“Army 45 Will Stop All Jive”

2017 ◽  
Author(s):  
Sean L. Malloy
Keyword(s):  
White Supremacy ◽  
Theory And Practice ◽  
Early Years ◽  
Mao Zedong ◽  
People Of Color ◽  
Daily Lives ◽  
Black Neighborhoods ◽  
Bay Area ◽  
Revolutionary Nationalism ◽  
Che Guevara

This chapter argues that the key to the theory and practice of the Black Panther Party (BPP) during its early years was an understanding of urban black neighborhoods as colonized spaces that needed to be liberated before African Americans could truly be free. Drawing from Frantz Fanon, Mao Zedong, Che Guevara, and pioneering black internationalists such as Malcolm X and Robert F. Williams, the Panthers embraced a form of revolutionary nationalism that posited the dire conditions facing black Oaklanders as part of a worldwide system of oppression linked to capitalism and white supremacy. In doing so, the BPP's founders built directly on their experiences with other organizations, particularly the Revolutionary Action Movement (RAM), as well as lessons drawn from the daily lives of people of color in the Bay Area.

Restoration and re-creation in the Eastern Han

2018 ◽  
Author(s):  
Christopher Cullen
Keyword(s):  
Han Dynasty ◽  
Theory And Practice ◽  
Early Years ◽  
Technical Innovation ◽  
Astronomical Observation ◽  
Fundamental Innovation ◽  
The Creation ◽  
Zhang Heng ◽  
Eastern Han ◽  
New System

We look first at the situation in the early years of the restored Han dynasty. Liu Xin’s system continued in use for more than half a century. Then, in 85 CE, Liu Xin’s system was replaced. We have records of the practical and theoretical grounds on which the old system was rejected, and of the creation and implementation of a new system. Next we follow the story of how c. 92 CE Jia Kui advocated a fundamental innovation in both theory and practice: he insisted on the ecliptic as being central to astronomical observation and calculation. The richness of records from this period makes it easy to tell a detailed story of technical innovation in its fullest context, leading up to the work of Zhang Heng (78–139 CE), for whom astronomical calculation was just one of several fields in which he gained a reputation for exceptional originality.

“Over-zealous Parents, Over-programmed Families”: Asian Americans, Academic Achievement, and White Supremacy

2021 ◽  
pp. 233264922110184
Author(s):  
Pawan Dhingra
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
White Supremacy ◽  
Minority Group ◽  
People Of Color ◽  
White Educators ◽  
Asian American Students ◽  
American Students ◽  
High Achieving ◽  
K 12

Discussions of white supremacy focus on patterns of whites’ stature over people of color across institutions. When a minority group achieves more than whites, it is not studied through the lens of white supremacy. For example, arguments of white supremacy in K-12 schools focus on the disfranchisement of African Americans and Latinxs. Discussions of high-achieving Asian American students have not been framed as such and, in fact, can be used to argue against the existence of white privilege. This article explains why this conception is false. White supremacy can be active even when people of color achieve more than whites. Drawing from interviews and observations of mostly white educators in Boston suburbs that have a significant presence of Asian American students, I demonstrate that even when Asian Americans outcompete whites in schools, white supremacy is active through two means. First, Asian Americans are applauded in ways that fit a model minority stereotype and frame other groups as not working hard enough. Second and more significantly, Asian Americans encounter anti-Asian stereotypes and are told to assimilate into the model of white educators. This treatment is institutionalized within the school system through educators’ practices and attitudes. These findings somewhat support but mostly contrast the notion of “honorary whiteness,” for they show that high-achieving minorities are not just tools of white supremacy toward other people of color but also targets of it themselves. Understanding how high-achieving minorities experience institutionalized racism demonstrates the far reach of white supremacy.

scholarly journals PROBLEMAS PRÁTICOS PROFISSIONAIS:

2020 ◽  
Vol 10 (20) ◽  
pp. 124-147
Author(s):  
Ismael Donizete Cardoso de Moraes
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Continuing Education ◽  
Cultural Theory ◽  
Lesson Plans ◽  
Early Years ◽  
Pedagogical Practices ◽  
Daily Lives ◽  
Geography Teaching ◽  
The Individual

Este estudo teve como propósito discutir alguns resultados da pesquisa intitulada “Problemas práticos profissionais: aportes teórico-metodológicos do ensino de geografia na formação continuada de professores dos anos iniciais do ensino fundamental”. Nesse sentido, o objetivo geral consistiu em compreender se a formação continuada, centrada nos problemas práticos profissionais, contribui para que as professoras superem o ensino empírico dos conteúdos geográficos. Em consonância, os objetivos específicos visaram: discutir os principais conceitos da teoria histórico-cultural e do Ensino de Geografia; mediar a elaboração dos planos de aula; e entender a formação continuada como possibilidade de superação do ensino empírico dos conteúdos geográficos. A pesquisa qualitativa e os procedimentos de análise dos planos de aula, de observação e de narrativas foram utilizados para levantamento dos dados junto às professoras durante o curso de formação continuada, que contou com os conteúdos de paisagem, lugar, urbano e cidade. Como resultado, mesmo diante da complexidade do tema, houve mudanças nas práticas pedagógicas das professoras, entre as quais se destacaram: o avanço na apropriação desses conceitos, na contextualização dos conteúdos, na articulação destes com os conhecimentos cotidianos dos alunos, na organização de textos e imagens e nas tarefas dos alunos do coletivo para o individual. PALAVRAS-CHAVE Teoria histórico-cultural, Problemas práticos profissionais, Ensino de Geografia, Conceitos.   PRACTICAL PROFESSIONAL PROBLEMS: theoretical and methodological contributions of teaching Geography in continuing training of teachers from the early years in the Elementary School ABSTRACT This study aimed to discuss some results of the research entitled" practical professional problems: theoretical and methodological contributions of teaching geography in continuing training of teachers from the early years in the elementary school". Therefore, the general objective was to understand if continued training, focused on practical professional problems, contributes to teachers surmount empirical teaching of geographic contents. In harmony, the specific objectives aimed to: discuss the main concepts of historical-cultural theory and geography teaching; mediate the preparation of lesson plans; and to understand continued training as a possibility of surpassing the empirical teaching of geographic contents. Qualitative research and procedures for analyzing lesson plans, observation and narratives were used to survey data with teachers during the continuing education course, which included the contents of landscape, place, urban and city. As results, even before the complexity of the theme, there were changes in the pedagogical practices of the teachers, among which stood out: the advance in the appropriation of these concepts, in the contextualization of the contents, in the articulation of these with the knowledge students' daily lives, in the organization of texts and images, and in the tasks of the students from the collective to the individual. KEYWORDS Historical-cultural theory, Professional practical problems, Geography teaching, Concepts.

Protecting Privacy on Mobile Apps: A Principal–Agent Perspective

2022 ◽  
Vol 29 (1) ◽  
pp. 1-32
Author(s):  
Zilong Liu ◽  
Xuequn Wang ◽  
Xiaohan Li ◽  
Jun Liu
Keyword(s):  
Mobile Applications ◽  
Recent Literature ◽  
Mobile Apps ◽  
Theory And Practice ◽  
Principal Agent ◽  
Daily Lives ◽  
Privacy Issue ◽  
Informed Decisions ◽  
The Relationship

Although individuals increasingly use mobile applications (apps) in their daily lives, uncertainty exists regarding how the apps will use the information they request, and it is necessary to protect users from privacy-invasive apps. Recent literature has begun to pay much attention to the privacy issue in the context of mobile apps. However, little attention has been given to designing the permission request interface to reduce individuals’ perceived uncertainty and to support their informed decisions. Drawing on the principal–agent perspective, our study aims to understand the effects of permission justification, certification, and permission relevance on users’ perceived uncertainty, which in turn influences their permission authorization. Two studies were conducted with vignettes. Our results show that certification and permission relevance indeed reduce users’ perceived uncertainty. Moreover, permission relevance moderates the relationship between permission justification and perceived uncertainty. Implications for theory and practice are discussed.

The “New Crowd” Goes Global

Race News ◽  
2017 ◽  
Author(s):  
Fred Carroll
Keyword(s):  
World War Ii ◽  
Federal Government ◽  
White Supremacy ◽  
The United States ◽  
People Of Color ◽  
Black Newspapers ◽  
Black Protest ◽  
War Correspondents ◽  
The World ◽  
White Press

The United States' entry into World War II led the federal government to renew its surveillance and censorship of black journalists who struck at segregation in wartime. Simultaneously, the white press dismissed black reporters for failing to uphold the doctrine of objectivity. National black newspapers reconciled black protest and white scrutiny by forsaking explicit textual radicalism for a more coded militancy, as illustrated by the “Double V” campaign. Black war correspondents – including Edgar Rouzeau, Deton "Jack" Brooks, Roi Ottley, and George Padmore – praised black troops for their patriotism and sacrifice but also explained how white supremacy structured the lives of people of color elsewhere in the world. By the war's end, black journalists had achieved an uneasy détente with federal officials and white journalists.

Social-media-weaponised populism and community development

2020 ◽  
pp. 89-108
Author(s):  
Jacques Boulet
Keyword(s):  
Social Media ◽  
Political Economy ◽  
Community Development ◽  
Theory And Practice ◽  
Development Theory ◽  
The Political ◽  
Community Life ◽  
Daily Lives ◽  
Economic Background ◽  
Political Economic

This chapter assesses the resurfacing of populism and its much-discussed and documented adoption and enactment by leaders and citizens. More specifically, it discusses reasons for this (re-)emergence and its effects on people's daily lives and their participation in community life against the wider political-economic background, two areas central to much community development theory and practice. The first question posed is: what is going on with and around people — especially their modalities of 'being' and 'relating' — rendering them more 'prone' to being influenced by populisms and become populisms' 'accomplices'? Second, what role does social media play in this imposition/complicity dialectic? Indeed, social media powerfully invades and interpenetrates all levels and processes of the political economy, of people's everyday experiences and their subjective-affective lives, and they infest the mediating institutions operating 'between' the virtual global and the imperceptible here and now. Finally, a third question is posed: what is the effect of such socially mediated populism on communities and on efforts to (re)develop and maintain them? The chapter concludes with some ideas about ways to resist the (combined) assault of populism and social media and restart the project of democracy.

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