragmatic. These distinct categories help readers grasp translation as a continuum by means of which a specific source text encounters its target equivalents and, then, returns to its origin. The original article is in English.

Call Your "Mutha"

2020 ◽  
Author(s):  
Jane Caputi
Keyword(s):  
African American ◽  
Popular Culture ◽  
The Other ◽  
Political Class ◽  
Mother Nature ◽  
And Gender ◽  
Mother Earth ◽  
Made In

The proposed new geological era, The Anthropocene (a.k.a. Age of Humans, Age of Man), marking human domination of the planet long called Mother Earth, is truly The Age of the Motherfucker. The ecocide of the Anthropocene is the responsibility of Man, the Western- and masculine-identified corporate, military, intellectual, and political class that masks itself as the exemplar of the civilized and the human. The word motherfucker was invented by the enslaved children of White slave masters to name their mothers’ rapist/owners. Man’s strategic motherfucking, from the personal to the planetary, is invasion, exploitation, spirit-breaking, extraction and toxic wasting of individuals, communities, and lands, for reasons of pleasure, plunder, and profit. Ecocide is attempted deicide of Mother Nature-Earth, reflecting Man’s goal to become the god he first made in his own image. The motivational word Motherfucker has a flip side, further revealing the Anthropocene as it signifies an outstanding, formidable, and inexorable force. Mother Nature-Earth is that “Mutha’ ”—one defying translation into heteropatriarchal classifications of gender, one capable of overwhelming Man, and not the other way around. Drawing upon Indigenous and African American scholarship; ecofeminism; ecowomanism; green activism; femme, queer, and gender non-binary philosophies; literature and arts; Afrofuturism; and popular culture, Call Your “Mutha’ ” contends that the Anthropocene is not evidence of Man’s supremacy over nature, but that Mother Nature-Earth, faced with disrespect, is going away. It is imperative now to call the “Mutha’ ” by decolonizing land, bodies, and minds, ending rapism, feeding the green, renewing sustaining patterns, and affirming devotion to Mother Nature-Earth.

scholarly journals “Somebody Bigger than You and I”: The African American Healing Traditions of Camp Minisink

Genealogy ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 19
Author(s):  
Robyn Brown-Manning ◽  
Sharon Lockhart-Carter ◽  
Avon Morgan
Keyword(s):  
New York ◽  
New York City ◽  
African American ◽  
African American Families ◽  
Narrative Form ◽  
Systemic Racism ◽  
Unconditional Love ◽  
Higher Power ◽  
Personal Experiences ◽  
Adult Lives

Four hundred years after the first enslaved Africans landed on the shores of Jamestown, Virginia, it can be difficult to recognize the myriad ways in which the traditional healing processes of the Motherland are embedded in the day-to-day lives of African Americans. Much of what has sustained us through the insidiousness of systemic racism is sourced from the traditions of our ancestors: our faith; our creativity; our sense of community; our respect for elders; our food; and our connection to the natural environment. Employing a narrative form of inquiry, the authors dialogue and reflect on our histories at Camp Minisink, a premier African American camp servicing Black youth from New York City. We use our personal experiences as “Minisinkers” in the 1950s and 1960s, to unearth patterns of Africentric healing traditions embedded in our camp activities. The “MinisinkModel”, unbeknownst to the thousands of children who grew up through the various camp programs, provided a multitude of safety and protective factors informed by these healing practices. The foremothers and forefathers of Minisink instilled in us the belief in a higher power; unconditional love; service; and family that continue to sustain us in our adult lives. This model holds promise for present-day organizations that are struggling to identify meaningful ways of working with African American families, youth and children.

Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers

1992 ◽  
Vol 11 (3) ◽  
pp. 268-287 ◽  
Author(s):  
Nell Faucette ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Stages Of Concern ◽  
Fifth Grade ◽  
Classroom Teachers ◽  
Education Curriculum ◽  
Service Program ◽  
Service Training ◽  
Team Model ◽  
Grade Classroom

A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.

scholarly journals A Giant Cell Fibroma and Focal Fibrous Hyperplasia in a Young Child: A Case Report

2012 ◽  
Vol 2012 ◽  
pp. 1-5 ◽  
Author(s):  
Rodney J. Vergotine
Keyword(s):  
African American ◽  
Case Report ◽  
Young Child ◽  
Giant Cell ◽  
Clinical Impact ◽  
The Other ◽  
African American Female ◽  
Distinct Entity ◽  
Anterior Maxilla ◽  
Attached Gingiva

A case of two fibrotic lesions of the oral mucosa in a 17-month-old African-American female is reported. Both lesions occurred on the anterior maxilla, one lesion pedunculated on the buccal attached gingiva and the other lesion sessile on the palate. Histological examination characterized the buccal lesion as focal fibrous hyperplasia (FFH) and the palatal lesion as a giant cell fibroma (GCF). A case is made for continuing the consideration of GCF as a histologically distinct entity from FFH but that no difference in clinical impact between the two lesions exists.

Social Distance Evaluations in White and African-American Students

1995 ◽  
Vol 80 (2) ◽  
pp. 478-478 ◽  
Author(s):  
A. Lee Hoxter ◽  
David Lester
Keyword(s):  
College Students ◽  
African American ◽  
Ethnic Group ◽  
Asian Americans ◽  
White Students ◽  
Social Distance ◽  
African American Students ◽  
The Other ◽  
African American Adults ◽  
American Students

Among 241 college students, both white and African-American adults were less willing to be personal friends with people of the other ethnic group than with people of their own ethnic group. African-American students were also less willing to be friends with Asian Americans than were white students.

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