Who Betrayed The African World Revolution And Other Speeches

This collection of speeches covers an array of topics from the contributions of Nile Vally civilizations to the future of Pan-Africanism in the 21st century.

A collection of speeches covering an array of topics regarding history of African activists.

Etuk has been indefatigable in his profound determination for African revolution as admonished not only in this piece but also in his other works. Adams O. Adah, Founder of Impart Africa, author of Service As Africa begins her journey into the twenty-fi rst century, the citizens ask: how can we survive? In Listen Africans! A Revolution is Coming, author Emma Samuel Etuk addresses the question of revolutiona fundamental change to the basic fabric of societyand its historical manifestations. Through thorough research, Etuk presents strong arguments about the need for change in the social, political, economic, and religious life of Africans. He contends that an array of issues has brought the continent to this point, including broken promises by administrators and governments; poverty and widespread hunger; angry youth and unemployment; official corruption, insensitivity, and kleptocracy; tyranny, despotism, and dictatorships; state-sponsored terrorism; infrastructural decay; and environmental pollution. As Etuk uses these examples and makes a call for a revolution, he provides a backdrop by discussing the following: Origin of revolutions Necessity for an African revolution Theological basis for a revolution Five kinds of revolutions Lessons learned from the six major revolutions of the past Preparation for a revolution Etuk maintains that change is necessary in life and that it is up to the Africans to decide what kind of revolution they should adopt in order to affect change on their continent.

This edited volume provides a vehicle for the expression of geographical and historical perspectives on the militarisation of East Asia and the Pacific. Among the questions the authors explore are: How have groups and individuals variously enforced, justified, supported, resisted, and acquiesced in military occupation? How have concepts of nationality, identity, and self-determination been shaped, reshaped, and erased by historical processes? How can communities escape from their perceived or actual dependence on centralised loci of power? Chapters draw upon philosophical, theoretical, empirical, and anecdotal evidence. The book is aimed at, inter alia, activists for social justice and researchers in international and strategic relations, colonial and post-colonial studies, Asian, Okinawan, and Pacific island studies, critical theory, and ethics. Contributors to this volume include David Vine, Douglas Lummis, Miyume Tanji, Kyle Kajihiro, chinin usii, Leevin Camacho, Andrew Yeo, Mitzi Uehara Carter, Gwisook Gwon, Christopher Melley, Yukinori Tokuyama, Kiyomi Maedomari-Tokuyama, Nika Nashiro, Chie Miyagi, Makoto Arakaki, Peter Simpson, and Daniel Broudy.

Afrocentricity is a philosophical and theoretical perspective that emphasizes the study of Africans as subjects, not as objects, and is opposed to perspectives that attempt to marginalize African thought and experience. Afrocentricity became popular in the l980s as scores of African American and African scholars adopted an Afrocentric orientation to information. The editor of this collection argues that as scholars embark upon the 21st century, they can no longer be myopic in their perceptions and analyses of race. The seventeen essays examine a wide range of variations on the Afrocentric paradigm in the areas of history, literature, political science, philosophy, economics, women’s studies, cultural studies, ethnic studies and social policy. The essays, written by professors, librarians, students and others in higher education who have embraced the Afrocentric perspective, are divided into four sections: “Pedagogy and Implementation,” “Theoretical Assessment,” “Critical Analysis,” and “Pan Africanist Thought.”

Originally published: New York: Random House, 1974.

In this unique two-volume work, expert scholars and practitioners examine race and racism in public education, tackling controversial educational issues such as the school-to-prison pipeline, charter schools, school funding, affirmative action, and racialized curricula. This work is built on the premise that recent efforts to advance color-blind, race-neutral educational policies and reforms have not only proven ineffective in achieving racial equity and equality of educational opportunities and outcomes in America's public schools but also exacerbated existing inequalities. That point is made through a collection of essays that examine the consequences of racial inequality on the school experience and success of students of color and other historically marginalized populations. Addressing K–12 education and higher education in historically black as well as predominantly white institutions, the work probes the impact of race and racism on education policies and reforms to determine the role schools, school processes, and school structures play in the perpetuation of racial inequality in American education. Each volume validates the impact of race on teaching and learning and exposes the ways in which racism manifests itself in U.S. schools. In addition, practical recommendations are presented that may be used to confront and eradicate racism in education. By exposing what happens when issues of race and racism are marginalized or ignored, this collection will prepare readers to resist—and perhaps finally overcome—the racial inequality that plagues America's schools.