Our beliefs and values, our strategies of success, how we use our time or view time period, everything we "think we know" about race, ethnicity, diversity, equity, justice and inclusivity, and most certainly, everything that we speak or write (think and express), is the result of our life experiences. Unfortunately, centuries of these experiences for the majority in the world, and most certainly in the U.S./Americas, are buried under assumptions of value linked to imperialism, competitive capitalism, religious exceptionalism, and ultimately: how these beliefs of power and value "bled over" to the construction (construct) and institutionalization (embedding of the beliefs/values and constructs) of values and practices in our world. In the Americas -- these were all buried in human slavery and the now 400 years of the manifestation of these practices to: personal, social, and institutional-- racism - (the belief in and practice of hierarchies and division based on "race").

To broaden this to the WORLD: nowhere on the planet is exempt from the requirements of examining hierarchies that have been created, nurtured and “educated” on principles that are anything but generous, kind or ‘just’. Therefore, in every culture or setting, those who may be privileged must immediately look to whomever is least represented, dehumanized, and/or most missing from the spotlight in order to bring them to the front of the room. In doing so, our actions reflect our words and we begin the process of humanization or balancing historically imposed injustice. In a sense this is a metaphor for trust—and trust is absolutely essential to create balance. Freire writes of dialogue based on trust,

“It would be a contradiction in terms of dialogue—loving, humble, and full of faith—if it did not produce…mutual trust, which leads the dialoguers into ever closer partnership in the naming of the world… (but) trust is contingent on the evidence which one party provides the others of his true, concrete intentions; it cannot exist if that party’s words do not coincide with their actions. To glorify democracy and to silence the people is a farce; to discourse on humanism and to negate people is a lie.” (Freire, pp.91)

The way out: 1) assume we have distorted and 'racist' vision-- as in, at this juncture in human evolution, we cannot be free or competent, only strive to increase competency; 2) identify the hierarchy in your culture/community or society. In the U.S. Native, African American/Black, Mexican/Latinx and then a host of intersectional variations: women, gender-fluid, and diverse abilities -- are all in need of prioritization and emphasis; 3) Now: work to improve your immersion learning and competency Literacy -- especially focusing on what you don't have, don't know, or have been most 'infected' by--from the distortions in our history. So: let's get started. [If links don't work - go to Files to locate content]

READ, LISTEN or VIEW the FOLLOWING: and place bibliography, annotations, and the most powerful and attractive excerpts (extractions) in your Reading Journal -- for use later:

Required:

Class Discussion ONE: These are informal class discussions led by each group (15-20 minutes) --each group member should have read/listened to all three items below. But present only ONE--- in their groups (without powerpoint) lead the discussion: 1) what are the essential elements of the assigned piece, including human/emotional, take on justice/injustice, racism, and what is required to be anti-racist, AND 2) what you believe the author would expect from YOU (us) as University students... and beyond, in our lives/careers? What will be your actions (specific disciplined or sacrificial activism) in respect to the piece? You may factor in the other pieces in reference as needed.

Grp1: James Baldwin: "A Report from Occupied Territory"

Grp2: Dr. MLK, Jr’s Audio Recording (or Transcribed) Talk: AUDIO or Read: “On Peace and Non-violence” [Last Christmas Sermon];

Grp3: bell hooks: “Killing Rage”

Grp4: Page: 3-Page-Showin'myColor.pdf

Extract (to you) ALL KEY Points and Personalized Connections (ideas you hope to retain) into your Research Journal/Bibliography;
Determine a 1 hr. BLOCK with Group-mates... (live or zoom) to discuss the ONE article/piece assigned to you (you may reference the other two
Each person: tell the group 2-3 specific things that MOST impacted you from the readings / audio
Organize: Negotiate the combination and ordering of ideas based and HOW you will present them to classmates: being conscious of -- A) "how or why" you thought they were important; B) how you might creatively present them (induce your peers to engage the idea); and C) how each point you present.... can lead to a question or discussion that will involve the class and be most impactful on their lives and views of systemic racism, equity, justice and building anti-racist lives. Very Important: consider human emotion, how racism feels... and the cost of racism on human potential specifically of black/POC--but also: the cost to majority/white folks (incentive to them for stepping back aside). EX: you may present your vision -- but that vision should lead to a question or discussion that has immediate consequences to your classmates lives, knowledge of the topic, or futures. I.E. propose a detailed and leading question.
PRESENT: Informal Discussion without POWERPOINT – 15-20 min. presentation [See also Discussion Lead]

Class PRESENTATION & Discussion TWO: After reading the Intro on Education of Hip Hop and viewing the Lecrae Video (in its entirety), each group should select ONE or more of the pieces below, and prepare a formal class Discussion lead that frequently leads to a specific and narrow question or activity to engage the class on the topics or ideas presented. You are the teachers. Each group presentation: 30-40 minutes (including discussions) See Module prompt for more details.

MOD.3-Education of Hip hop

Lecrae: "Heroes and Villains"

Pick (min.) ONE from below:

MOD.3-“Am I Racist?” Black, J,

MOD.3-“Race-is a Social Construct” Science/Biology

3-WEBDubois “Souls of Black P…” , 3- On James Baldwin;

3-TowardPhilosophyonRace (DuBois)

3-SocialJustice inEd. , 3-Page-Showin my Color

Or - Hip hop

Lil Baby – “The Bigger Picture” https://www.youtube.com/watch?v=_VDGysJGNoI

J.Cole – “Apparently” https://www.youtube.com/watch?v=eRaFMlZ1YHA

Childish Gambino (Donald Glover) – “This is America” https://www.youtube.com/watch?v=VYOjWnS4cMY

Extract ALL KEY Points and Personalized Connections (ideas you hope to retain) into your Research Journal/Bibliography;
Determine a 1.5 to 2 hr. BLOCK– with Group-mates...
Each person: tell the group 3-4 specific things that MOST impacted you from the readings / videos...
Organize: Negotiate the combination and ordering of ideas based and HOW you will present them to classmates: being conscious of -- "how or why" you thought they were important; how you might creatively present them (induce your peers to have or see your experiences); and how each point you present.... can lead to a question or discussion that will involve the class and be most impactful on their lives and views of systemic racism, equity, justice and building anti-racist lives. EX: you may present an idea -- but the idea should lead to a concept and discussion that has immediate or considerable consequences to your classmates lives, knowledge of the topic, or futures. I.E. propose a detailed and leading question.
PRESENT: Lead Formal Discussion with POWERPOINT – 30 min. presentation [See also Discussion Lead]

Remember: Take notes, extract key points and quotes/citations you believe are essential to your own growth, share openly and honestly with the group, maximize group talent and capacities in preparing a creative presentation... (take some risks), and try to elicit discussion. Questions: the more direct, specific and narrow the questions, or the more directly connected they are to your classmates, their lives, and futures, the more likely you will get strong engaged discussion. The more generalized or vague, the less motivation the questions have to lives, careers, beliefs of success, happiness, etc.

Grading: you need not submit anything for any of these projects. All grading will factor into your class participation... or the Class Discussion Lead grade based solely on your group meeting, group dynamics/team respect, and depth of engagement of classmates.