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This paper presents an experience with teachers who participated in an extension course
conducted during 2008 entitled: "The movies in teaching history and culture african-Brazilian and
African basic education." Guidelines and National Education establish compliance with the Law
10.639/2003 education for ethnic-racial. To discuss and contribute to the education of blackness in
Brazil, this paper discusses the potential of film narratives in the classroom for the teaching of history and
Afro-Brazilian and African culture. The results indicate the existence of potential pedagogical
filmography, even teachers do not know how to exploit their film narratives that help students visualize
the "other." We conclude that the use of films as a source of study or as a pedagogical tool requires a
critical pedagogical action decoding, interpretation and deconstruction of film narratives to understand the
record of human actions depicted on the screen.

This book examines the conundrum that has haunted the Black and White ancestry for ages on what supremacy actually means. Is it Black or White supremacy? Granted, the term White supremacy has occupied the sociopolitical, cultural and economic discourse for ages, but what does that really imply? All other ancestries on planet earth have been coerced to believe that conformity to Euro-American lifestyle is the way to become civilized on planet earth. But the term civilization owes its genesis to the African cultural and educational achievements in Egypt. Consequently, Black ancestry, the first human species on planet earth, should lead mankind to cultural and epistemological supremacy but that has always been met with skepticism. This book examines this debate, especially between the Black and White ancestry.

Der Artikel analysiert die soziale Ungleicheit von Schwarzen und Weißen in den Vereinigten Staaten. Er argumentiert, daß es vor allem Wohlstand und Reichtum und nicht andere soziale Faktoren sind, die die soziale Ungleichheit der Rassen weiterhin bestehen läßt. Es werden politische Maßnahmen diskutiert, die dieser Ungleichheit ein Ende bereiten sollen (SWP-Drh)

Explores middle-class blacks who live in suburbs where poor blacks are not present. This book examines the sense of identity that individuals in these groups craft to manage their interactions with lower-class blacks, middle-class whites, and other middle-class blacks as they seek to reap the benefits of their middle-class status

The word "black," referring to Africans and people of African descent, is essentially a social and political construction, historically articulated and contemporarily invented and reinvented. As a social and political category, the meaning of "black" varies through contestation over the term. Yet, in its dominant use in white American and European culture, "black" refers to a static set of trans-cultural and essentialized racial characteristics. What is "black" is "not white." As Frantz Fanon reminds us, "For not only must the black man be black; he must be black in relation to the white man." Thus, "black" in relation to "white" is made different.

Unreconciled strivings: Du Bois, the seduction of optimism, and the legacy of sorrow -- Unhopeful but not hopeless: melancholic interpretations of freedom and progress -- Hearing the breaks and cuts of history: Ellison, Morrison, and the uses of literary jazz -- Reel progress: race, film, and cinematic melancholy -- Figures of the postracial: race, nation, and violence in the age of Obama and Morrison

"Studying While Black" is an intimate portrait of the many ways in which students in South Africa experience university, and the centrality of race and geography in their quest for education and ultimately emancipation. The book is the outcome of a longitudinal qualitative study undertook between 2013 and 2017 by a team of researchers from the Human Sciences Research Council. The study tracked eighty students from eight diverse universities in South Africa and documented their experiences. -- Back cover

This article examines the lack of racial diversity among the National Football League's (NFL) head coaches. Focusing on each new coaching cohort since 2013, when all eight of the newly hired head coaches were white, we contest common explanations offered by the League and many sports journalists. Specifically, we challenge the assumption that the racial homogeneity of the coaching population stems from the league's current premium on offensive-oriented coaches, who are overwhelmingly white. Through a careful examination of the experiences of every NFL head coach hired in the last nine years—prior credentials, win-loss records, job prospects if they are fired, among others—we argue that race remains a fundamental determinant in the opportunities of prospective head coaches. We therefore contend that commonly proposed solutions like expanding the Rooney Rule—a league rule established in 2003 that requires all teams to interview at least one person of color when filling a head coaching vacancy—fail to adequately account for the multitude of ways race still operates in hiring and promoting NFL coaches.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Contents -- Preface -- Acknowledgements -- Foreword -- Introduction: Albinism, difference and the philosophical turn -- 1. Albinism and African thick conceptualisations -- The biological understanding of albinism in persons -- Albinism as a disability -- Albinism as a thick and contested concept in African thought -- Peculiarities of albinism in Africa -- 2. The ontology of albinism in African traditions -- An African theory of being -- Categories of being in African ontology -- Persons with albinism as queer beings -- Questioning the ontological asumptions about albinism -- The linguistic turn: albinism and linguistic ableism -- 3. The epistemology of albinism in African traditions -- African theory of knowledge I: Knowledge as first-hand information -- African theory of knowledge II: Knowledge as consistency with established beliefs -- African theory of knowledge III: Knowledge as shared knowledge -- Processes of knowing -- Why do (false) beliefs persist? -- Ignorance and systemically produced falsehood -- 4. The ethics of albinism in African traditions -- An African theory of the good -- Does African moral theory justify harming persons with albinism? -- The duty to, and burden of, care -- Social justice, dignity and easing of the burden of care -- The challenge of an elitist virtue ethic -- 5. Albinism in Africa: Some existential issues -- Fear and dread -- Alienation, suicide contemplation and authentic living -- Peculiar feminine experience of albinism -- 6. Overcoming the violent othering of albinism in Africa today -- Reconstructive and awareness education and training for key social institutions -- Reconstructive and awareness education for persons with albinism -- Establishment of social structures and institutions.