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RBG Afrikan- Centered Cultural Development and Education

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At 4:30pm on September 9, 2008, Some of All Parts said…: hey what you think about this hip hop video?
about two women of color running for president.
with the power to the people campaign.

let us know how u feel?

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Relationship Status:

Single

About Me:

Hometown:
Alkebuland by way of NewArk

Healer, Afri-Centered Education Consultant, EduTainer/Productions, Computer Training, Lecturer and RBG 4Lif Organizer

If you have been looking for a scholarly, well organized, comprehensive and user friendly Afrikan-Centered educational resource then RBG Street Scholars Think Tank is for you..

Favorite Music:
Jazz, RnB, Reggae, Conscious Rap, Blues, Afrikan The Drum, Spoken Word

Favorite Afrikan Scholars, Revolutionaries and/or Activists

Dr Mutulu Shakur, Mumia Abu Jamal, Dr. Amiri Baraka, Bro. J of X-Klan, Dr. John Henrik Clarke, Dr. Khallid Abdul Muhammad, Dr. Martin Luther Jr., Minister Malcolm X, Kwame Toure/formerly Stokely Carmichael, Dr. Amos Wilson, Dr Leonard Jeffries, Dr. Na’im Akbar, Dr Ben, Dr Asa Hilliard, Dr. John Jackson, Dr. Chancellor Williams, Dr. Mulana Karenga, Dr. Oba T’ Shaka, Rev. Khandi Paasewe, Dr. Molefi Asante and many, many more..And of Course RBG Street Scholar

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http://rbgnation.ning.com/

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I was magically whisked here

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RBG'z Core Curriculum A-V Study and Discussion Guide

Zimbio Cover - RBG Afrikan- Centered Cultural Development and Education

"The Purpose of Knowledge"

"They have allowed us to attend all of the fine academic institutions, but there is something missing. With all that we have learned, we cannot quite put it together to do something to help our people. We have more education than the respected country of Great Britain: over 14,000 Bachelor of Science degrees every year, 775 Master degrees every year, 125 doctorate degrees every year. Every year, we are producing scholarship, but the scholarship is producing nothing for the people. It is because we have been deprived of the knowledge of ourselves."

From:The Purpose of Knowledge
by The Honorable Minister Louis Farrakhan

Access the link below to download the TV

RBG Street Scholars Think Tank Videos on Veoh.com

How We Provoke Thought, Discussion & Learning:

Please keep in mind that RBG is a Think Tank. A center of higher learning organized for intensive study, research, critical thinking and problem solving; focused in the areas of the use of technology in Afrikan-centered cultural development and education for the purpose of individually and collectively learning the social, political , economic and moral strategies to secure Black Power in the 21st century.
More frequently than not, we initiate our teaching / learning process by presenting audio and visual resources that pose semalies, parables, metaphors,

analogies and oxymorons--that's what makes you think (we hope). Then we have lively and well informed group discussions revolving around the various messages put forth in the learning objects and media assets. Next we research the facts overlaying our discussions using the voluminous number of resources available in the communiversity's web portals and learning environments. Finally, each learner has the opportunity to fill our evaluation instruments on most of the 5,000+ RLOs (Reusable Learning Objects) and media assets that comprise the core curriculum. It is out of following this methodology that we devise position papers and community policy recommendations and initiatives...

Liberatory Practices

Decolonization– Process of overthrowing and then removing the Eurocentric value and
belief systems (colonies) implanted in our minds by mis-education, indoctrination and mass media manipulation that keep us psychologically, emotionally, materially and spiritually tied to Europeans as their victims or servants. To decolonize the African mind is to cleanse and liberate by re-Africanizing the African mind (Chinweizu, 1987).

Intellectual Disobedience – Twenty-first century corollary to Henry David Thoreau’s (1860) notion of civil disobedience that holds that African people have a moral imperative to resist all attempts by the European dominated educational hegemony to constrict, restrict or regulate the content of their education (Hotep, 2000).

Ma’at (Mdw Ntr) – Seven thousand-year-old Kemetic (ancient Egyptian) term for the divine law of truth, justice, order, harmony, balance, in short, righteousness. The restoration, maintenance and preservation of ma’at was considered the highest social ideal by the ancient Africans of the Nile River Valley civilizations. Today, it is the motive and goal of all conscious, African freedom fighters (Karenga, 1986;Hilliard, 1994; Carruthers, 1995; Ashby, 1996).

Re-Africanization – Intergenerational, family-based process of reclamation, revivification and reincorporation of African cultural knowledge and values as the prerequisite for establishing a 21st century African social order rooted in the traditional wisdom of African people (Akoto & Akoto, 2000).

Sankofa (Twi)– Akan concept, symbol and social practice adopted by late 20th century Pan African nationalist scholars and activists, which refers to the practice of learning from the past to build for the future. For African people, this means having the desire to not only to understand the worldview of our ancient African ancestors, but also the wisdom to adopt or adapt their social practices and philosophical beliefs when they will help us establish financially independent, emotionally wholesome and nurturing families and autonomous, sovereign, self-sufficient communities. Sankofa practice demands confronting the Maafa by respecting life, nature and the wisdom of our African ancestors, establishing viable extended families, supporting African centered institutions and organizations, and creating social and economic ties throughout the African World Community (Wase, 1998; Akoto & Akoto, 2000).

Goals of Mis-Education

Conceptual Incarceration (CI) – State of African intellectual imprisonment in European value and belief systems occasioned by ignorance of African and Native American philosophical, cultural and historical truths. CI is the goal of miseducation, the end result of deculturalization, and the major obstacle to innovative, creative and liberatory African thought and practice (Nobles, 1986).

Diseducation – Public school practice of arresting and undermining the intellectual development of African students resulting in “pervasive, persistent and disproportionate” academic under achievement.

Diseducation is a strategy of deculturalization, the maafa and the source of the Black-White student achievement gap (Carruthers, 1994).

Education For All – Termed coined at a 1990 World Bank conference in Thailand to promote western-style primary education in Africa, which serves to “rob Africans of their indigenous knowledge and language” promoting what Dr. Birgit Brock-Utne calls the “recolonization of the African mind” (Brock-Utne, 2000).

Learned Indifference (LI) – Pervasive and debilitating African psychological state characterized by disinterest in issues, causes and organizations that promote the advancement of African people. LI is a function of conceptual incarceration and the end goal of deculturalizaton and miseducation (X, 1996).

Mentacide – Deliberate and systematic European-orchestrated process terminating in the destruction of the African mind with the ultimate objective the extirpation of African people. End goal of deculturalization, miseducation and the maafa (Wright, 1984).

Utengano (Swahili) – Deeply entrenched, intergenerational African American predisposition to accept disunity, division and disorder in the African community as normal. Utengano is an expression of learned indifference, an outgrowth of deculturalization, and a strategy of the maafa (Hotep, 2002).

Excerpted from : Hotep, H. (2003). Decolonizing the African Mind: Further Analysis and Strategy. Kwame Ture Youth Leadership Institute. Retrieved January 25, 2007

Text From:

Decolonizing the African Mind: Further Analysis and Strategy by Uhu...