Tuesday, September 18, 2007

Black Ice- The Significance of Early Canadian Black Hockey Players

Check this video out. Another breakthru in uncovering the centrality of Blacks in Western Sports.

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From: http://notthead.wordpress.com/2007/02/25/black-ice-negro-hockey-chl

“Black Ice - Negro Hockey (CHL)”

The Lost History of the Colored Hockey League of the Martimes, 1895-1925

http://www.blackicebook.com/

Black Ice header


Comprised of the sons and grandsons of runaway American slaves, the league helped pioneer the sport of ice hockey changing this winter game from the primitive “gentleman’s past-time” of the nineteenth century to the modern fast moving game of today. In an era when many believed blacks could not endure cold, possessed ankles too weak to effectively skate, and lacked the intelligence for organized sport, these men defied the defined myths.


Sonahhr historians and Executive Board Members Darril Fosty, George Fosty,
Drakeford Levi, Wayne Adams and Craig Smith were interviewed for the feature. Darril Fosty also served as the historical consultant for ESPN during the Nova Scotia stage of the production.

Setting the Ice Hockey Historical Record Straight

Our knowledge of the roots of Canadian hockey has been based almost solely on the historical records maintained by early White historians. Because of this, the misconception that hockey is a White man’s invention has persisted. We know today, such an assumption could not be further from historical fact. The roots of early Canadian hockey originate with the North American Indians. The roots of modern Canadian hockey originate, in large part, from the influence of an even more surprising source, that of early African-Canadian hockey. For it was Black hockey players in the later half of the nineteenth century whose style of play and innovations helped shape the sport, effectively changing the game of hockey forever. Page 12.

The First Black Ice Hockey Players - 1820 to 1870

With certainty, we can only date Black hockey to the early 1870’s, yet we know that hockey and Black history in
Nova Scotia have parallel roots, going back almost 100 years. Among the first reports of hockey being played occur in 1815 along the isolated Northwest Arm, south of Halifax. The date is important for the simple fact that as late as October 1815 the region was not home to a large White settlement but was instead the site of a small Black enclave. Four Black families originally from the Chesapeake Bay area, with a total of fifteen children, had relocated and settled on the Arm. It is reported that these families, Couney, Williams, Munro and Leale, received adequate food, lodging and employment implying that their children were healthy and would have been able to play hockey during the winter months when the Arm was frozen and suitable for skating. Were these children among the first Canadians to play the game of hockey? We do not know. All we can say is that the coincidence between the date of the Northwest Arm’s Black settlement and the first records of hockey being played in the area are worthy of reflection. Page 12-13.

The Stanley Cup -1893

During the nineteenth century, it had been the English who had introduced the concept of competitive sports to much of the world. In an age of the Victorians and Victorian ideals, sports were regarded as models of teamwork and fair play. Many believed that sports could raise the lower classes and non-White races to a higher level of civilization and social development. All was well, the theory held as long as White men continued to win at whatever sport they played. Hockey was no different. By recognizing Canadian hockey Stanley had accomplished something more. He has given the game “royal acceptance” removing its status as a game of the lowly masses and creating a tiered sport based on club elitism and commercialism. It is no secret that the Stanley Cup was only to be competed for by select teams within
Canada. At the time of its presentation, it was a symbol for self-promotion all the while serving a “supposed need”. In time, those who controlled the Challenge Cup controlled hockey, effectively creating a “bourgeoisie” sport. A sport that now, by its very nature, would exclude and fail to recognize Black contributions. Page 14.

The Birth Of All-Black Hockey Teams -1895

The first recorded mention of all-Black hockey teams appears in 1895. Games between Black club teams were arranged by formal invitation. By 1900, The Colored Hockey League of the Maritimes had been created, headquartered in Halifax, Nova Scotia. Despite hardships and prejudice, the league would exist until the mid-1920s. Historically speaking, The Colored Hockey League was like no other hockey or sports league before or since. Primarily located in a province, reputed to be the birthplace of Canadian hockey, the league would in time produce a quality of player and athlete that would rival the best of White Canada. Such was the skill of the teams that they would be seen by as worthy candidates for local representation in the annual national quest for Canadian hockey’s ultimate prize - the Stanley Cup. Page 15.

Black Hockey Leadership -1895

They were more than educated Blacks, in fact they were the first generation of Black men who refused to answer the ageless question: “Whose Negro Are You?” The first of their race to demand what was rightfully theirs; the first generation to refuse to stand at the back of a line. Page 55.

On The Destruction Of The Colored Hockey League — 1912

Were the Blacks sending a message to area Whites? Was this “an eye for an eye,” a payback for Williams’ death and other past events? In order for four White-owned buildings to go up in flames almost simultaneously, it would require an orchestrated group effort. It would require a group of people working in tandem with one goal. If it were the work of Blacks it would have been an effort organized either on Gottingen Street or out in Africville. If indeed this was payback, then who better to accomplish this task than members of the Colored League — men who had had their league destroyed, lands stolen, and business enterprises crushed at the hands of Whites. On January 12, 1912 someone had sent the White Elite of Halifax a message. The message was simple: “Burn Us — We Burn You!” Page 132.

NottHead Comments:

“Those that do not know their history are destine to repeat it.” Those that rely on others to tell their story will most likely be forgotten! Negro slaves adapted to every environment and community, engaged in activities closely associated with the church and desperately sought to be treated as equals; for their descendents the struggle continues.

Saturday, August 04, 2007

Black PhD Index2007

EDSTATS YOU CAN USE SPECIAL:
BLACK PHD INDEX2007

Note: Many folks have asked me to see if I could pull together some data on the state of Black PhDs in the US today. Well, below is an index that quickly shows the crisis (or crises) that we- as a people -face in the realm of US higher education: a growing dearth in Black PhDs in every field except education... and especially in the mathematical, science and engineering fields. These latter fields are the areas where the very survival of Planet Earth is dependent upon.. and we are the most distant people from them... and we are the people who- over five centuries -have been the deepest affected by all the negative aspects of the capitalist sciences and medicine.

We have no choice but to encourage our present 8 and 10 year olds to develop an interest in any of the vast scientific, mathematical, medical and engineering fields... because that is just about all the time (10-15 years) we have before the window of opportunity shuts for us in the US. Another, obvious but still devastating reality is the fact of the disappearing Black Male Graduate Student. Over the next 10-15 years, we have to find ways to bring tens of thousands more Brothers into higher education WITHOUT diminishing the rising number of Sisters in higher education.

Only thru a strong national Black education organization that's grounded in self-determination and the powerful tradition of "Education for Liberation" can we build a force powerful enough to reverse this downward education spiral and accelerate a new cadre of Black intellectuals dedicated to the liberation of People and the Earth from a world-system helbent on death and destruction for the sake of profit maximization for a few.

In Struggle,

S. E.Anderson

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Black PhD Index2007
(a la Harper’s Index- based on 2005 stats)

Number of Black PhD Grads in 1987: 787
Number of Black PhD Grads in 2004: 1869
Number of Black PhD Grads in 2005: 1688
Percentage of US Population that is Black: 13
Percentage of new PhD Grads that is Black: 6.4
Percentage of new PhD Grads in 1977 that were Black women: 38.7
Percentage of new PhD Grads in 2005 that were Black women: 64.9
Percentage of all new Black PhDs that are in Education: 39.2
Percentage of all new white PhDs that are in Education: 18.8
Percentage of all new Black PhDs that are in the Sciences: 5.0
Percentage of all new white PhDs that are in the Sciences: 12.0
Percentage of new Black PhDs that are in Engineering: 1.3
Number of PhDs awarded in Mathematics in 2005: 1231
Number of Black PhDs awarded in Mathematics in 2005: 16
Number of PhDs awarded in Astronomy in 2005: 72
Number of Black PhDs awarded in Astronomy in 2005: 0
Number of PhDs awarded in Physics in 2005: 1300+
Number of Black PhDs awarded in Physics in 2005: 10
Number of PhDs awarded in the Earth Sciences in 2005: 379
Number of Black PhDs awarded in the Earth Sciences in 2005: 2
Number of PhDs awarded in Ocean & Marine Sciences in 2005: 190
Number of Black PhDs awarded in Ocean & Marine Sciences in 2005: 1
Number of PhDs awarded in Biological Sciences in 2005: 6455
Number of Black PhDs awarded in Biological Sciences in 2005: 142
Number of PhDs awarded in 53 other scientific fields: 2275
Number of Black PhDs awarded in 53 other scientific fields: 0
The average age of a Black Ph.D. recipient in 2005: 36.7
The average age of a white Ph.D. recipient in 2005: 33.8
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Culled from National Opinion Research Center at the University of Chicago



Sunday, July 15, 2007

Classic Che Droppin Serious Science About Imperialism-

Classic Che droppin serious science about Imperialism around 1961---

SICKO by micheal moore

Micheal Moore (of Farenheit 9/11, Bowling for columbine) has produced a powerful new documentary on the inhumane US healthcare system. It will have serious repercussions within the 2008 US Presidential campaign.


Saturday, July 14, 2007

Staples Singers In Ghana 1971: "When Will We Get Paid"

Here's a classic and still timely tune by the Staples Singers.

Who said Black Reparations was a "new" idea/demand?

Our fight for Reparations is inseparable from our fight for Liberation... wherever we African People are!

Wednesday, July 11, 2007

Busing Version2 Also Does Not Work


NOTE: There are many things that I agree with Jonathan Kozol on. But, his notion of Busing Version2 is not going to make it. For the vast majority of Blackfolk in the US it was and is NOT about having our children sitting next to white kids in school. It was and is about physically going somewhere to receive EQUITY in Education: to have the same quality stuff white schools have... as our Human Right. A few Blackfolk (and Latinos) are so color-struck via racial inferiority that they believe that PROXIMITY with white kids will automatically bring excellent education to their children. We have learned from the 70's and 80's that busing does not work. Just the wear and tear on our children rising at 4 or 5 in the morning and trudging home at 5 or 6 in the evening almost cancels the alleged "quality" education they may be getting at this great white suburban school. In addition, these outlying schools- for the most part- are so Eurocentric that they help re-enforce inferiority complexes among children of color and racist stereotypes among white children and teachers. In these outlying "good schools" there are very few Black and Latino teachers who can help nurture self-confidence and racial consciousness within this vast sea of whiteness. The recent US Supreme Court Decision allows us to face the reality of the power of HOUSING SEGREGATION dictating the apartheid school system. Desegregating housing is a long multigenerational process... forcing us to face the fact- that in the meanwhile- we (parents, teachers, students, community and serious elected officials) have to transform our neighborhood schools into schools of excellence and not worry about the lack of white kids in the classroom. Afterall, the public schools in our neighborhoods are OUR tax dollars at work: so they better work correctly for US. ==========================================

July 11, 2007
NYTIMES.COM

Transferring Up

Jonathan Kozol is the author of the forthcoming “Letters to a Young Teacher.”

Byfield, Mass.

LAST month’s Supreme Court ruling on school integration came as a blow to those who have been watching the gradual dismantling of Brown v. Board of Education with despair.

There is, however, some cause for hope. In his concurrence, Justice Anthony Kennedy opened up a new avenue for educational justice by contending that other methods of achieving integration — like revising school attendance zones — are constitutionally permissible so long as they do not sort and label individual children by race.

Congress has an opportunity to take advantage of the opening created by Justice Kennedy later this year when it reauthorizes the federal No Child Left Behind Act. The law gives children the right to transfer from a low-performing school to a high-performing school if the low-performing school has failed to demonstrate adequate improvement two years after being warned of its shortcomings.

Unfortunately, the transfer provision has until now been a bust. Less than 3 percent of eligible children have been able to transfer, in part because of the scarcity of space in high-performing schools within most urban districts. Although the law does not prohibit transfers between urban and suburban schools, it offers no inducements to the states to make this possible.

Democrats in the Senate should therefore introduce an amendment to authorize and make easier cross-district transfers — not on a specifically race-conscious basis, but solely to fulfill the professed intention of the law.

There is obvious urgency to this. At present, black children are more segregated in their public schools than at any time since 1968. In the inner-city schools I visit, minority children typically represent 95 percent to 99 percent of class enrollment. Not surprisingly, minority parents overwhelmingly support cross-district transfers. In the Boston area, for instance, 16,000 children — nearly one-third of all minority children in the city’s schools — are on the waiting list to transfer. (It is worth noting that of the children who participate in the Boston transfer program, 95 percent graduate from high school and nearly 90 percent go on to higher education.)

Senator Edward M. Kennedy, whose Education Committee will lead the way in reauthorizing the education law, should develop an amendment to promote cross-district transfers. The amendment should include the following provisions:

First, states should be required to ease transfers across district lines for children now in chronically low-performing schools.

Second, schools and districts must not be permitted to reject these students so long as they have space available in existing classrooms, which most suburban districts do.

Third, states must pay the added costs incurred by the receiving districts; they must not, however, compel hard-pressed urban schools to reimburse their wealthier suburban counterparts.

Fourth, states must pay for transportation.

Fifth, in order to ease the burden on states, Congress should create a federal fund to be used to underwrite some of the costs of complying with the law.

Sixth, Congress should enact specific fiscal penalties for states that drag their heels or defy the terms of this amendment altogether.

It would take considerable courage for Mr. Kennedy, who co-sponsored the unsuccessful transfer provision in its present form, to support this proposition. If he did, however, he could deal a mighty blow to resurgent racial concentration — without introducing racial terminology into the debate. For this opportunity, one that was perhaps bestowed unintentionally, we have Justice Anthony Kennedy to thank.

Jonathan Kozol is the author of the forthcoming “Letters to a Young Teacher.”



Saturday, June 23, 2007

My View of 'Dam News Look at Paying Students for Good Grades

Note: I am no longer at Medgar Evers College. And I had tried to contextualize this whole standarized testing thing with Sista Reporter, Tanangachi Mfuni. But, I guess she's a product of Western Soundbitism style of reporting.

I tried to inform her of the racist/classist/gender biased and bogus-at-the-roots nature of standardized exams by tracing their origin back to the IQ and England's Sir Cyril Burt and the US's Stanford-Binet IQ testing policy that was so skewed in terms of elite white male supremacy. Subsequently, this university sanctioned and based policy became the foundation for ETS (Educational Testing Service based in Princeton, NJ), Sylvan and Kaplan test prep corporations, and Edison Schools, Inc. It also was the basis for publishing companies like McGraw-Hill, Macmillan and Prentice-Hall to step into the test manufacturing and distribution enterprise.

To make a long story extremely short: there is no scientific basis for measuring the intelligence level of any human on Planet Earth! Hence, there are no "standardized" exams that can determine the intellectual quality or quantity of any of humanity's children. (read the classic; "The Mismeasure of Man" by Stephen J. Gould or the Biography of Sir Cyril Burt by Leon Kamin)

I also mentioned to her other forms of assessment of our children's intellectual growth that are based in the use of portfolios of a child's development over years of their classroom, field trips, independent study/research efforts and experiences.

Bloomberg-Klein's decision to entice and hire this young Harvard Prof to work with them is part of Bloomberg-Klein's (and a certain segment of the US rulingclass) to present a BlackFace for their racist and classist privatization-of-education policies and programs.

I suggested that multibillionaire Bloomberg could pay out of his pocket for hundreds of full scholarships for Black/Latino student who do well on these hi stakes hoop jumping tests. My suggestion was: if you are going to have some sort of financial incentive for good grades/test scores, then it should be FREE tuition to any of the CUNY/SUNY colleges. Or a $15,000 scholarship towards any college that accepts the student with good test scores and grades. To raise $50 million from NYC based corporations is chumpchange of chumpchange. Bloomberg himself rakes in a minimum of $8000/minute 24/7/365 (i.e. do the math: he's worth more than $10billion now. He was worth about $8billion when he first became mayor). For those who have been traumatized by math: it's a mindblowing huge huge amount of money that he's raking in for his $1/year mayoralty.

In Addition, just look who here in NYC: Google's zillionaires, American Express, IBM, Dow Jones, Xerox, and hundreds of other multimillion and multibillion dollar enterprises that exploit the ignorance and labor of NYC's majority: folk of color- especially Black & Latinos between 18 and 35.

Lastly, I suggested to Sista Mfuni, that the 'Dam News put on a debate in Harlem between the newly appointed young Black Harvard Economist now in charge of the "Equality Office" in Bloomberg-Klein's education cabal and some of us "Black radical" educators around the current ways to recognize and resolve the educational genocide being committed against our African Descendant People in NYC.

In Struggle,

Sam Anderson
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Paying kids to take tests

by TANANGACHI MFUNI
Amsterdam News Staff
Originally posted 6/21/2007


New York City Mayor Michael Bloomberg will pay low-income Black and Hispanic public school students for taking tests. The initiative is part of a cash incentive program, Opportunity NYC, geared towards reducing poverty the mayor and Deputy Mayor for Health and Human Services Linda Gibbs outlined last Monday.

Education advocates had a mixed reaction to the student portion of the program which begins this fall. The city would give fourth graders at participating schools $5 for taking tests and seventh graders $10. For scoring top marks, fourth graders would receive $25 and seventh graders $50. If they score well on all ten tests given throughout the year, fourth graders could receive as much as $250, and seventh graders $500.

Harvard professor Dr. Ronald G. Fryer, Jr. will oversee the incentive plan for the DOE. Fryer, 30, has also been named the Department of Education’s chief equality officer. The Black economist advocates cash incentives for students as a means of narrowing the much documented achievement gap between Black and Hispanic students and their white and Asian counterparts.

City Council Education Chair Robert Jackson supports the plan. Jackson said it gave kids “an immediate incentive” and would cause students to have more “self esteem” and get “better grades.”

However critics like Medgar Evers education professor Dr. Sam Anderson disagrees.

“I’m not a believer in these kinds of financial rewards for intellectual development. It feeds into the capitalistic structure,” said Anderson, who argued the incentive program encouraged students to be materialistic.

“We should not continually instill in our young people that the pursuit of money is the pursuit of all happiness,” he said.
Moreover, Anderson said the amount of money being distributed was too little.

“The little bit of money that’s paid out is a joke,” Anderson said. “You don’t buy educational excellence by bribing kids with chump change.” Anderson suggested putting money towards college fund instead.

The 40 schools the DOE plans to implement the cash incentive program in this fall are not yet determined. A spokeswoman for the DOE said Dr. Fryer has sent letters out and conducted meetings with principals interested in the program. The program would also give $5000 to schools that participate.
The Opportunity NYC is being paid for by private funding that will come from several non-profits including the Rockefeller Foundation, the Starr Foundation, the Robin Hood Foundation as well as Mayor Bloomberg.

The education chair said he might have had second thoughts about the program had it depended on public funds. “I don’t know I would allocate public funds to do this,” Jackson said.

Other features of the Opportunity NYC program give cash rewards, in some cases several hundred dollars, to families if they maintain their health insurance, hold a full time job, send their kids to school, and ensure their kids take and pass tests like the state-issued.

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Thursday, June 07, 2007

A Physicist Brother's Work On Time Travel

A snippet of a Discovery documentary where a Black Physicist (Prof Ron____) talks about his work on creating a time machine
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Tuesday, May 15, 2007

Opening Remarks at the Brooklyn Education Tribunal

This took place on Saturday 14 April in Brooklyn, NY. organized by the Brooklyn Independent Commission on Public Education. Opening remarks are by Sam Anderson, member of the Brooklyn IBEC and ICOPE---

Marc-Anthony Slams thru SpokenWord In LA

Saturday, March 03, 2007

My Feb 28 Interview On Nobantu Talks


Nobantu Talks! Listen the interview with Sam Anderson here:
http://ayaradiovision.com/ntalks/8/

Sista Nobantu has started a new and important web-based radio-vision broadcasting project called "Nobantu Talks." I had the honor and privelege of being one of her first interviews that you can listen to below.

Medase, Asante sana and thank you to all who were fortunate to be a part of my first launching of Nobantu Talks Wednesday, February 28th. It was exciting to have friends come together from East Palo Alto, California, Chicago, Illinois, Brooklyn, New York, Decatur, Georgia and Utah.

I want to especially thank Brother Sam Anderson for the splendid and informative analysis he gave of the crisis in the New York Schools during his interview. We also saw a clip of the Black Panthers organizing in the 60's as an incentive for reflecting on how we organized then and what we need to do today to organize and educate our people.

If you are interested in obtaining audio of the entire show, it is available for $9.99. The funds will support AYA Education Institute and Shule Mandela Academy.

Our next show will focus on the debate around the Philadelphia high school district becoming was the first in the country to mandate that all of their students take African and African American history.

Sleepless Until the Battle is Won,

Mama Nobantu

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Missed It?

Listen the interview here:

http://ayaradiovision.com/ntalks/8/

Sunday, February 11, 2007

MEDICAL APARTHEID

White Doctors, Black Subjects: Abuse Disguised as Research
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Sista Anarcha braces for the coming torture from Dr. J. Marion Sims in the name of "Medical Science"
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Read the book excerpt following the review-- Another aspect of the demand for Reparations is the multicentury medical torture and abuse in the name of "Science" that Blackfolk had to endure and resist. Finally, a book is published that helps begin the documentation of this normalized racist misuse of "the Science of Healing." As you can see these experimentations and variations on medical torture PREDATE the Nazi's horrendous works. In fact, they came to the US to study how it's done... and went on to "improve" upon these horrible forms of experimentation and abuse (which- inturn- came back to the US after WWII to be further "perfected" in this nation's prisons and among Black and poor people.
Thank you, Sista Harriet Washington for your fine research that brings to the public a well researched work that exposes the depth and breadth of medical racism. (See her interview at www.democracynow.org)
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January 23, 2007

By DENISE GRADY

The most notorious medical experiment in American history was surely the Tuskegee syphilis study, in which 400 black men with syphilis were left untreated for 40 years, from 1932 until 1972, so government doctors could study the course of the disease. The experiment ended only because a journalist exposed it, igniting a firestorm of public outrage over its racism and cruelty. By then, as many as 100 of the men had already died of syphilis.

Tuskegee was just part of a pattern of experimental abuse, one of many shameful chapters in what Harriet A. Washington calls “the long, unhappy history of medical research with black Americans.”

Ms. Washington, a journalist and research scholar in ethics, writes in “Medical Apartheid” that this history has left blacks with an ugly legacy of distrust for research and even treatment, and that it is a lingering stain on the history of medicine.

She does not oppose medical research or blacks’ inclusion in it. On the contrary, she calls research “utterly essential,” and blacks’ participation necessary. “African-Americans,” she writes, “desperately need the medical advantages and revelations that only ethical, essentially therapeutic research initiatives can give them.”

But first, she argues, the air must be cleared. She is certainly the one to do it. She has unearthed an enormous amount of shocking information and shaped it into a riveting, carefully documented book.

Blacks have been forced to undergo painful, risky experimental surgery, dosed with radiation and singled out for experiments aimed at finding brain abnormalities linked to violence. They have been falsely assumed to feel pain less than whites and to require higher X-ray doses for a readable film.

One of the worst offenders was James Marion Sims, a 19th-century surgeon who has been venerated as a selfless benefactor of women for devising ways to repair severe vaginal injuries that can occur in childbirth.

Sims honed his skills by performing scores of painful operations on the genitals of black slaves. His early attempts so often failed that he operated on one young woman 30 times. The women had to be held down during the excruciating operations. Though ether was available, Sims refused to use it, insisting it was not needed. But when he had refined the surgery enough to offer it to white women, he always gave them ether.

To the question of whether it is fair to judge people like Sims by the ethical standards of a later era, Ms. Washington replies that he violated the ethical codes of his own day.

Reprehensible behavior continued into the 20th century. Often, the so-called research performed on blacks had the trappings of science but was meaningless, poorly designed and based on specious theories. People must have known better, but apparently chose not to think about it.

“In the South,” Ms. Washington writes, “rendering black women infertile without their knowledge during other surgery was so common that the procedure was called a ‘Mississippi appendectomy.’ ” But the same was true in the North, as recently as the 1970s, when unnecessary hysterectomies were often done on poor black and Puerto Rican women to give doctors in training a chance to practice their skills.

Some of Ms. Washington’s arguments are less convincing than others. She questions the “significance” of two black men’s being selected as the first subjects to test the AbioCor artificial heart in 2001 and 2002. But was it significant?

Since two of the first six subjects were black, she notes that they made up 33 percent of the test subjects, “almost three times their representation in the population,” and suggests that blacks were used disproportionately to test a device that, if ever approved, would probably be too expensive for most minorities. Ultimately, 14 people tested the AbioCor, but she never gives the complete racial breakdown. From her account, it’s hard to figure out what was going on.

In another venture onto thin ice, Ms. Washington calls for “more exhaustive studies” of an experimental AIDS vaccine that initially appeared to protect blacks and Asians, but not whites. But when the data were closely analyzed, the first finding did not hold up: the vaccine did not work for anybody. Even so, Ms. Washington implies that the vaccine did have promise for minorities but was abandoned purely because it did not help whites. If there is evidence to justify sinking more money into this vaccine, she does not provide it.

But this is an important book. The disgraceful history it details is a reminder that people in power have always been capable of exploiting those they regard as “other,” and of finding ways to rationalize the most atrocious abuse. The victims are declared defective, violent, hypersexed or a drain on the community. The medical tinkering is for their own good, and the greater good of society.

The worst abuses in this country may be a thing of the past, but history has a way of repeating itself. Ms. Washington warns that Africa and other poor regions are becoming the next venue for exploitative studies by foreign governments, universities and drug companies, which may use their citizens to develop medicines and other treatments that those nations will never be able to afford.
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Copyright 2007 The New York Times Company
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Excerpted from Medical Apartheid by Harriet A. Washington Copyright © 2007 by Harriet A. Washington. Doubleday, a division of Random House, Inc.

CHAPTER 1
SOUTHERN DISCOMFORT
Medical Exploitation on the Plantation

Celia’s child, about four months old, died last Saturday the 12th. This is two negroes and three horses I have lost this year. –DAVID GAVIN, 1855

Frederick Gardiner, a peripatetic Mormon physician, left among his travel memoirs an impression of the nineteenth–century slave markets of Washington, D.C.:

There are a great number of Negroes, nearly all of whom are Slaves. And on different Streets are large halls occupied as Marts or stores, for the sale or purchase of Slaves. . . While I have been looking at one of these places on Gravier Street, Two Gentlemen have arrived, one of whom I have Seen in the Saloon, he is a young Planter and come to purchase a girl to take care of his children, or whatever duties he may think proper to impose upon her. The other person is a Doctor whom he has brought with him for the purpose of examining her. They pass along the front of the row in company with the agent or Salesman. As they move forward One is called upon to stand up, then another while a passive examination is made. Then finally he discovers a bright mulatto, who appears about 16 years of age and is quite good looking. She is ushered into a private room where she is stripped to a nude condition and a careful examination is made of all parts of the body by the Dr. and is pronounced by him to be sound. The money is then paid and she is transferred to her new owner…I have heard that the Masters beat and scourge them most cruelly. But I have not seen anything of the kind, nor do I believe that it occurs very often. For the southern people as a class are Noble minded kind hearted people, as can be found in any country…And moreover it would be against their own interests, to brutally treat their Slaves. As no planter desired to have sick negroes on his hands. According to my judgment so far as my experience extends, I believe that the Negroes as a class, are far more humanely treated and taken care of, Than are the laboring classes of European countries (1).

Enslavement could not have existed and certainly could not have persisted without medical science. However, physicians were also dependent upon slavery, both for economic security and for the enslaved “clinical material” that fed the American medical research and medical training that bolstered physicians’ professional advancement. Gardiner’s vignette suggests the integral role of medicine in enslavement and repeats a key belief—that slave owners and physicians shared an interest in preserving the slave’s health, “as no planter desired to have sick negroes on his hands.” But although medicine was essential to enslavement, the apparent solicitude for the health of slaves was not all it seemed. Rather, the medical interests of the slave were often diametrically opposed to the interests of his owner and of American physicians. From the first, antagonism reigned between African Americans and their physicians.

Between the seventeenth–century advent of African settlers to North America and the end of the nineteenth century, the slave and the physician shared an unrecognizably primitive medical world. The “germ theory” that revealed the microbial nature of much disease and led to the first grand waves of disease cures was still well in the future: The existence of pathogens (2) such as bacteria, viruses, and fungi was unsuspected. Almost no effective treatments existed for prevalent diseases until the eighteenth century. Until the late 1830s, the lack of effective anesthesia made the few common surgical procedures horribly painful and all others impossible.

Between the seventeenth and nineteenth centuries, medicine in the United States reflected a narrowly limited understanding of disease and a rather cursory training of medical practitioners. Public–health institutions were few, feeble, and ephemeral, rising momentarily with epidemics of yellow fever or smallpox and subsiding from neglect after the crisis resolved. Even the simplest public–health measures—hand washing and antiseptic techniques, clean water, sound, pathogen–free housing, an untainted food supply, sewage management, and quantitative disease reporting were all in the future. Because there were only a few effective disease therapies and no antibiotics, epidemics of yellow fever, malaria, tuberculosis, and other infectious diseases frequently raged unchecked. In the early 1700s, this mirrored the situation in England and the rest of Europe, but medicine on the Continent began to undergo modernizing changes, although these were very slow to cross the Atlantic. Europe began to embrace public–health measures and medical advances such as widespread vaccination, scientific medical education, and the rise of the hospital, but American progress lagged behind, especially in the insular South.

The point of this chapter’s unflattering précis of nascent American medicine is not to castigate it for its primitivism, but to put blacks’ historical aversion to medical care into context, for most antebellum blacks were subjected to southern medicine.

The South was a particularly unhealthy region and was home to 90 percent of American blacks, the majority of whom were enslaved until 1865. The first blacks arrived in the colonies in 1619, and by 1700 there were only about 20,000 blacks. But as the slave trade flourished, 20,000 more blacks arrived each year. Although 30 percent of transported slaves died in the nightmare of the Middle Passage, there were 550,000 chattel slaves in the United States by 1776, when blacks constituted 20 percent of the U.S. population. By 1807, slave importation was legally prohibited throughout the country, and by 1860, the nation’s four million enslaved blacks had a value equivalent to four billion dollars today. In some states, the black population completely comprised slaves: Alabama, for example, forbade the presence of free blacks.

The South was the nadir of the American medical experience, visited by a deadly triple confluence—the pathogens of North America, Europe, and Africa. This unholy trinity yielded a bewildering array of unfamiliar infectious diseases, such as hookworm, types of malaria, and yellow fever, incubated by a subtropical climate that was hospitable year–round to pathogens that could not thrive in the colder North. Even familiar European illnesses flared anew in strangely virulent forms, abetted by the hot, marshy climate, poor sanitation, and a public–health vacuum. Although the South harbored a highly visible affluent class, the region’s relative poverty led to a dearth of medical care and a host of unrecognized nutritional–deficiency diseases. So did enslavement.

A dramatically misunderstood set of disease etiologies led to the adoption of heroic remedies calculated to kill or cure. Through the eighteenth century, Western medicine was not only misinformed but dangerously so. Caustic medicines of the period often contained metabolic poisons such as arsenic, or calomel, (3) a compound of mercury and chlorine that was used as a purgative. Many other remedies contained highly toxic substances such as mercury and addictive Schedule II narcotics, including the opiates laudanum, (4) opium, and morphine, as well as cocaine derivatives. These medicines addicted, sickened, or killed outright; they also could trigger chemical pneumonitis, or progressive lung injury, if inhaled during a bout of iatrogenic, or physician–triggered, vomiting. No studies seem to have been done on this point, but such lung injuries may have helped to account for slaves’ higher death rate from respiratory disease.

Induced vomiting was an everyday event because the common denominator of medical techniques in this period was the violent release of bodily fluids. Copious bleeding, blistering, and the induction of violent diarrhea were standard therapies. Harsh laxatives or “draughts” such as calomel or jalap (5) produced copious diarrhea, which leached nutrients, water, and electrolytes from the body. They also invited painful bedsores, which were open to infection unchallenged by antibiotics. These crude therapies were not only unpleasant but debilitating to ill persons and even to the strong and healthy. Arsenic, for example, produced not only the intended vomiting and diarrhea but also a wide range of other problems, including fainting, heart disease, disorders of the nervous system, gangrene, and cancers (6). Mercury’s very serious effects included injury to the nervous system, profound mental deficits, hair and tooth loss, kidney and heart disease, lung injury, and respiratory distress. Mercury crossed the placental barrier and concentrated in breast milk, contributing to the high black infant–death and birth–defect rates (7).

Such ministrations were often fatal. The 1799 death of George Washington, hastened by a copious bloodletting the debilitated former president could ill afford, is perhaps the best–known example of a patient finished off by the misguided heroics of eighteenth–century medicine. However, whites of the slave–owning class enjoyed better initial health, better nutrition, and less exposure to environmental pathogens and parasites than did enslaved blacks. Slave owners did not suffer from overwork and exposure, so they were better able than slaves to withstand the rigors of bloodletting. Sensing this, many physicians and scientists discouraged bloodletting for slaves. Thomas Jefferson, statesman and amateur physician–scientist, wrote unequivocally, “Never bleed a negro.” (8) But in their everyday practices, physicians didn’t listen. Dr. Lunsford Yandell wrote, “On March 16, 1833 I was called before sunrise to visit a Negro woman. I took from her twelve ounces of blood…I waited about fifteen minutes when she had a severe convulsion.” (9) Such techniques as cupping (the use of heated glass jars to create a partial vacuum that drew blood upward to the skin’s surface or through an incision in the skin) and trephination (the therapeutic drilling of holes in the skull) were risky for pampered, well–nourished adults living in relatively healthy environments. But they were fatal attentions for sickly, undernourished, and exhausted slaves and for their children, who were at even higher risk of succumbing to anemia or dehydration.

Enslaved African Americans were more vulnerable than whites to respiratory infections, thanks to poorly constructed slave shacks that admitted winter cold and summer heat. Slaves’ immune systems were unfamiliar with, or naïve to, microbes that caused various pneumonias and tuberculosis. Parasitic infections and abysmal nutrition also undermined blacks’ immunological rigor. Before antibiotics and sterile technique, surgery was an often-fatal affair. Unaware of the connection between bacteria and infection, surgeons operated in their street clothes and with dirty hands in filthy environments, such as the shacks that served as “slave hospitals.” Even minor incisions or injuries could proceed to life threatening infections with frightening rapidity.

Southern medicine of the eighteenth and early nineteenth centuries was harsh, ineffective, and experimental by nature. Physicians’ memoirs, medical journals, and planters’ records all reveal that enslaved black Americans bore the worst abuses of these crudely empirical practices, which countenanced a hazardous degree of ad hoc experimentation in medications, dosages, and even spontaneous surgical experiments in the daily practice among slaves.

Physicians were active participants in the exploitation of African American bodies. The records reveal that slaves were both medically neglected and abused because they were powerless and legally invisible; the courts were almost completely uninterested in the safety and health rights of the enslaved (10). The practice of hiring slaves out further endangered enslaved workers by removing much of an employer’s incentive to keep the slave healthy and safe. Some humane plantation owners were careful to choose less risky work venues, but a great danger of slave death or disability was inherent in some forms of mining, tobacco production, rice farming, and most plantation work. In these settings, the slave’s possible death became part of his owner’s commercial calculations. Ominously for blacks, the owners, not the enslaved workers, determined safety and rationed medical care, deciding when and what type of care was to be given. Because professional attention was expensive, most owners dosed their own slaves as long as they could before calling in physicians, who usually saw slaves only in extremis, as a last resort. In clinical notes, medical journals, and memoirs, physicians consistently decried the planters’ tendency to rely upon the cheaper ministrations of overseers, slaves, and mistresses in order to save expense. Physicians’ records also expressed disgust at the conditions in which enslaved workers were kept. Historian Richard Shryock observed in 1936: “Of all critics, the Southern physician was perhaps in the best position to report on the physical and moral treatment of the slaves. When he stated, as he sometimes did, that Negroes were overworked and underfed, he can hardly be suspected of antislavery bias since he was the friend of the planter who employed him. As a matter of fact, he usually approved of the institution.” (11) Planters’ own records and slave narratives corroborate physicians’ complaints that planters provided professional medical care only when they deemed it necessary to save the slave’s life—often too late.

Owners also restricted access to medical care by routinely accusing sick blacks of malingering. Slave narratives and planters’ records reveal that an owner faced with a sick slave was likely to believe the illness was feigned. In her excellent and nuanced history, Working Cures: Healing Health and Power on Southern Slave Plantations, Sharla Fett describes how, in 1859, slave owner William Massie resentfully recorded that his eighty–year–old slave “Patty” had just died “of I know not what disease…She has been saying she was sick for near a year and always pretended to be sick.” No doctor was ever summoned to investigate, and not even Patty’s death seems to have exonerated her from charges of malingering (12). The enfeebled Patty was no longer valuable in the fields or as a “breeder,” so the nature of her sickness was inconsequential.

Owners relied upon doctors to tell them whether slaves were malingering, but physicians were less than objective. Dr.W. H. Taylor, called in consultation for an enslaved man, prefaced his assessment with the phrase “remembering that simulation was a characteristic of his race” (13). Doctors and owners wrote articles in which they shared medical ruses and techniques calculated to get blacks, healthy or not, back into the fields. Dr. M. L.McLoud even wrote his master’s thesis on the fraudulent illnesses of slaves (14). He shared an incident in which he had accidentally administered an overdose of ammonium carbonate, (15) a corrosive white powder that was often used as smelling salts, to a slave shamming an epileptic fit. The burning sensation shocked her into abandoning her performance, and McLoud, like many other doctors, began to advocate such veiled medical violence when confronted with questionable illness in slaves (16). But masters also responded to suspected malingering or prolonged illness with frank abuse. Thomas Chaplin wrote in his planter’s journal, “Mary came out [of the sick house] today or rather was whipped out.” Owners and physicians also blurred the therapeutic line by referring jocularly to whipping as “medicine” for malingering slaves. One complaining woman was “treated with a cowskin or hickory switch to scourge her” [emphasis added]; other doctors recommended that an owner apply “9 drops of essence of rawhide” or “oil of hickory” (17) to the back of a sick slave.
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Excerpted from Medical Apartheid by Harriet A. Washington Copyright © 2007 by Harriet A. Washington. Doubleday, a division of Random House, Inc.

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Also, Please read: Acres of Skin. It will help you see the how Medical Apartheid is continuing inside the US---


From Library Journal
Relying on prisoners' firsthand reports, Hornblum (urban studies, Temple Univ.) has written a thorough account of the questionable medical experimentation carried out in Philadelphia's Holmesburg Prison from the mid-1940s to 1974. Research on everything from cosmetics to chemical warfare agents was conducted there, often with minimal or no record keeping. Such research raises serious ethical issues. Throughout, Hornblum asks whether prisoners can give informed consent, particularly when the potential consequences of the research are not fully explained. Although most of the book centers on Holmesburg, Hornblum does cite other prisons across the country where similar practices took place before they received widespread condemnation in the 1970s. What is shocking about this is that it did not happen in the distant past but in our own generation, with the doctors involved still in practice. Frighteningly, Hornblum reveals that at the Nuremberg trials Nazi doctors cited American prison practices as a defense for their nefarious medical experiments in the camps. Essential for students of medical ethics.AEric D. Albright, Duke Medical Ctr. Lib., Durham, NC
Copyright 1998 Reed Business Information, Inc. --This text refers to the Hardcover edition.

Tuesday, February 06, 2007

Math For Social Justice Is Needed Now More Than Ever

Here's my response to a NY Sun article [www.nysun.com/article/47301] about the upcoming Math & Social Justice Conference (go to www.radicalmath.org for details) :

Gary Shapiro,

I am one of the organizers of this upcoming mathematics education conference and a long time teacher of college mathematics in a number of metropolitan colleges and universities since the late 1960's. I am also one of a few Black professors of math in the US.

I say this because it is not an accident that the mathematics field in the US does not reflect the demographic realities of US citizens of African descent. We can conclude either of two things from this reality: either people of African descent are intellectually (i.e. genetically) incapable of grasping mathematical ideas or we have been systematically barred from the mathematical sciences because of institutionalized racism. If we accept the former as the real deal, then this nation is doing fine when it comes to the teaching of mathematics (and the natural sciences) and all we need to do is throw more money at those practices.

However, if we accept the latter, then there is something fundamentally wrong with the teaching of mathematics that consistently relegates the Black and Latino student to the lowest rungs of mathematical knowledge. To make a long and complex story short, what we see is the institutionalization of Eurocentrism and hyper abstractionism within the pedagogy of math. Simply put: the erasure of the nonEuropean roots of Mathematics and the "distancing" of mathematics from its Human endeavor/social roots and contemporary practices.

Lastly, the way US teaches math in the 21st Century on the whole is encouraging the erosion of an indigenous-based body of scientists and technicians of any color as the nation and world becomes increasingly more dependent of science and technology. The US has become more and more dependent on nonUS citizens for science and technology- both at the University and industrial levels. This has come about because of the hyper-abstractioning of mathematics within our public schools: be it socalled "fuzzy" math or "traditionally" taught math.

A fundamental rethinking of math pedagogy is in order. This upcoming conference can be sen as a "liberated zone" where this rethinking can not only take place but be debated and enhanced.

Sam Anderson

Tuesday, December 19, 2006

NYC's Disappearing Black/Latino Public School Teachers


NYC Public Schools: Black and Latino/a Teachers

Strongly Encouraged to NOT Apply

Veteran Black educator, activist and native Brooklynite, Sam Anderson, was recently asked by "Teachers Unite" five questions dealing with New York City's crisis of diminishing numbers of Black and Latino teachers as the student population becomes increasingly more Black and Latino.

See: http://teachersunite.net/article/December2006

Teachers Unite: How have the demographics of New York City's public school population, among teachers and students, changed since you've been involved in education?

Sam Anderson: Over the past 40 years New York City's public schools have gone from being comprised of predominantly white students to one that is now predominantly Black, Latino and Asian students.

However, when we look at the racial breakdown of the teaching and administrative staff, they are still overwhelmingly white to the point that nearly 80% of the teachers are white. All we have to do is look at the Department of Education's own data. More specifically, when we look at the sixteen year record of the racial breakdown of new hires, we see the re-enforcement of white teacher dominance clearly built into the DOE's personnel structure. Below are the data from the DOE about new hires (this was not easy to come by. But thanks to the persistent work of an Amsterdam News journalist, it is now in the public light).

------------------------------
Ethnicity of New Hires* by School Year: 1990-91 through 2005-06

School Year: Ethnicity
Amer. Indian Asian Black Hisp White Unknown
1990-91 0.3% 3.2% 16.0% 11.9% 49.5% 19.1%
1991-92 0.1% 3.2% 16.0% 15.3% 58.4% 6.9%
1992-93 0.3% 2.9% 17.9% 15.1% 59.6% 4.2%
1993-94 0.4% 3.1% 18.4% 13.9% 59.6% 4.5%
1994-95 0.3% 3.2% 23.4% 18.4% 53.9% 0.8%
1995-96 0.3% 3.1% 22.9% 18.4% 54.1% 1.3%
1996-97 0.3% 3.4% 19.0% 14.4% 60.3% 2.6%
1997-98 0.4% 3.8% 20.1% 15.3% 56.7% 3.7%
1998-99 0.2% 3.8% 22.1% 15.2% 57.5% 1.1%
1999-00 0.2% 4.4% 24.8% 16.4% 53.8% 0.5%
2000-01 0.2% 4.2% 25.5% 16.3% 53.3% 0.4%
2001-02 0.2% 4.9% 27.2% 14.3% 53.3% 0.2%
2002-03 0.2% 5.6% 20.1% 12.7% 61.1% 0.3%
2003-04 0.2% 7.2% 16.7% 10.6% 65.0% 0.3%
2004-05 0.2% 8.3% 16.0% 11.1% 63.3% 1.2%
2005-06 0.3% 7.2% 14.5% 11.7% 65.0% 1.3%
2006-07* 0.3% 6.1% 14.1% 11.7% 65.5% 2.3%

*New Hires includes teachers who were hired between 8/25 through 10/31 of each year. ** Data on the 2006-07 New Hires is current as of 8.22.2006
--------------------------------

Today's DOE new hires are more skewed towards white teachers than 10 years ago! This is clearly a reflection of the mindset of the top DOE officials who surround themselves in Tweed with white professionals and Black & Latino supportive staff (from security to low-mid level administrative staff). In addition, this high level staff is dominated by non-educators... from Klein on down to the mid-level corporate-like structures overseeing the actual nuts and bolts of the schooling process.

TU: How does the racial makeup of the teacher population impact on the education of children of color?

SA: There has been numerous studies and books written about the importance of the racial and nationality makeup of the teachers to the transference of the desire to learn as well as the quality of teaching and learning that will go on in a school. It is the normalcy of racism that we are trying to neutralize as well as, therefore, the normalcy of internalizing self-hating racist ideas about ones self. Well-trained teachers of color working with children of color with a curriculum that also includes their culture, their people's contribution to the development of the world have proven that they can boost the intellectual quality of children of color.

There is, within this, the importance of a teacher to understand the verbal and visual (body) language of a child. Way too often, white teachers don't have a clue about this or grossly mis-interpret stuff in the negative... and wind up further alienating the child of color from the educational experience.

In addition, Black/Latino parents will be more receptive to and open to critical suggestions from teachers of color than a white teacher (who is seen as just another social worker trying to pry into and define their family life).

TU: What do you view as the most significant reasons for the falling numbers of teachers of color in NYC public schools?

SA: The current Bloomberg-Klein approach to teacher recruitment is to hire "far and white." That is, go outside of New York City and emphasize recruiting white teachers over Black/Latino teachers. They have spent tens of millions of dollars making teaching in NYC schools a palatable and hip thing for white folks to do.

We know this to be the case by just looking at the stats of new hires during Bloomberg's reign: from 61% up to 65% for white new hires while Black new hires went from 20.1% down to 14.1%... while the student population increased to be well over 85% students of color! This can only be called negative affirmative action (or affirmative action for mainly white women...who constitute the bulk of new hires).

I have been suggesting that the DOE REVERSE their recruitment practices and focus on a ten-year plan to bring Black/Latino/Asian teachers up to match the racial demographics of the city's school children. By reversal I mean setting up a structure that encourages Black/Latino community folk to return to school and trains them to become teachers. Have tuition free programs within the CUNY-SUNY system where residents of NYC can go through college and become teachers. Take that $50 million plus teacher recruitment money and set up a highly publicized campaign to get men and women from our 250 neighborhoods to join this new army of teachers. Incentives, besides free tuition can be that the DOE pay 50% of the rent while going to college and 100% of the rent for the first three years of teaching; free tuition for the children of the teachers as long as they are teaching in NYC schools.

The private teaching institutions- Bank St., Columbia University’s Teachers College, New York University, etc. would be encouraged to join this effort through the city fully subsidizing 50-100 students enrolled in the Community Teachers Program if they are accepted to these institutions.

TU: Are there, or has there ever been, support systems for recruiting, supporting and retaining teachers of color?

SA: There are currently no overt support systems for supporting and retaining teachers of color. If the DOE says they do have something, then it should be a blatant embarrassment for them when we look at their combined Black new hire and RETENTION records: There is a DIMINISHING presence of Black/Latino teachers in NYC schools.

Klein has used a lame excuse as to why there are so few Black/Latino new hires: they are not interested in teaching and can get a better salary and endure less stress in the corporate world. Obviously, this "excuse" can be used upon potential white teachers also. But the current recruitment campaign lures young white teachers with enticing incentives and slick ads.

TU: What else do you think needs to happen for there to be more teachers of color in our system?

SA: This transformation cannot happen under mayoral control of the city’s schools... and especially under the current Bloomberg-Klein education fiefdom. They will stall and stall ‘til term limits move Bloomberg and his administration out in 2008-09. Hence, what I am proposing is something to fight for under a new mayor AND within the fight to stop the permanent setup of mayoral control over public education.

Tuesday, December 05, 2006

A State of Black Education Blog Is Up!


Sistas & Brothas,

If anyone is interested in helping to pull together one of the most important and largest gatherings of Blackfolk ready to make "Education for Liberation" real in 2008, please visit: http://sobenow.blogspot.com and volunteer.
• The State of Black Education (SOBE) is about developing national, regional and local MASS ACTIONS against all levels of institutional racism that our people at any age face when it comes to education in the US.
• The State of Black Education (SOBE) is also about developing a nationally accepted K-12 Curriculum that's African-centered, antiracist and scientifically up-to-date so that our children and ourselves can positively contribute to our survival, development and liberation from racial terror and economic tyranny.
• The State of Black Education (SOBE) is also about developing a national campaign to recruit more conscious Black teachers to reflect the demographic realities of the schools our children attend.
• The State of Black Education (SOBE) is also about developing a national campaign to support all the efforts to keep Black/African Studies alive and thriving on all college campuses.

• The State of Black Education (SOBE) is also about developing a national campaign to increase the number of Black college and university faculty in all disciplines.

Again, check us out at: http://sobenow.blogspot.com and volunteer.

Friday, November 17, 2006

Palestine Peace Not Apartheid


Below my note and the actual review is a great response from my comrade in Miami, Brotha Dinizulu Tinnie. As we rebuild the Black Liberation Movement in the US, it is important to understand that we are always aware of the fact that we are intimately tied to the heroic struggles of the the Palestinian people...

NOTE:
This is a classic white liberal approach to the issue of a racist sub-imperialist power's daily atrocities. Carter paints himself into a corner where he has to twist his political self into a pretzel to try to distance himself from the Palestinian people's right to militarily defend themselves against a violent occupier hellbent on their isolation and extinction. Now that the Democrats are back in a power position to help shape MidEast US foreign policy, this book may be a view of their "liberal" take a la their "liberal" take on the Apartheid South Africa regime of the 70's & 80's: anti-apartheid lipservice to help fend off the world while maintaining the economic and inter-military/intelligence relationships so vital for buttressing US global capitalist dominance.

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Palestine Peace Not Apartheid


(Hardcover) Simon & Schuster [published 11/14/06. $33]
By Jimmy Carter

BUZZFLASH REVIEWS

Okay, right off the bat, the title of this book is going to enrage some
BuzzFlash readers and please others.

That's because our readership is split right down the middle when it comes to
issues concerning Israel and Palestine.

BuzzFlash's policy, as we have editorialized, is that we support security for
the State of Israel and a Palestinian State.

How to get there without all the bloodshed has always been the stumbling block.

Jimmy Carter is an odd candidate to cause such a controversy with a book on
achieving peace between Israel and the Palestinians. After all, he won a Nobel
Prize for his efforts to accomplish just such a goal.

We haven't read the whole book, so we will let our readers make up their mind on
Carter's analysis and recommendations.

Carter fully supports the right of Israel to exist, but he equally denounces the
Israeli treatment of Palestinians. That explains the title of the book.

A Noble Prize winner for his work to achieve peace in the Middle East deserves
to be heard.

You make up your own mind as to whether or not you agree with him. But he has
earned the right to merit our attention and respect, whether or not one agrees
with everything he has to say.

From Simon & Schuster, the publisher:

"Following his #1 New York Times bestseller, Our Endangered Values, the former
president, winner of the Nobel Peace Prize, offers an assessment of what must be
done to bring permanent peace to Israel with dignity and justice to Palestine.

President Carter, who was able to negotiate peace between Israel and Egypt, has
remained deeply involved in Middle East affairs since leaving the White House.
He has stayed in touch with the major players from all sides in the conflict and
has made numerous trips to the Holy Land, most recently as an observer in the
Palestinian elections of 2005 and 2006.



In this book President Carter shares his intimate knowledge of the history of
the Middle East and his personal experiences with the principal actors, and he
addresses sensitive political issues many American officials avoid. Pulling no
punches, Carter prescribes steps that must be taken for the two states to share
the Holy Land without a system of apartheid or the constant fear of terrorism.

The general parameters of a long-term, two-state agreement are well known, the
president writes. There will be no substantive and permanent peace for any
peoples in this troubled region as long as Israel is violating key U.N.
resolutions, official American policy, and the international "road map" for
peace by occupying Arab lands and oppressing the Palestinians. Except for
mutually agreeable negotiated modifications, Israel's official pre-1967 borders
must be honored. As were all previous administrations since the founding of
Israel, U.S. government leaders must be in the forefront of achieving this
long-delayed goal of a just agreement that both sides can honor.

Palestine Peace Not Apartheid is a challenging, provocative, and courageous
book."
zzzzzzzzzzzzzzzzzzzzzzzzzzzzz

(a note from Brotha Dinizulu Tinnie 11/15/06)


Bro. Sam,

Of course, your comments (I assume those are yours, at the beginning of the message) are right on! The corner into which Mr. Carter has painted himself is, of course, one that comes about from more factors than just his "liberal" stance, I think, or, to put it another way, which squares with your analysis, the "liberal" position on this issue comes about from a lot more factors than just being a political counterpoint to "conservatism."

It is true that what we sometimes refer to or imagine as the "traditional African knowledge system" is very often speculative, mythic or even romanticized, but it still cannot be denied that there is a core awareness that is with us, which survived all the traumas of the Middle Passage and slavery and current oppression, which serves us, and the world -- if they but listen -- well. From our perspective, we are able to see Carter's ruminations as an intellectual exercise formed by the history and culture that formed him. There are unquestioned assumptions, such as even the notion of the book in itself as a from of communication and a source of knowledge, which traditional wisdom would see through and see beyond, but will be accepted for the moment and for what it is and for what value it has. In this case, I am suggesting that Carter's "liberal" position (and therefore his book) is best understood as a cultural artifact of the most recent and outermost layer of a multi-layered historical reality that cannot be ignored if the idea is to bring light, rather than heat, to the issue, or to be part of the solution instead of the problem.

Looking through our African World lens, whereby we see all of these layers simultaneously (and do so without arrogance), we begin with the fact that Jimmy Carter is a European-descendant American, and therefore a politically privileged inhabitant of a settler "nation" that was founded on the combined acceptance of "Indian removal" from the land, enslaved African forced labor to build and develop its economy, and a "planet-for-the-taking" mentality. That he may have been somewhat able to rise intellectually above those rude assumptions (a bit too late, as it turns out) is creditable, but then there are the other layers.

Whether it is he or the reviewer who makes reference to "The Holy Land," this is clearly an intellectual box from which a failure to escape will doom any meaningful analysis. Paraphrasing Dr. G.K. Osei in his small book on "The African Philosophy of Life," we can legitimately ask, "What land is not holy?" This ethnocentric presumption that this particular portion of the earth's surface, where so-called "monotheistic" religions have taken root, is somehow more important than anywhere else, basically just on the say-so of these contending monotheistic factions is a real contribution to the continuing problem rather than to its solution. The fact that Carter himself identifies with one of these religions can only color his attempted analysis further.
Even my introduction of the notion of "contending factions," which is the way the news is usually reported, is questionable. What evidence I have come across from historians, both Jewish and Muslim, suggests that there was no eternal animosity between these groups. On the contrary, as in Spain, for example, where both groups were simultaneously expulsed in the glorified "Reconquista" of 1492, it appears that they coexisted in harmony and cooperation. Like the Protestant-Catholic conflict in Ireland, it is not about "religion" but deeper matters. (We Africans have seen this play many times before: same plot, different characters.) More importantly, this cooperative relationship had much to do with scholarship and the evolution of scientific knowledge, to which western Europeans came late, by way of their bumptious "Crusades." The dynamics of that encounter between "Caucasians" and "Semites," as it is portrayed, very much set the stage for the world we know today. "Exploration," for example, and all that it entailed, was one direct consequence.

Then we can go a few layers deeper. These Hebrew and Muslim scholars preserved and enhanced the ancient knowledge of the Athenians, which, like their own respective religions, derived from Kemet, which had its roots in Nubia, etc., etc. The highly refined and knowledgeable civilization of Kemet lasted thousands of years, which is barely a blip on the screen of African history.


All that the exposing of all these layer does is to reveal how arbitrary, and ultimately shallow, the discussion that Mr. Carter's book is bringing about with so much hoopla ultimately is. You said in far fewer words than he, or I, where the fundamental conflict lies. Going back to Dr. G.K. Osei, we can also ask, "What life on earth is not important? What people is not important?"

How can anyone presume that the Palestinians have no right to defend themselves?

The BuzzFlash reviewer, and presumably Carter himself, articulates the situation is a revealing way, which has been more or less consistent with official American political drivel on the issue: "...we support security for the State of Israel and a Palestinian State." The sentence is worded to be cutely ambiguous, but the real sense (and the practice) is clear. Israel should have security. The Palestinians should have a state. Technically, that "state" could be the equivalent of Bantustans or "Indian Reservations." Any ambiguity would be removed if it said, "and [security] for a Palestinian state."

Carter's exercise on this is just an exercise because he is seeking to reconcile what is irreconcilable by nature. It is yin and yang, hot and cold, good and evil, black and white. Each exists because of the other. Each defines itself and the other by itself and the other. It is "The African Philosophy of Life" against racism, basically. Traditional wisdom knew how to balance these things. Many of the Native American nations had a Peace Chief and a War Chief. Each was constantly making the case for one or the other, and the people decided, by how many went with one or the other chief in what he proposed. African societies held long palavers beneath the sacred iroko tree to decide such matters. The wisdom is that both exist, and will always exist, and there is a balance, a centering point which must always be maintained so that neither becomes destructive. Too much "peace"can make people complacent and soft and vulnerable to attack; to much war destroys too many lives and exhausts the people and resources unnecessarily.

In this case, there is not even a basis for such balanced understanding. When there are attitudes out there like "A million Arabs aren't worth one Jewish fingernail," and these are being considered to be OK, and sanctioned by God, etc., and not publicly criticized, people like Carter need to know that this is a situation that will take more than a book of well-reasoned thoughts.

This is a situation where the whole human race needs to be involved so as to prevent the madness from destroying everybody whom the madmen consider to be their enemies, which it surely will. The UN is supposed to be that voice of global humanity, but, as Chavez said, it is not. Maybe the one good thing that Carter's book can do is to open up a little crack of light here and there, which might inspire more people to enter the discussion and eventually take some action that will bring the whole Middle East situation into balance, which is about the most that can be hoped for. Racist idiots will always exist, but if they know that their rantings are understood and tolerated by the rest of humanity, but not their racist actions, which humanity will prevent and punish, then that might be as good as it gets.

If this book goes even a little way toward education by exposing the blatant racism that is driving official Israeli policy and support for it, it will have accomplished much. It will deserve that much credit, but for it to be held up as something profound just doesn't fit the view we see through the lens of the African World.

A luta continua,
DGT