Collective memory and historical narratives: The African American civil rights movement

This study explores how undergraduates, as historical thinkers, learn to interact with history and construct their understanding of the past, and examines the role that primary and secondary sources play in narrative construction and revision. Using the African American civil rights movement as a content focus, participants used images to create initial narratives that reflected their understanding of the movement. Half the participants then read an essay on the movement written by a prominent historian, and the other half examined 18 primary sources that reflected the historian’s interpretation of the movement. Participants then each created a second narrative, again selecting images to depict their understanding of the movement. The results of the study suggest that even as students work with primary sources, they need an effective narrative framework based on recent scholarship to forge powerful counter-narratives that transcend outdated interpretations and historical myths. In terms of teaching and learning about the lengthy struggle for racial justice in the United States, simply encouraging teachers and students to ‘do history’ and conduct their own online research is unlikely to change persistent narrative structures that continue to enable and excuse systemic racism.

Looking as Rebellion

Chapter 1 outlines the book’s concept of black witnessing by giving it three characteristics: it (1) assumes an investigative editorial stance to advocate for African American civil rights; (2) co-opts racialized online spaces to serve as its ad-hoc news distribution service; and (3) relies on interlocking black public spheres, which are endowed with varying levels of political agency, to engage diverse audiences.

The Violence of Nonviolence: Contextualizing the Movements of King and Gandhi

King and Gandhi: two names that have come to be synonymous with nonviolence. And yet, the movements they led responded to and, in some cases with, significant violence. In a recent paper (2016), August H. Nimtz analyzes the role of violence in the movement of Dr. King, concluding that violence played a significant role in the success of the African-American Civil Rights Movement. Using Nimtz’s work as a starting point, this paper analyzes King’s movement and views, comparing definitions of “principled nonviolence” versus “pragmatic nonviolence.” From there, this paper analyzes the role of violence in the struggle for Indian independence from British colonialism and Gandhi’s own views on when, if ever, violence is appropriate. This paper concludes that, indeed, violence—that of sanctioned, state-sponsored violence and that of non-sanctioned actors—has had significant roles in both of these movements. In what way, then, could these movements be said to be nonviolent? Finally, this paper asks why there remains such an impetus to identify these movements, and their leaders, with “principled nonviolence.”