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Introduction
Storytelling is an art and science that has existed in many communities around the world for centuries. According to Ripley (2003), storytelling was the only way to pass down cultural practices, values, and believes from one generation to the next before written records emerged. Storytelling is still common among Africans who believe written records do not accurately capture the feelings that are vital to their beliefs and practices. Cross, Parham, and Helms (2019) observe that when African Americans came to the United States through the middle passage, they held onto their culture, and storytelling was the only way that they could pass it to the younger generation.
Black culture has played a major role in defining the current popular American culture. Although increased interaction in church, institutions of learning, and at work among people of different races have helped to fuse different cultures to what Americans currently consider universally acceptable, Wijeyesinghe and Jackson (2012) believe that people from different races and cultural backgrounds still hold varying beliefs in the country. African Americans have retained aspects of the self that can be traced to various regions of Africans and embracing ancestral cultural practices can provide a vehicle for growth and development that is not present in conventional Western practices. This curriculum is a guide to helping young people investigate the impressions and expressions of cultural storytelling develop a positive identity among young scholar-activists and artists and understand the significance of storytelling in the modern society.
Black Magic
Introduction
A critical an unbiased analysis of the history of Black people shows that they were creative and understood how to solve problems within their immediate environment. According to Wijeyesinghe and Jackson (2012), Blacks understood how to survive in the harsh environment by manipulating different forces within the environment to suit their needs. As such, they played a major role in modern civilization. Unfortunately, this rich history is lost because of a culture that views Blacks are primitive people with a significantly limited intellectual capacity compared with Whites. In this section of the paper, the researcher seeks to discuss the black magic; the innovative ways that these people have taken to solve problems within the society.
Learning Objectives
There is a need to change the narrative that Blacks are less innovative by reviewing what they did from the birth of civilization and ancient African society to modern era where technology has become the center-stage of innovation. The following are the learning objectives that the study seeks to realize:
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To understand the role that ancient African societies played to define the modern civilization;
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To explain how Blacks used innovative ways to solve various socio-economic and security challenges that they faced;
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To define the Black identity as discussed in Cross theory of black identity development;
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To discuss how socio-political and economic forces in the United States succeeded in dismissing the role Blacks played in the modern civilization.
Theory of Change
William Cross developed a theory that helps explain the process through which Blacks, especially the African Americans, come to embrace their identity based on their race. The theory identifies five stages that an individual would go through. The first stage is the pre-encounter (Ripley, 2003). At this moment, one is not concerned about their racial identity because they are yet to have an encounter with people of different races. As such, the issue of racial identity means little to them. The second stage is the encounter. Ivory and Toldson (2017) argue that when they meet individuals of other races and notice the difference, there would be an awakening that leads to racial consciousness. They get to understand that they are different from others. They start to question their identity at this second stage.
The theory defines the third stage as immersion-emersion. An individual at this stage will try to own his identity by getting increasingly involved with activities associated with Blacks. They try to trace their background and to justify why it is okay to be black. They would dissociate with the white culture as a way of entrenching black culture in the society. In a few cases, some individuals would deliberately avoid engaging with people from other cultural backgrounds because they feel they do not relate with values of African Americans (Tynnhammar, 2018). The fourth stage is the internalization process.
An individual will realize that it is necessary to forge mutually beneficial to members of other races. They get to understand that being of different races does not mean people cannot work as a unit to solve common problems. However, Graham (2019) observes that individuals in this stage are often sensitive about racial slurs. The last stage is the internalization-commitment, where one gets to become comfortable in their ethnic identity (Woods, 2018). They get to appreciate that they are blacks and nothing can change that fact. They also get to believe that there is nothing wrong with their racial identity and that they play as crucial a role in the countrys socio-economic and political development as members of other races.
Critical Content
Blacks played a critical role in the modern civilization, but most of their contributions have been lost in the history. The contact that Northern African communities had with Europe and Middle Eastern kingdoms demonstrates the level of civilization and innovativeness of these communities during that period. Rich and Tsitsos (2016) observe that it is unfortunate that the only time that whites gained meaningful contact with the rest of African kingdoms was during the colonization period. Europe had made significant economic and technological advancements that Africans could not match. However, the level of resistance that the colonizers faced in West and parts of North and South Africa is a demonstration of the skills and capabilities of Africans during that period. In fact, Gnamo (2014) observes that Ethiopians did not go through colonization. Under the leadership of Empire Menelik II, Ethiopians were able to manipulate Italian forces, get their weapons, and then use the same weapons to defeat them at the Battle of Adwa (Gnamo, 2014). It was a clear demonstration of the unique capacity of Africans at a time when they had not been influenced significantly by whites.
Black innovation from the birth of civilization and ancient societies in African, to modern Black colleges. African communities were very innovative prior to their encounter with Europeans. According to Paris (1985), the constant attacks by hostile communities meant that the survival of a kingdom depended on how well people there could defend it. As such, they had to be creative in developing means of protecting themselves from potential attacks. The Ancient Egypt are known for their pyramids, which stood the test of time for thousands of years. They also developed the concept mummification as a way of preserving their loved ones upon death. The Moroccans were known for their passion for trade as they interacted with Europeans, especially the Spanish and Italians. They were skilled in war and other economic activities.
The innovativeness of Africans has persisted to modern days. The modern black colleges, often referred to as HBCUs (Historically black colleges and universities), have played a critical role in equipping young learners with unique skills that can enable them overcome challenges in the modern American society (Gnamo, 2014). Leaders of civil rights movement in the United States such as Martin Luther King, W.EB Du Bois, and Booker T. Washington are some of the revolutionaries who went through these colleges. Some new colleges have also emerged across the country to serve the interest of African Americans who feel that some of the existing institutions of higher learning do not serve their interests.
Innovation hubs and economic empowerment zones. According to Cross, Parham, and Helms (2019), a new wave of innovation hubs has hit the United States and some of them are exclusively for African Americans. These institutions equip young blacks with unique skills that they can apply at work. Cozzens and Thakur (2014) observe that there are also economic empowerment zones where blacks get to learn how to become financially literate. Dr. Umar Johnson, one of the current revolutionary leaders championing for the empowerment of African Americans, developed the FDMG Academy as an economic empowerment zone for blacks in America (Cozzens & Thakur, 2014). Such institutions enable them to make sound economic decisions.
Spiritual institutions and creative districts. Spiritual institutions have also played a major role in defining black civilization in the American society. According to Woods (2018), an overwhelming majority of Africans in the United States are Christians. Religion helps in defining how Africans make critical decisions, especially when faced with various socio-economic challenges. It promotes rational decision and the need to respect others even when one is under verbal attacks. Some of these churches have creative districts where women are empowered economically. There is a commitment to ensure that they can play major roles in the socio-economic development of the country.
Redefine Blackness from the posture of negativity and deficits, to the stance of assets and strength. An analysis of the history of Africans shows that they played a major role in the modern civilization even before interacting with Europeans. However, it is unfortunate that there has been a deliberate attempt to hide the important role they have played in the society (Gnamo, 2014). Instead, they have the posture of negativity and deficit has been the common narrative for decades. In the past and in present society, blacks have been the strength and an asset in the society. From playing a role in the construction of the White House to being part of scientific organization such as NASA, Africans are playing leading roles in the economic advancements of the United States.
Conclusion
The analysis above shows that Africans have been innovative from the ancient times before they even interacted with Europeans. In the ancient times, various kingdoms in North, West, East, and South Africa thrived because of their innovativeness in overcoming various social challenges. The Egyptian Empire had a significant impact in defining early civilization in Europe, especially in the construction sector. The Ethiopian Empire thwarted the attempts of colonizers to take over the country during the scramble for Africa because of the innovativeness of the people and visionary leadership. The paper has addressed the objectives of the study by addressing how ancient Africans played a role in modern civilization and how they are doing it in the modern society. Cross theory, helps explain the path that blacks take towards understanding and embracing their racial identity. Embracing ones race means appreciating who one is while at the same time understanding that in this society we must work as a unit despite the possible differences in skin color.
Impressions
The study shows that Africans themselves can only change the popular misconception that blacks are primitive and incapable of playing leading roles in the countrys socio-economic and political development. They have to bring out a different narrative for blacks of their commitment and capacity to help promote growth in the country. The following discussion questions will help in promoting the positive narrative:
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What role did the ancient African societies play to define the modern civilization?
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How did Blacks use innovative ways to solve various socio-economic and security challenges that they faced?
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What is Black identity as discussed in Cross theory of black identity development?
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How did socio-political and economic forces in the United States succeed in dismissing the role Blacks played in the modern civilization?
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What can African Americans do to ensure that they redefine Blackness from the posture of negativity and deficits, to the stance of assets and strength?
References
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Cozzens, S., & Thakur, D. (2014). Innovation and inequality: Emerging technologies in an unequal world. Cheltenham, United Kingdom: Edward Elgar Publishers.
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Cross, W. E., Parham, T. A., & Helms, J. E. (2019). The stages of black identity development: Nigrescence models. American Psychological Association, 4(1), 6-17.
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Gnamo, A. H. (2014). Conquest and resistance in the Ethiopian empire, 1880-1974: The case of the Arsi Oromo. Leiden, Netherlands: Brill.
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Graham, M. (2019). Digital economies at global margins. Cambridge, MA: The MIT Press.
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Ivory A. & Toldson, I. A. (2017). Morehouse at 150: destroying 7 myths that challenge the excellence of HBCUs. The Root. Web.
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Paris P. J. (1985). The social teaching of the black churches. Philadelphia, PA: Fortress Press.
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Rich, M. A. & Tsitsos, W. (2016). Avoiding the SoHo effect in Baltimore: Neighborhood revitalization and arts and entertainment districts. International Journal of Urban and Regional Research, 40(4), 736-756.
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Ripley, L. A. (2003). Perspectives in history. Journal of Alpha Beta PHI, 3(1), 1-96.
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Tynnhammar, M. (2018). New waves in innovation management research. Wilmington, DE: Vernon Press.
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Wijeyesinghe, C., & Jackson, B. W. (2012). New perspectives on racial identity development: Integrating emerging frameworks. New York, NY: New York University Press.
The Talking Drum, Music as a Weapon
Introduction
Music has always been a critical tool of communication among Africans. According to Hadley and Yancy (2012), in the ancient times Africans would use music during war to encourage their warriors, at work to encourage laborers, and during major ceremonies such as circumcision. Music has remained an important weapon in the modern society used by the oppressed to express their frustration, those in love to express their affection, and senior members of the society to guide the youth. The concept of the talking drum was relevant to African American slaves and blacks during the American Civil Rights Movement (Toldson & Pasteur, 1972). In this paper, the focus is to discuss how blacks have been using music as a tool and a weapon to achieve specific goals.
Learning Objectives
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The use of music to pass a message has been a common phenomenon in many societies across the world for centuries. The following are the specific objectives that the researcher seeks to realize through this study:
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To examine the role that music has historically played in Black social justice movements;
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To determine the effectiveness of music in passing coded and direct message to the targeted audience;
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To discuss the connection between music used to fight colonization and abolition of slavery and that used to fight racism in the modern society;
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To discuss how African Americans currently use music to fight racism and socio-economic challenges that they face in the country.
Theory of Change
Music has been used for long as a therapy as recorded in different historical books. In the bible, King Saul would rely on music whenever he was mentally troubled (Mcclendon, 2015). It provided him with the consolation he needed to make sober decisions during difficult times. Music was a source of entertainment during the ancient times. Floyd (1995) defines music therapy as the use of music to address cognitive, emotional, and social needs of individuals and groups in different social settings. In clinical practice, evidence-based studies have proven that music has a therapeutic impact on patients. One only needs to select the right melodies based on the patients personal preferences. According to Brodber (2017), people often go through stressful events that one can only overcome with the help of a good music. It sooths away the emotional pain and creates comfort even at most challenging times. During the period of slavery, African Americans heavily relied on music to help them overcome the pain of confinement, forced labor, emotional, and physical torture (Henderson, 1973). It provided them hope for a better future in the foreign land despite the grimness of their situation.
Critical Content
According to Sithole (2012), it may not be possible to determine the origin of music precisely, but it must have existed for millions of years. Some scholars believe that music came into being before the emergence of language as a means of communication. It has since become one of the most powerful means of passing messages and entertainment in the modern society. African communities had music for different occasions long before they had contact with the whites (Gonzalez & Hayes, 2009). There were songs for war, harvesting, circumcision, wedding, and death ceremonies. It helped in passing coded messages to the audience and passing critical cultural beliefs and practices from one generation to the other. When they came to the United States as slaves, music was one of the most important factors that defined their identity. It was the most powerful tool that they could use to protect their identity.
The Black music has played a major role in the quest for Black liberation in different continents, from abolition, to anti-colonialism, to modern-day activism (Mcclendon, 2015). In the United States, there was a constant fight to abolish slavery soon after the country gained independence. Slaves used war songs to motivate themselves as they fought slave owners in both the northern and southern states. The bloody wars forced President Abraham Lincoln to sign the Emancipation Proclamation 1862 (Brodber, 2017). It came to effect a year later and slave owners agreed to free their slaves. These employers were at liberty to hire them as laborer at a fee. In Africa, music became one of the most important weapons used during the fight for colonialism. As Brodber (2017) observes, Africans knew that European soldiers had sophisticated weapons and were better-trained soldiers. However, they knew that their freedom at to come at any cost, including paying the ultimate price. They relied on songs of war to get the emotional strength to go to war. It enabled them to achieve their goal even though many lost their lives.
When African countries were gaining independence in the 1960s, African Americans were fighting a new war in the form of civil rights movement (Mahoney, 2016). They felt that even though they were no longer slaves in this country, society still treated the as less deserving American citizens. The main problem in this society was segregation. Systems favored whites at the expense of Blacks. When civil rights leaders such as Martin Luther King Junior, Mohammed Ali, and Malcolm X used their oratory skills to champion for the rights of blacks in this society, gifted singers such as Elle Fitgerald, Louis Armstrong, and Ben King turned to music to encourage African Americans to fight racism (Brodber, 2017). They used coded messages in their songs to pass their messages to their black audience. They wanted an American society where white schools, white hospitals, white neighborhoods, and all other white privileges abolished. These activists believed that there should be equal opportunities for people of different races in America. Although it took long to realize these dreams, Mahoney (2016) observes that the American society has changed significantly from what it was in the 1960s, and most of what these people fought for is a reality today.
Modern-day activism is still common in the United States as blacks fight against elements of racism at school, workplace environment, and in the political arena. Although the country made a major milestone when it had its first African American president, Barrack Obama, the inequality between blacks and whites is still common in the country. Whites dominate top colleges in the country. Brodber (2017) note that it is easier for a white to get a prestigious job than a black is even if the African American has higher academic qualification. In the workplace, statistics show that on average, whites earn less than their black colleagues do in the same job group do (Mahoney, 2016). The same trend of favoritism is common in top government position, which means that African Americans are yet to achieve equal status as their Caucasian counterparts. Modern day musicians such as Michael Jackson, Diana Ross, Whitney Houston, Beyonce, the Prince, Aretha Franklin, and Marvin Gaye have used music to promote cohesion and fight racist trends.
It is important to understand the connections between the music of Fela Kuti that was instrumental in the fight against colonial corruption in West Africa, the pro-social and Harlem Renaissance jazz popular in the 1930s, songs of civil rights marches in the 1960s and part of 1970s, and the resistance hip-hop in the 1990s (Sims-Alvarado, 2017). One of the central themes in all the cases was the need to disobey oppressive authorities. From West Africa to North America, civil disobedience became the best tool to fight racism. Artists composed songs that explained to black masses reasons why they needed to disobey the white rulers that denied them the right to enjoy equal opportunities as the rest of the society. The jazz in the 1930s and songs of civil rights movement in the 1960s focused on fighting segregation and deliberate attempt by the white ruling class to demonstrate that blacks were of inferior race to the rest of other races in the country. Sims-Alvarado (2017) observes that different artists took different approaches in the fight. Some championed for cohesion and encouraged their people to show compassion even when they are brutalized. On the other hand, others championed for a more radical approach that involved the use of violence against the perceived oppressors.
Conclusion
Music is a tool and a weapon in the society critical in achieving specific goals depending on the challenges that the society face. Music is an important therapy for the sick as it helps eliminate the emotional pain. It is widely used in different ceremonies to entertain, educate, and encourage people towards a common course. In Africa, it helped in driving out the colonizers at a time when whites had superior weapons to those of the blacks. In the United States, music has been instrumental in fighting slavery, racism, and deliberate attempt by some white rulers to deny blacks their rightful position in the country as citizens with equal rights.
Impressions
Music has and will continue to be a powerful tool used to promote specific beliefs and practices and to fight negative vices in the society. The researcher developed the following questions from the learning objectives above:
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What role has music historically played in Black social justice movements?
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What is the effectiveness of music in passing coded and direct message to the targeted audience?
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What is the connection between music used to fight colonization and abolition of slavery and that used to fight racism in the modern society?
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How do African Americans currently use music to fight racism and socio-economic challenges that they face in the country?
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How did Fela Kuti use music as a weapon to fight colonial corruption in West Africa?
References
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Brodber, E. (2017). Black consciousness and popular music in Jamaica in the 1960S and 1970s. Journal of Caribbean Culture, 31(2), 53-66.
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Floyd, S. A. (1995). The power of Black music: Interpreting its history from Africa to the United States. New York, NY: Oxford University Press.
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Gonzalez, T., & & Hayes, B. G. (2009). Rap music in school counseling based on Don Elligans rap therapy. Journal of Creativity in Mental Health, 4(2), 161-172.
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Hadley, S & Yancy, G. (2012). Therapeutic uses of rap and hip-hop. New York, NY: Routledge.
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Henderson, S. (1973). Understanding the new black poetry: Black speech and black music as poetic references. New York, NY: William Morrow & Co., Inc.
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Mahoney, E. (2016). American Civil Rights Movement. New York, NY: Rosen Publishing Group.
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Mcclendon, W. H. (2015). Black music: Sound and feeling for black liberation. Journal of Black Studies and Research, 7(5), 20-25.
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Sims-Alvarado, K. (2017). Atlanta and the civil rights movement: 1944-1968. Charleston, SC: Arcadia Publishing.
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Sithole, T. (2012). Fela Kuti and the oppositional lyrical power. Journal of Music Research in Africa, 9(1), 1-12.
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Toldson, I. L., & Pasteur, A. B. (1972). Soul music: Techniques for therapeutic intervention. Journal of Non-White Concerns in Personnel and Guidance, 1(1), 3-14.
How to Eat Your Watermelon
Introduction
The stereotype that blacks are inferior to whites has been a common phenomenon for centuries, but Bigler and Liben (1992) argue that the most important thing is how blacks choose to respond to such negativities. When others believe that they are superior, it will not matter much until the one stereotyped against believe that they are indeed inferior. The spirited fight that civil rights leaders put in the past in the United States against racists show that they disagreed with the perception that they are inferior. They chose to do something about it. The worst tragedy can be a situation where an individual believe these negativities and gives up the fight. In this section, the researcher will investigate how blacks have often responded to different stereotypes against them.
Learning Objectives
The mental strength of black civil rights activists such as Malcolm X, Martin Luther King, and Du Bois made it possible to transform the American society from a racially segregated community to a more tolerant society where people of different races can mingle freely. Blacks can eliminate the current problem of racism, if they are positive. The following are the learning objectives that had the researcher focused on in this section of the paper:
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To explore common black stereotypes and black cultural appropriation and misappropriations;
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To learn how blacks have responded to different stereotypes about black people in positive and negative ways;
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To discuss the intersections of artistic expression and the reinforcement of negative black images;
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To evaluate the history of minstrel and blackface shows and the controversial black artistic appropriations of negative stereotypes.
Theory of Change
Social cognitive theory is one of the best models that can help explain how blacks choose to eat their watermelon, how they opt to address the problem of stereotyping in the society. It has various assumptions relevant to this study. One of its main assumptions is that individuals can learn through observation (Ward and Monique, 2019). One can gain new knowledge by observing others or a model. Civil rights activists such as Malcolm X and King are some of the models that the current black society can use to learn how to respond to common stereotypes. These activists chose not to believe the concept that they were inferior to whites, and as such, opted to fight for what they believed was right. They fought white superiority using their oratory skills, songs, and other means they found effective in their quest.
The second assumption of this theory is that learning is an internal process and it may not necessarily lead to a change of behavior. One of the common stereotypes against blacks is that they are drug abusers (Rudman, Ashmore, & Gary, 2019). One can choose to learn from these negativities or ignore them and choose a different path. Drug abuse is a common problem among American youths, but the popular media has often propagated the belief that it is a uniquely African problem. When a black chooses to believe in these negativities, they can easily become drug addicts, with the stereotype as the justification for their actions. On the other hand, one can opt to embrace a different belief and take a more responsible approach to life.
The third assumption is the concept of goal-directed behavior (Welch, 2007). People tend to set goals and then set plans of realizing them. In a society where blacks face numerous negative stereotypes, one can set personal goals on how to overcome them. One can decide to avoid drug abuse, crime, and any negativity often associated with blacks. It is one of the best ways of responding to these negativities. Ziff (1997) also note that this theory holds that behavior can be self-regulated. One can choose to embrace a given path of life depending on the prevailing circumstances. It means that if one is alcoholic, they can decide to change as a way of transforming their lives. In a society that views blacks as failures, such a positive transformation can help change negative narratives directed against African Americans.
Critical Content
It is true that African Americans face various negative stereotypes in the society, but the most important thing is how they choose to approach it. As Ward and Monique (2019) observe, how one chooses to eat their watermelon is what matters in a situation where one has a choice when faced with a given problem. Blacks have a choice on how they can address the negative perception that a section of the community has against them. The country has enacted laws meant to fight this vice, which means that no one can deny another an opportunity to prosper in this community. Welch (2007) believes that the current problem of racism has become a mental war
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