July 2014
n a i l l i v e z n o r B e th
nt Suppleme A newsletter from the An electronic newsletter from the Department of African African American American and and African African Studies Studies Community Extension Extension Center Center Community
Youth Perspectives on Civil Rights Issues By: Eyatta Fischer and Tamara Butler, Ph.D.
Features Pages 1,3-5: Youth Perspectives on Civil Rights Issues – Eyatta Fischer and Tamara Butler, Ph.D. Page 6: Independence Day: The Pursuit of Liberation and Wellness – Kevin L. Brooks, Ph.D.
SRP Students with Speaker Stacia Jones, Esq.
Week One Being able to work with young people again was so rewarding. When I taught high school English language arts, in Atlanta, the curriculum never provided me with the opportunity to discuss civil rights issues with students on a consistent basis. This year’s Summer Residential Program focused on the themes of civil rights and voting rights. Our first day began in my graduate-level journalism and new media class, with the Masters of Education students I teach on Mondays. The focus of that lesson was, “What are our 1st Amendment rights and what do young people want covered in their school’s newspaper and yearbook?” continued on page 3 Department of African American and African Studies Community Extension Center 905 Mount Vernon Avenue Columbus, Ohio 43203-1413
Phone: (614) 292-3922 Fax: (614) 292-3892 http://aaascec.osu.edu aaascec@osu.edu
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of the CEC 12Core Programs 6 T he Ohio State University’s AAAS Community Extension Center is the outreach component of the Department of African American and African Studies. The CEC is one of the few off-campus facilities of its kind in the nation. Originally housed at two different locations on Ohio Avenue, the CEC moved to its current location in 1986. The CEC plays an integral role in enhancing the life chances of those who live in and around the Mount Vernon Avenue Area. Toward that end, the CEC offers an array of programs at no or nominal cost to the public. Programs include, but are not limited to, the following: conferences, symposia, computer classes, credit and noncredit courses, summer programs, lecture series, and film series. People from all walks of life have participated in these programs. Based on evaluations of our programs and personal testimonies, the CEC is having an impact on residents living in and around the Bronzeville Neighborhood.
1 Black Veterans Day Salute During the salute, Black men and women from Ohio who have served in the U.S. Armed Forces are publicly recognized. Since the salute’s inception in 2006, the CEC has honored Vietnam War veterans (2007), Korean War veterans (2008), African-American servicewomen (2009), World War II veterans (2010), Gulf War Era veterans (2011) ,Operation Enduring Freedom and Operation Iraqi Freedom Veterans (2012) and Black Civil War Veterans (2013)
2 Ray Miller Institute for Change & Leadership This 10-week long leadership course trains young Black professionals from the Columbus community in various areas of leadership. The Institute was founded in 2006 by former State Senator and Minority Whip Ray Miller. Miller has built a reputation as a strong advocate for those who have historically not had access to power. Admission to the Institute is highly competitive. The Institute is offered during OSU’s autumn and spring semesters with the support of OSU’s Office of Continuing Education. Participants who complete the course receive three CEU credits.
3 Senior Citizens Movie Matinee The movie matinee is a chance for senior citizens to watch a film that otherwise might be cost prohibitive in an accommodating environment. A discussion, usually led by an OSU professor or administrator, is held at the end of the film.
4 Computer Literacy Program Throughout the academic year, the CEC offers free and reduced-cost computer technology courses. The program is geared toward seniors but open to everyone. Courses include the following: Senior Computer Orientation, Internet, Email, Word, Excel, PowerPoint and Publisher.
5 Lecture Series Presentations given by OSU faculty, students and/or community members about topics pertinent to the Black community.
Math and Science Program
The Math and Science Program was established in partnership with the OSU Medical Center in 2003. The Math and Science Program exposes students in grades 4 through 12 to the wonders of math and science using hands-on activities. The purpose of the program is three-fold: 1) To increase competency in math and science among students of color; 2) To expose students of color to math and science related careers; and 3) To encourage students of color to major in math or science. The program meets on the fourth Monday of each month from October to May.
7 Summer Residential Program The Summer Residential Program (SRP) was established in 1999 and is designed to provide students with both an appreciation for and an understanding of African-American and African culture and history. The SRP also helps students strengthen their computer literacy skills. Past themes include: “Entrepreneurship in the Black Community and Economic Freedom” (2013), “The Underground Railroad” (2012), “All Eyez On Me: Deconstructing Images of African-American Women in Hip Hop” (2011), “letz b down: Social Justice Advocacy for Blacks During the American Revolutionary War Era” (2010), “The Low Country: Black Culture, Literacy and History in Charleston, South Carolina” (2009). The program is held every June and is for rising 11th and 12th graders. Students live on OSU’s campus.
8 African Affairs Symposium This one-day symposium brings members of the African American and African communities together to discuss issues of particular interest to Africa. The inaugural symposium in 2007 examined the life of South African civil rights activist Steve Biko. “Africa in the Age of Globalization” was the theme of the 2008 symposium. The 2009 symposium examined the life of Dr. Kwame Nkrumah, the first president of Ghana, West Africa. In 2010, the focus was on Pan-Africanism and the Diaspora. The Democratic Republic of the Congo was the theme of the 2011 symposium.
9 Summer Enrichment Program This week-long, non-residential day program is designed to help rising 9th and 10th graders improve their reading and writing skills. The program, which was founded in 2009, is hosted annually in June and accepts approximately 15 students.
10 History of Black Columbus Conference This one-day conference celebrates the rich history of African Americans in Columbus and increases awareness of the significant contributions African Americans have made in all areas of city life. This annual conference is held in the spring.
11 Black History Month Forum The forum is in its fourth year and is focused on celebrating African descended peoples from all over the world. This year, documentaries about the following influential Black historical figures were shown: John Henrik Clarke, Kwame Nkrumah, Fannie Lou Hamer, James Baldwin, Minister Elijah Muhummad.
12 Enemies of the State The annual event features activists from America’s most notorious radical organizations, people who pressured America to live up to its highest ideals. In past years, activists from The Revolutionary Action Movement (2013), The Us Organization (2012), and the Black Panther Party (2011) were invited to speak.
About Bronzeville During the 1930s, African-American leaders in Columbus named the predominately African-American neighborhood between the boundaries of Woodland Avenue (East), Cleveland Avenue (West), Broad Street (South) and the railroad tracks (North) “Bronzeville.” The population was approximately 40,000 residents. In 1937, the same African-American leaders elected a mayor of Bronzeville and created an eight member Cabinet to address social, political and economic issues in the neighborhood. Now, as a result of the establishment of several Neighborhood Civic Associations such as the Woodland Civic Association (East) and the Discovery District (West), Bronzeville was reduced to its current boundaries: Taylor Avenue (East), Jefferson Avenue (West), Broad Street (South), and I-670 (North). The Bronzevillian is inspired by this rich history.
CEC Advisory Board Paul Cook Wanda Dillard Francisca Figueroa-Jackson Mark S. Froehlich Ray Miller, former State Senator Lupenga Mphande, Ph.D. William E. Nelson, Jr., Ph.D. (Deceased) *Ike Newsum, Ph.D. and Chair Rick Pfeiffer, City Attorney Thomas Simpson, Ph.D. Reita Smith Charleta Tavares, State Senator Nana Watson
CEC Director *Judson L. Jeffries, Ph.D.
CEC Staff Sarah Twitty Senior Program Coordinator & Fiscal Officer Kevin L. Brooks, Ph.D. Program Coordinator Alecia Shipe Technology Program Coordinator
Address Department of African American and African Studies Community Extension Center 905 Mount Vernon Avenue Columbus, Ohio 43203-1413 *Ex officio members.
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The discussion about 1st Amendment rights and topics of interest for young people informed our afternoon discussion at the Extension Center. Students were called to consider the following points of inquiry: What are civil rights? Who needs civil rights? Why is it important to maintain civil rights for everyone? This first day’s discussion produced a running vocabulary that included the following words: microagression, meritocracy, privilege, equity, equality, counterculture, community, oppression, indoctrination, segregation, institutionalized racism, and individualized racism. Our next day focused on youth participation in the Civil Rights Movement of 1964. We discussed Claudette Colvin and read a narrative where she describes her motives for resisting giving up her seat. We examined the bravery and determination of the Little Rock 9 and compared them to that of modern-day teen activism, which lead to discussions of the Jena 6 and the ways in which young people use social media to enact personal agency. Students then participated in a social media activity, using a platform called Thinglink. As they constructed their Thinglinks, students were asked to consider the following: Create a ThingLink that explores your perspective of how youth, in the past, handled the trials of the Civil Rights Movement. Find images/songs/links/videos (all resources must be school appropriate) that relay the way you feel about your own personal involvement in 21st-century civil rights issues. Some of the things you may address can include the following questions. What do you think it means to be an activist? Are activist actions still needed in the 21st century? How are your current civil rights concerns lead by past events? Please be prepared to share your ThingLink. Include researched information on three of the following: Jena 6 Jordan Davis Ruby Bridges Scottsboro Trial Stand Your Ground laws Jim Crow memorabilia Gun control laws (2nd Amendment) A civil rights issue that personally affects/concern you (not mentioned here)
SRP Students with Willis Brown
Throughout the following days, students were visited by Willis Brown, who took them on a tour of Bronzeville and discussed the effects of integration. He told colorful stories that illustrated what life was like in Bronzeville during its heyday. Students also visited the 4th Ward, in Cleveland, and learned about the universal effects of integration in predominantly African American neighborhoods.
4 the Bronzevillian Supplement July 2014 Please take a few minutes to witness the ways in which students processed their newly learned information, during Week 1 of the 2014 Summer Residential Program (hint: the images have links embedded in them): http://fischer525.edu.glogster.com/edit/aaas-2014-summer/. Bio: Eyatta Fischer is a former English language arts teacher, of ten years. Ms. Fischer is currently a doctoral candidate in the College of Education and Human Ecology at The Ohio State University, in the Department of Teaching and Learning. She is projected to earn a PhD in Education, with an area of study in Adolescent, Post-Secondary, and Community Literacies, in August 2015. Week Two Michaela Powell asked, “Can I give you a hug?” Elona Boykin smiled through her tears and welcomed the embrace from the young volleyball player. On Thursday, June 26, ten high school students listened carefully as Ms. Boykin (better known as Ms. Jeanne) shared her memories of marching with her classmates from Linden McKinley High School to the steps of Bricker Hall to demand a Black Studies department at Ohio State. The moment that possibly moved Michaela was when Ms. Boykin shared that she graduated with a Bachelor of Science in African American and African Studies in 2004 from the department for which she fought over thirty years prior as a high school student. This year’s Summer Residential Program focused on learning about leadership, the Civil Rights and Black Freedom Movements, and youth activism. Instead of relying on textbooks and documentaries, ten participating students engaged with politicians, activists, scholars, and leaders in the local community to uncover what it means to be a trailblazer.
SRP Students with Senator Charleta Tavares
Senator Charleta Tavares spoke with the students on Monday, June 23, about her duties as a political official and the young people’s responsibilities as future voters. She encouraged them to learn the facts, research the issues, and push legislators to do what is just, equitable, and fair for the communities that they represent. Katie Kalbacher (ACLU Ohio) shared vital information about voter registration in the state of Ohio, while Petee Talley (AFL-CIO) discussed the history of voting rights and her efforts to fight voting fraud in Florida during the 2004 election. On Tuesday, June 24, I planned for students to view and discuss selected TEDTalks about activism on a global perspective. As I spoke about the TEDTalks that inspired Ryan Coogler, the writer and director of the 2013 movie Fruitvale Station, the students shared that they were unfamiliar with the movie and the story of Oscar Grant. I decided to table my activities and we watched the film instead. Fruitvale Station transformed the classroom, in that the students and I used the film to discuss issues of marginalization and oppression, terms they learned about with Ms. Fischer the week prior. Through a “Distinguished Historian Forum,” students dialogued with three historians to gain different perspectives of the Civil Rights Era. Dr. Tony Gass and the students debated about historical musicians and contemporary lyricists, while Gisell-Jeter Bennett shared police
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documents from the Birmingham Children’s March. Also, Dr. Robert A. Bennett, III, discussed with students how athletes engaged in activism through economic development in Black communities.
SRP Students with James “JD” Drakeford
In order for students to think about their “style” of leadership, we visited Sole Classics, a locally owned shoe and urban lifestyle boutique, located in the Short North. During our visit, we admired some of the unique designs and exclusive merchandise. Store manager James “JD” Drakeford spoke with the students about what it means to be an individual and what it takes to be a leader. For the closing ceremony, held on June 27, students sported their own leadership “style” by wearing buttons they designed. The buttons, with slogans like “Stand Up and Speak Out,” “Let Your Voice Be Heard,” and “I’m Sick and Tired of Being Sick and Tired” (Fannie Lou Hamer), paid homage to activists who often designed and wore buttons throughout the Civil Rights and Black Power Movements. Bio: Tamara Butler is a recent graduate from the College of Education and Human Ecology at The Ohio State University, where she earned a PhD in Education and an MA in Education and African American and African Studies. In August, Dr. Butler will begin teaching as an assistant professor in the Department of English and the African American and African Studies Program at Michigan State University.
SRP Students with Dr. George Miller
SRP Students enjoying a bowling outing
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Independence Day: The Pursuit of Liberation and Wellness By: Kevin L. Brooks, Ph.D.
Ten days ago, many Americans celebrated The Fourth of July with parades, barbecues and fireworks in observance of the signing of the Declaration of Independence. This day allows for celebrating our departed sisters and brothers, strengthening family bonds, savoring the delicacies of fine foods, and enjoying the evening’s pyrotechnic display of colorful fireworks. While enjoying the fellowship, fun, and food on one of the USA’s most cherished holidays, Independence Day also provides an opportunity to reflect on the concepts of freedom and liberation. It is not uncommon to see or hear these two words used interchangeably. In many instances, they are used synonymously to represent the notion of free will. However, there is a fundamental difference between the two. Given that much has been written on the dissimilarity between these concepts, this article will not waste time explaining the contrasts. Yet, in order to shape the nature and extent of this writing freedom represents one’s birthrights as a citizen of a country, state, and municipality whereas liberation involves the process of exercising individual or collective rights (freedoms) to prevent or eliminate social, political and economic constraints. It is important to note that one’s liberties must not intrude upon the liberties of others; in the case of conflicting liberties, negotiations are used to arrive at peaceful solutions for all parties involved. Thus, the focus of this article deals with liberation as a vehicle to improve personal and group wellness. Again liberation is a course of action to eradicate social, political and economic limitations that have relegated many to lower qualities of life and declining health. More specifically, it entails the application of conscious-raising activities to contest belief systems that uphold traditions of partiality, bias and exclusion. One historic example of such an undertaking challenging the contradictions with freedom and liberty in the US is when Frederick Douglass delivered his speech, “What to the Slave is the 4th of July” in the mid-1800s. Although his oratory lambasted the government for the social, political and economic injustices committed against Black Americans in the US, it was also a call for a more accurate display of democracy as well as a petition for an enriched humanity. Therefore, liberation aims to improve the quality of life for an individual, group and humankind.
Photo courtesy of www.historytube.org
With this purpose in mind, five ways to work toward achieving liberation and personal wellness are as follows: 1) read as much as humanly possible, starting with the Declaration of Independence; 2) talk with other people, including individuals both in and outside of your group affiliation; 3) get involved with some initiative to empower and enrich the lives of those afflicted by poverty and disenfranchisement; 4) join a group or organization committed to uplifting individuals and communities through positive and productive measures; and 5) reflect and evaluate the methods used for personal and collective improvement. Hazel Reid, author of Ritual for a New Liberation Covenant, asserts properly “We must believe that a world of freedom and peace will come into being: for it will come, when the belief becomes universal enough, and strong enough to impel us to exercise the faith, courage, and the creativity that are necessary to fashion our visions—into realities.” On those points I could not agree more.