The film, an adaptation of August Wilson’s play, is produced by Denzel Washington and Todd Black. It co-stars Colman Domingo, Michael Potts, Glynn Turman, and the late Chadwick Boseman.
Branford Marsalis is credited for the score.
The film, an adaptation of August Wilson’s play, is produced by Denzel Washington and Todd Black. It co-stars Colman Domingo, Michael Potts, Glynn Turman, and the late Chadwick Boseman.
Branford Marsalis is credited for the score.
We are still charged with empowering those individuals within the community that are poised to do the most effective and self sacrificing work. Within the past 50 years, national media outlets have centered the discussion of Black manhood around rich and famous Black men, whose lifestyles and points of view do not legitimize the full scope of Black Male identity in the United States.
The foundation of our community-wide discussions should continue to center our experience, our concerns, our goals, and our legacy. In all the indicators that determine quality of life, we continue to fare the absolute worst. It is urgent that we are evidence-based and action oriented, willing to engage interlocutors whose knowledge and vision best align with our values.
Please use these open ended questions as conversation starters among those men that have proven themselves to be committed to the race. This is by no means an exhaustive list.
Income and Jobs:
-How is unemployment affecting the lives of the men in my neighborhood/city?
-Which industries and companies are providing jobs that will allow us to properly care for ourselves and our families?
-What financial education do I need in order to adequately plan for my family's future?
Housing Conditions:
-What do local officials plan to do about neighborhood/city vacancies?
-Which organizations are providing the most support and direction for the creation, development and sustainability of black-owned developments in my neighborhood/city?
-Are the opportunity zones in my neighborhood/city being used to displace working class Black families?
Health:
-How are you addressing the homicide-suicide rate of Black men ages 15 -24?
-What are the leading causes of death in every age bracket for Black males?
-Which mental health therapies have proven to address the dynamic needs of Black men in America?
-Where can the families in my community access affordable fresh food?
-How are your lifestyle choices putting you at risk for STDs, cancers, obesity, diabetes, and other serious health conditions?
-Are the health professionals in my community exhibiting practices that indicate respect and sensitivity towards my culture?
Education:
-What is the local school system doing to ensure the success of our students? How are they supporting students that are falling behind, and pushing students that are performing above grade level?
-Are our teachers aware of how home culture can influence a child's learning style?
-Are efforts being made to recruit and retain Black teachers? Are veteran Black teachers aware of current research and best practices in the field of education?
-Realistically, what options do my children have after high school?
-Which summer programs in our neighborhood/city have a proven track record of academic growth and excellence?
Personal Security:
-How do neighborhood residents and law enforcement work collectively to ensure safety?
-Do the young black males in my neighborhood/city see a future for themselves devoid of violence and crime?
-How are individuals illegally procuring drugs and firearms in my community? What can be done to address and prevent this?
Culture and Leisure:
-Which forms of recreation are positive and affirming?
-How can we resist the damaging rhetoric of entertainers that are poor examples of fatherhood and brotherhood?
-Does the culture of my neighborhood/city reflect my values?
-How can I address any negative stereotypes that I carry about my own people?
-Do you feel safe and welcomed in public spaces?
Nearly two hundred years ago today, the enslaved African American preacher, Nathaniel “Nat” Turner , began a four day slave rebellion in Southampton County, Virginia. It is estimated that Turner and roughly 70 enslaved men killed at least 55 whites. In the aftermath of the insurrection, most of the men were captured, convicted, executed or sold to slave owners in other states.
Historians believe that before the Civil War, enslaved people organized over 300 rebellions. The consequences were harsh if caught, yet the enslaved individuals involved maintained a strong desire for freedom. Naturally slave owners become suspicious, and responded with terror. In the case of Nat Turner, more than 100 black people with no connection to the rebellion were killed by white mobs. States also began to enforce Slave Codes, which prevented slaves from assembling in groups, earning money, or learning how to read.
Research indicates that Turner was waiting on a “sign” from God before acting. On February 12, 1831 a solar eclipse appeared to him as “a black angel occulting a white one”, symbolizing black overcoming white. Tuner and his militia planned to proceed on the Fourth of July, but postponed as he fell ill. He waited for another sign. On August 13th he witnessed another solar eclipse: the second sign.
Nat’s religious and spiritual practices did much to influence his opinions on human behavior with respect to race, gender and class. Throughout the past century, Black American leaders have shifted their focus towards circles in education and entertainment, two products stemming from the institutional Black church. While their speech and demeanor may reflect the essence of a clergyman, the means by which they arrive to self-discovery and liberation include more than ecumenical services, prayer, good deeds and meditation, but also critical thinking, cross referencing, logic and reason, creative writing, and performing arts.
Bennett Jr., L. (1962). Ebony, 17(4), 81.
Carver Edwards, J. (2015). The Land Shall Be Deluged in Blood: A New History of the Nat Turner Revolt. Library Journal, 140(17), 99.
Lusted, M. A. (2016). The Call to Fight SLAVE REBELLIONS. Cobblestone, 37(9), 8
IMPROVING THE HIGH SCHOOL GRADUATION RATE FOR BLACK MALES
This weekend, American recording artist Bryson Tiller took to Twitter to share his pride in receiving his diploma from Iroquois High School in Louisville, Ky. He shared with fans, “I never thought about going back to school until I started thinking about my goals and how to reach them”.
Earlier last month, rapper Quavo from the group Migos also celebrated his graduation via Instagram, stating, “Finally Can Say I Graduated High School Class Of 2020. We Lit”.
Both men expressed interest in attending college.
Much of what I’d like to uncover in the “Building a King” series, is a set of strategies we can use to ensure that the young men in our communities are living up to their highest potential. It is important to underscore how significant a gesture it was for Bryson and Quavo to share both their journey to graduation, and their interest in post-secondary education. Many an educator of Black students can tell you the impression that recording artists, athletes, social media figures, and other entertainers can make. Many young men across our nation choose to forgo formal education in secondary school for hopes of fame and fortune in the music industry. Several studies inform us of the value of a high school diploma - especially as a young Black male - as a means of self-sufficiency, or as our elders like to call it, “Plan B”.
Truthfully, a great deal of our boys have lost interest in education. This typically starts as early as elementary school; some researchers indicate that by grade 7, students have made a decision about leaving school altogether. How should schools be responding?
In a paper published in the February 2020 edition of Principal Leadership entitled “Role Call: Culturally Proficient Leadership”, authors Marck E. Abraham and Marie Cianca outline five key strategies “that pave the way for success among back males”.
They interviewed a series of high school principals whose schools boast graduation rates of 80 to 90 percent for black males. Currently, the national rate of high school graduation for Black males is 59 percent; it is much lower in cities like Baltimore, Philadelphia, New York and Chicago.
According to Abraham and Cianca, when these five strategies are implemented, they have a positive impact on the graduation rate of Black males. They include:
Assess the Culture. Teachers are encouraged to build strong relationships with students. School leaders are encouraged to respond to the needs of parents, students and the community at large through data collection, analysis, strategy and execution.
Value Diversity. A community should be cultivated where Black males feel they have a voice.
Manage the Dynamics of Difference. Everyone should be working towards cultural competency. Principals should strive to create harmony in their schools in spite of cultural differences.
Adapt to Diversity. School policies should not punish students for their cultural identity. Professionals in the building can share culturally responsive techniques among themselves and put them in practice. Ongoing professional development is key.
Institutionalize cultural knowledge. Leaders should make it their mission to listen to students from all cultures, and promote the celebration of everyone. Does your school curriculum have a Eurocentric tone? Review and revise. Contact local colleges and universities; build bridges for students to have access and exposure to these institutions. Students should not feel forced to “code switch”. Rather, they should be welcomed and affirmed by everyone in the school.
Abraham, M. E., & Cianca, M. (2020). Culturally Proficient Leadership: Improving the high school graduation rate for black males. Principal Leadership, 20, 10.
A collection of academic journals about Black males.
Read MoreThis month marks the 244th anniversary of Richard Henry Lee’s resolution to the Second Continental Congress. It was originally proposed on June 7, 1776, and declared that the United Colonies were poised to be free and independent states, absolving any allegiance to the British Crown.
As legislators debated their decision to vote either for or against the resolution, Congress agreed to delay the vote until July 1. On June 11, 1776 three committees were appointed in response to the Lee resolution, the most significant of these being tasked with drafting a declaration of independence. Committee members included Robert Livingston, Benjamin Franklin, Roger Sherman, John Adams, and Thomas Jefferson.
What does history uncover about African Americans and the American Revolution? Records indicate that by 1775, more than 500,000 African Americans were living in the colonies. Most were enslaved. While state delegates were moving towards independence, they had failed to put an end to slavery.
At the end of the war, roughly 8,000 black soldiers had served in some capacity. In some states, slave owners were able to prevent themselves or their sons from being enlisted by using slaves a substitute. Most soldiers served in the Continental Army, given that the southern states had conflicting views about enlisting enslaved African Americans. Nonetheless, some men were granted their freedom for faithful service.
Moreover, some enslaved Blacks considered the British side as a better opportunity to escape bondage. Lord Dunmore’s “Ethiopian Regiment” enlisted and armed as many as 300 men until he was defeated and forced to leave Virginia in 1776.
A Poem In Which No Black People Are Dead
Hanif Willis-Abdurraqib
here, the bouquet of bullets
instead find a patch of fresh dirt
and just like that,
it is spring again.
in this poem, I speak of the grandmother
but not of time’s eager shadow
reaching for her legs.
instead, there is no ancestor
that cannot be touched
by a hand four generations younger.
in this poem, we weaponize joy.
gospel is sung during the week
without burying anyone,
because it is what the living demand.
no one dead looks like anyone’s child here,
because there is no one dead here.
there is no child who is not called a child,
even when they have sinned against the earth.
all of our heroes are still living,
their statues bronze and tall on street corners.
jamal from the barbershop. ms. rose who put her foot
in some fried chicken once, and ain’t never pulled it out.
here, no one asks for permission to celebrate their living
and so it is:
the night pulls back its black mask and gives way to more black.
the type that turns the speakers up loud and runs into the streets.
the type that don’t know how to act,
but ain’t here to impress nobody.
a whole city opens its cracked palms and holds the buzzing within.
in this poem, it sounds like a prayer.
not the hushed kind, but the one that arrives on the lips
after a lover trusts you with their undoing.
the kind that comes from a table
where the spades are up and the tea is sweet.
here, everyone black is a church that never burns.
everyone black is the fire themselves.
eternal light, blood still hot and never on the pavement.
if heaven is a place of no pain, let this be heaven.
here, the god of bulletproof rapture is washing a boy’s feet in the river.
the boy looks up, summons every black bird from its nest.
commands them to cover the sky.