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ISSN No. 1751-1909 Blackbright News Magazine

- What Makes a Black Man cry

Registered Office Studio 57 LU2 0QG Tel: 01582 721 605

- Editorial - Was the Gun Invented to kill us?

email: blackbrightnews@gmail.com

- What Statement are you making?

ALL RIGHTS RESERVED

- Identities & Cultures - Don’t blame the child - Charlotte Ray - 1st Judge

Founder & Managing Editor Myrna Loy Logo Design: Flo Alowaja Photos taken from Google Images Graphic Design: M Loy For previous issues go to: www.issuu.com/blackbrightnews

- Some Leaders in Black Hstory - Do we have what it takes to be Social Justice Leaders?

- Do-s & Don’ts Motivating Your Child

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- Do’s & Don’ts Teaching Black History - How do we motivate ourselves?.

-The Soul of a Race - Letter to the Editor

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He tried to contain the evidence of his woe Because he didn’t want his loved ones to know It’s hard playing tough and living lie, And that’s what makes a black man cry.

Why Do Black Men Cry..?

He is crying for the men who feel they have to pretend; He is allowing his tears to symbolise their anguish and pain: The disappointment and disempowerment is seen on their face While mothers and fathers Hold their heads down in disgrace.

When you taste the salt tears on your lips Remember the new moon always precedes an eclipse; Trauma and regret will say it’s goodbye...

So my vulnerable black man It’s ok to cry!

Seeing how easy it is for his son to die.

When trying desperately to preserve what’s left of his life; His relationships breakdown and so does his wife.

Constantly robbed of his self-esteem...

Lack of an achievable vision destroys his dream.

by Myrna Loy © 2013

What makes a black man cry?

Getting caught up in a situation he found hard to resist Regretting his choices and the opportunities he’s missed.

Displaying a front that says I’m the the big ‘I am’ So that his ‘brothers’ will think that he is ‘The Man’...

But he’s been found out, and is feeling ostracised, Because as a result of his stupidity, Someone has died.

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mote peace by discouraging violence (i.e. as in war), but isn’t that contradictory? Or does it mean that black men who are in possession of a gun believe it will discourage violence? Is the gun then used merely to discourage, deter, threaten an opponent, with no real intent to fire it? If so, the holder of the gun is tempting fate, because rather than discouraging violence – it ironically, sends the message: ‘I am violent and I will stop at nothing’. The opponent will feel challenged, and depending on his/her mindset, the outcome is uncertain. Therefore, if you have two individuals who have a gun with the sole intent of discouraging each other and protecting themselves, one of them is bound to accept the challenge, test the threat and react (i.e. pull the trigger).

EDITORIAL

When the Europeans murdered and lynched our black ancestors, they probably felt justified, because at the time, they believed black people were less than animals. According to Wikipedia, “the concept of justifiable homicide in criminal law stands on the dividing line between an excuse, justification and an exculpation.”

Historically, black men were humiliated in front of their wives, made to feel useless and then taken away so they were unable to fulfil their manly duties. Disappointed wives were forced to fend for themselves and the family. So centuries later, what’s the difference?

Whether the purpose of having a gun is for self defense or offence, guns have a long history. Firearms were developed in the 1300s, evolving from the gunpowder used in firecrackers invented by the Chinese in the 7th Century. It was a European (allegedly a German Monk} who had the idea of propelling projectile with gunpowder, and so between the 13th century and the present day, there have been several modifications and upgrades to the gun, such that now, with the aid of technology and master-

A lot of black men today, feel humiliated because they are unemployed or are on low income so find it difficult to provide for the family. Many black men who are high earners and have something to offer their family tend to cross over, so disillusioned black women are left to fend for themselves and their family once again.

The lack of encouraging factors in today’s society fuels fear and uncertainty; victimisation, unfair policies, poor employment prospects fuels desperation, anger and frustration, which then fuels violent crime.

When I try to understand why people maim or kill, I ask myself, what was the mindset of the person who invented the gun that our youths are using so much today? If the gun was invented to kill, then the person who created the concept of the gun was a premediated murderer, knowing that fear and the basic instinct to self-preserve would prompt people with access to guns, to use them. I believe that black people use guns for one of three reasons 1) to defend themselves, their family and their ‘honour’ 2) fear of the unknown and, 3) reaction/instinct.

The gun was [apparently] invented to pro-

NEED SOMEONE TO PLAY AT A WAKE OR A FUNERAL? Lady Loy (THE DJ FOR ALL OCCASIONS) 44+ (0) 7957 540 899 (Painting by Ellis Wilson, Mogul)

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minds, guns have become very sleek and sophisticated.

What started off as a harmless firecracker for festivities in China, has been evolved into a bullet weapon for firing; a small cannon, transformed into the gun.

I believe our minds are built to create, not destroy, but subliminal messages in media and film is said to be the reason why so many young people have found themselves in violent situations or defending violent crime.

What Statement are you making?

John Puckle invented the first defence gun in 1718, and could anticipate that in the wrong hands it would have disastrous consequences, because the reptilian brain is designed so that if humans feel threatened, the mind will send out an alert to protect itself from attack - perceived or real, in an orchestrated environment the reptilian brain could provoke a reaction to ‘self-defend’, so that those carrying a gun will feel inclined to shoot and will feel justified in doing so.

Bedfordshire Police continues to call for the public to support the fight against gun crime with the message: ‘Bedfordshire Police is making a statement about gun crime – are you? If you want action, make your words count’.

The message is supported by the Police and Crime Commissioner and Luton Borough Council as part of a much wider range of enforcement, reassurance and community cohesion activity going on in the town. It is designed to provoke people with information about incidents, where firearms or violence have been used, to put pen to paper and make a statement.

A Judge may argue that by virtue of having a loaded gun, the individual intended to kill, but how does he determine whether to pass a judgement of murder, self-defence or manslaughter when the nature of the mindset at the time is not known? Whatever the verdict, there is no rationalisation for violent crime! Guns increase the risk of premature death So don’t carry them!

“Since the murder of Paul Foster in April 2013 Luton has witnessed an unusual and worrying increase in gun related and violent crime,” said Chief Superintendent Mark Turner. “That is now being addressed and brought under control but with further help from the public we can ensure an even safer Luton for everyone.

“We continue to ask Luton residents to be brave and make statements that will help us bring people to justice. We understand that putting yourself forward in this way could cause concern but we want to reassure people, it might be as simple as a confidential conversation but if it is concerns for yourself or family then talk to us about it, we have measures we can put in place to address these fears and anxieties,” he added.

Police and Crime Commissioner Olly Martins said: “The conviction of Kyle Beckford earlier this year showed the value of the public passing on information.

Without key pieces of evidence, that result may not have been possible.”

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A £2000 reward is still on offer from Bedfordshire Police and Crimestoppers, to anyone who provides information that leads to the arrest and conviction for gun crime.

IDENTITIES & CULTURES

Anyone with information relating firearms offences can contact Bedfordshire Police, in confidence, on 101, or text information to 07786 200011. Alternatively you can contact the independent charity Crimestoppers anonymously, on 0800 555 111.

The UK is a culturally diverse nation: it encompasses the mainstream cultures of Scotland, Wales, Northern Ireland and England, but also of their many minority groups. Different ethnic and religious populations are described as having their own cultures, for example, ‘Caribbean culture’, ‘Polish culture’ or ‘Sikh culture’. These cultures are not homogeneous, however. Each one is a cluster of different practices, beliefs, values and traditions upheld by that group, by young and old people, rich and poor, well educated and less educated, first, second and third generation. They don’t all think alike or value the same things. They may listen to different kinds of music, tune in to different radio stations, surf different websites, and dress differently.

Cultures are not watertight or static. They influence and borrow from one another, and change over time. This can be seen in the stories and examples on Fashioning Diaspora Space, Moving Music, and Writing and Reading. Recognising and making the most of this cultural exchange and dynamism enables people to be innovative and to try new things. It may also help to break down some of the barriers created by social segregation, exclusion, and fear of the unknown.

Acknowledging the UK’s cultural diversity and dynamism is not the same as supporting ‘multiculturalism’. This term has been defined in various ways and used in many national contexts. However, it has been criticised chiefly because it tends to promote the idea that multiple cultural groups exist in parallel: they are alike, but

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bounded and separate. Living out this idea locally and nationally may contribute to problems of exclusion and the disengagement of communities. It doesn’t help people break down boundaries, understand one another or see the things that connect them.

DON’T BLAME THE CHILD Don’t blame the child Who has been taught about pirates and Columbus And who fights like them because that’s how they got famous.

In the 21st century Western governments have preferred the idea of ‘integration’. This works on the principle of incorporating minorities and their cultures within the nation. The nation is seen has having its own overarching culture – its traditions, languages, values and ways of doing things – that minorities must learn and live by whilst also retaining their own ethnic and religious cultures. In the UK this has led to debates about the nature of Britishness, and to the introduction of a citizenship test that requires a basic level of English and knowledge about the UK and its way of life. But what is Britishness, and is learning about it in order to pass a test sufficient to bring about good community relations and a culture that all people can identify with and belong to? Tackling the deep structural problems relating to poverty, social exclusion, discrimination and racism, that are faced by some within white majority culture as well as minorities, remains a major priority in addition to these cultural considerations.

Don’t blame the child For the fix you got in, when you got into a relationship that had to come to an end.

Don’t blame the child When he comes home from school Learning nothing from the teachers about the golden rule.

Don’t blame your child For his low self esteem When he is confused by the media, his parents, his dreams.

In practice, Britishness makes space for a multiplicity of interconnected cultures – local, ethnic, religious, and youth cultures – to be lived and expressed, whilst at times binding people in Britain together and providing an identity for them as citizens.

Nurture your child Regardless of your circumstances Supplement where he’s lost out and use other resources Teach them to fight for their rights, even though they are scared..

Because our children are the future and they must be prepared

Source: http://www.movingpeoplechangingplaces.org

Myrna Loy © 2012

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The 1st Black Judge

By Victor Trammell The moral and legal responsibility of an attorney at law is beyond average. The practitioners of law must have exceptional reading skills, writing prowess, exceptional comprehension ability, and great oratory skills.

Today’s article in our month-long Your Black History tribute tells the story of a black woman who rose to prominence shortly after the abolition of slavery in America. The following story chronicles Charlotte E. Ray, the first black woman ever in America to become an attorney.

Charlotte E. Ray (pictured) was born in New York City on January 13, 1850. She had two sisters and four brothers. Her father, Charles Bennett Ray was a pastor and well-known abolitionist. He was also an editor of an anti-slavery newspaper called The Colored American. Charlotte’s father played an important role in her life and always stressed the importance of education to his children.

The educational options for young black children in the late 19th century were few and far between.

Charlotte began her academic career at the Institution for the Education of Colored Youth in Washington D.C. After her graduation, she took a job at a Howard University prep school. While working as a teacher, Charlotte also registered with the law department of Howard University. After her years of study in Howard’s pre-law program, she was admitted into Howard University’s School of Law. Charlotte Ray was also a member of the Phi Beta Kappa society.

In 1872, Ray graduated from Howard University Law School and was admitted to Washington D.C. Bar Association. In the same year, she started her own practice specializing in commercial law. The

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most prominent case she took part in was Galdey vs.

Galdey. In this court case (which was argued before the Washington D.C. Supreme Court) Ray successfully defended an uneducated woman who was trying to divorce her abusive husband.

Paul Bogle and his brother Moses led the historic march in passive resistance to injustice and oppression. on 11 October 1865, from Stoney Gut (St Thomas) to Spanish Town (Jamaica) and back, resulting in the 1865 Revolt, and then another march to the Morant Bay Court House.

Charlotte E. Ray eventually discontinued her practice and moved to Brooklyn, New York. Back in her home state, Ray went back to what she started her career doing; teaching. Despite the discrimination leveled at her gender and ethnic group, Ray served as a great example of what a strong black woman really is.

Senator John Hanson (d. c. 1856) was the 19th century Liberian Senator from Grand Bassa County who championed the relocation of slaves et al to Liberia. It has been argued for and against that President Hanson was the 3rd President of the United States in Congress (see Final Call article in this edition).

The strength of a black woman in America lies not only in what she has survived. Her strength also lies in what she achieves in the face of adversity. The story of Charlotte E. Ray is an ultimate example of true strength and triumph. It is fair to say that she laid the foundation for women like our nation’s First Lady.

May the legacy of Charlotte E. Ray live vicariously through the current and next generation of black women in America

Samuel Sharpe, was a slave who fought for freedom by organising a general strike in Jamaica. He was born in Jamaica in 1801. When he was 31 years old Sharpe organised a Rebellion in the mistaken belief that emancipation had already been granted by the British Parliament. The rebellion which started on December 1831 was timed to have maximum impact. Just one week after his death, Parliament appointed a committee to consider ways of ending slavery

Source: blackbluedog

Some Leaders in Black History

Marcus Mosiah Garvey born in St. Ann's Bay, Jamaica on 17 August 1887. is considered by many historians to be one of the greatest freedom fighters ever, as he amassed a legion of loyal followers world-wide with just a newspaper. “A people without the knowledge of their past history, origin and culture is like a tree without roots!” Garvey once warned.

Jupiter Hammon (1711-1806) was a black poet who in 1761 became the first African-American writer to be published in the present-day United States. Additional poems and sermons were also published. Born into slavery, Hammon was never emancipated. He is considered one of the founders of African American literature.

Thomas L Jennings (1791-1856): was an African-American tradesman and abolitionist. He was a free black who operated a dry-cleaning business in New York City, New York, and was the first African American to be granted a patent.

Nanny of the Maroons (Ashanti Origin) was the spiritual and military leader of her people.

She did not participate in the fightings herself but was the military strategist. It was said that she was so clever at guerrilla warfare that her strategies surprised and confused the English soldiers who went into the mountains after the Maroons.

Judge Macon Bolling Allen (1816 –1894): was the first African American licensed to practice law in the United States.

Dr. Rebecca Lee Crumpler (1831-1895): became the first black female doctor in the United States.

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(Information extracted from Wikipedia, WEB Dubois Institute, The Eagle, uspresidents.com and the Internet)

FREQUENTLY ASKED QUESTIONS ABOUT BLACK HISTORY MONTH 1. Why was Black History Month established and what is its aim?

Black History Month’s purpose is nicely encapsulated in these words spoken by the former London Mayor Ken Livingstone; “In order to enrich the cultural diversity of the Greater London area, it is imperative that Londoners know more about African influences on medieval and renaissance European music so that accepted ideas about European music is changed. Despite the significant role that Africa and its Diaspora have played in the world civilization since the beginning of time, Africa’s contribution has been omitted or distorted in most history books.”

2. When was Black History Month set up in the UK and by whom?

Akyaaba Addai Sebbo is widely regarded as the person who set up Black History Month in the UK. Addai worked with Ken Livingstone at the Greater London Council (GLC) as co-ordinator of Special Projects. The first event was held on 1st October 1987, when the GLC hosted Dr Maulana Karenga from the US, to mark the contributions of Black people throughout history. Addai then drew up a plan to recognise the contributions of African, Asian and Caribbean people to the economic, cultural and political life in London and the UK. Since 1987 as part of African Jubilee Year, other boroughs began to formally institute this as Black History Month in the UK. 3. What form do events take and where are they held?

Initiatives take place across the UK with voluntary groups, local authorities, primary care trusts, museums and libraries often taking a lead in planning events. All projects use the skills and experiences of the local workforce and community in the planning and delivery.

Smaller groups do equally good work on limited budgets, e.g. running supplementary schools, which incorporate history, or incorporating the Black History Month theme into existing events. There is always a rich programme of events: storytelling, historical walks, theatrical productions, comedy and panel debates are a few examples, but all have history as an integral part of their purpose.

Some employers, especially local authorities, can earmark specific budgets that groups can apply for at the beginning of each financial year. Other councils pick up and absorb publicity or venue hire costs in some cases.

4. If Black History Month derives from the US, why and when was it set up there?

August - November and are often referred to as Black Heritage Season

Carter G Woodson initiated the Negro History Week in 1926, which then became Black History Month. He chose February because the birthdays of the two influential figures - Abraham Lincoln, US President and Frederick Douglas - who he believed to have impacted on the conditions of the “Negro” fell in February.

6 Who celebrates Black History Month?

Black History Month is open to participation by everyone and is ideally developed, delivered and managed as an educational and historical awareness experience by Black people – African, Asian and Caribbean heritage – and should be shared by everyone as world history.

The late African-American writer, John Hernik Clarke wrote: ‘If we are to change tomorrow, we are going to have to look back with some courage, and warm our hands on the revolutionary fires of those who came before us.’ This quote was a catalyst for Addai’s plans at the GLC in 1987.

7 Who runs Black History Month – is one official body behind it?

There is no one official body behind Black History Month. However, leading political figures like Ken Livingstone, the Mayor of London, still put on some of the biggest events and have set a standard while also providing support for other bodies to do the same.

5 What are the dates for Black History Month and why October?

Black History Month runs throughout the month of October.

8 Why do Black people need a history month?

There has long been concern about the experience of black children in the UK, and this was a key factor in setting October as the Black History Month. It is at the beginning of a new academic year and can instil pride and identity into young black learners.

In an ideal world, the month would not be necessary, because educational establishments and the national curriculum would fully recognise and appreciate the contribution of black people throughout history.

Sadly that is not the case.

October is also a period of tolerance and reconciliation in African culture. Black history is therefore a reconnection with the African source, hence the Black History Month symbol of Sankofa – learning from the past – with the benefit of hindsight.

The Black community uses this history month as an opportunity to share with the world its vast contributions: a time to demonstrate pride in its creativity, respect for its intellectual prowess and a celebration of its cultural identity which is far too often misrepresented, when it is not being ignored, in the mainstream.

There are more events run outside of this period from

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9 Why is there a Black History Month magazine, where can I get it?

There are four magazines (including Black-Bright News) in existence these are available free from libraries across the UK. See also http://www.black-history-month.co.uk . We also have our own version (Black History 365)which is linked to the website and published with Smart Publications the award winning newspaper Black History 365 comes out twice a year.

10 Black History Month recognised by the government?

Black History Month is recognised by the government and many MPs get involved in hosting and chairing events and speaking at launches, but the new Tory Liberal coalitions position is yet to be fully confirmed. Nevertheless, there’s always value in asking your local politicians to support your initiatives.

11 How has BHM grown?

BHM events at time of writing August 2011 has grown to nearly 4,700 events across the UK .

Source: www.black-history-month.co.uk

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W. E. B. Du Bois (1868–1963) writer, scholar, founder of NAACP Medgar Evers (1925–1963) NAACP official Louis Farrakhan (1933–) Minister, National Representative of the Nation of Islam Mohandas Gandhi (1869–1948) activist, writer, philosopher, inspiration Jesse Jackson (1941–) clergyman, activist, politician Coretta Scott King (1927–2006) SCLC leader, activist Martin Luther King, Jr. (1929–1968) SCLC co-founder/president, activist, author, speaker, inspiration James Madison (1751–1836) introduced and lobbied for the U.S. Bill of Rights Nelson Mandela (1918–) South African statesman, leading figure in anti-apartheid movement Charles Morgan, Jr. (1930–2009) attorney, established principle of “one man, one vote” Rosa Parks (1913–2005) NAACP official, activist, Montgomery Bus Boycott inspiration Fred Shuttlesworth (1922–2011) clergyman, activist, SCLC co-founder, initiated Birmingham Movement Desmond Tutu (1931–) South African anti-apartheid organizer, advocate, inspiration Ida B. Wells (1862–1931) journalist, women’s suffrage/voting rights activist Malcolm X (1925–1965) author, activist

DO WE HAVE WHAT IT TAKES TO BE LEADERS? “Leadership is the professed desire and commitment to serve others by subordinating personal interests to the needs of those being led through effectively demonstrating the character, experience, humility, wisdom and discernment necessary to create the trust & influence to cause the right things, to happen for the right reasons, at the right times.”

Should our children to be led by injustice, or should we be preparing them to advocate for social justice?

So much has been accomplished by civil rights activists throughout history because of individuals who cared enough to change what was wrong with the world and the way their people were being treated - from World War II to the Non-Violent Million Man March in 1963 March.

Should we have a day set aside (similar to the Inauguration Day in the United States) to listen to moral leaders, motivational speakers, poets, activists, and selected members of the clergy?

The non-violent protest movement helped revolutionise federal reforms, including the Civil Rights Act (1964) which outlawed segregation and required equal employment opportunity for people of all races, and the Voting Rights Act (1965) which prohibited all forms of discrimination at the polls.

If we are to create a generation of leaders – what qualities would they need, and how can we encourage young people develop the qualities necessary?

Civil Rights has to do with the rights of individuals, in particular, the rights that protect individuals from undemocratic or unfair government actions, for example, ‘Stop and Search’, which is currently similar to the ‘Stop & Frisk’ in America which according to CNN news is now deemed to be a breach of constitutional rights.

As potential Civil Rights Leaders, what injustices would you like to change today through a unified peace movement?

Killing of innocent blacks?

Stop and Search?

Low ceiling in the police force?

Civil rights includes individual rights to equal protection and service, privacy, thought, expression, speech, assembly, travel and movement, worship, the right to vote, and the right to freely share ideas and opinions through all forms of communication and media - rights that many of us in the UK now enjoy. So what injustices do we feel strongly about today, that could propel us to take action like the leaders who protected our rights, a few of which, are listed below?

James Baldwin (1924–1987) essayist, novelist, public speaker, SNCC activist Stokely Carmichael (1941–1998) SNCC and Black Panther activist Frederick Douglass (1818–1895) abolitionist, women’s rights, writer, organizer

You decide...

There is no Perfect Leader; Only the Right Leader for a Given Situation

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Job Description SOCIAL JUSTICE LEADER

DOS AND DON’TS When attempting to motivate your child:

SKILLS NEEDED:

Open lines of communication with your child’s teacher by fostering an honest relationship.

Ability to organise A Team Leader Ability to acknowledge others efforts Ability to break down barriers Confidence to challenge bureaucracy Ability to bridge positional and philosophical gaps Ability to think big and act bigger, Ability to focus on short-term objectives without losing sight of long-term value Not focusing on the volume of outputs but the impact of said outputs Surrender not control, and

Keep ongoing contact with your child’s teacher, getting updates about strengths/weaknesses, through email, phone conversations or face to face interactions. Help your child see how gaining an education will help them in the “big picture” Create a home environment conducive to learning including developing a routine, having a quiet time for homework and being involved as a parent.

COMPETENCIES:

Encourage your child to get involved in extra-curricular activities.

Courage, character, humility, vision, wisdom, integrity, empathy, persistence, compassion, assertiveness, discernment, commitment, confidence, a bias to action, the ability to resolve conflict, a willingness to serve, determination, creativity, self-discipline, love of humankind, loyalty, outstanding decision making ability, engaging and also have the ability to engage, authentic, transparent, a strategic thinker, passionate, a positive attitude, intelligence, great communication skills, common sense, generosity, the ability to identify and develop great talent, someone who creates a certainty of execution, attention to detail, faith, an active listener, a prolific learner, respect for others, innovative, excellent tactical capability, charisma, extreme focus and a high risk tolerance.

Involve your child in service-learning opportunities from an early age. Make your child feel as though they have control in their success. Positively reinforce for academics, more so than athletic efforts. Take genuine interest in the activities that your child enjoys and help teachers get on the same page so interventions can be developed.

Note: No single leader can possess every needed attribute stated above – therefore, it is not the traits you possess, but how you demonstrate what you

Have realistic expectations for your child but encourage them to challenge themselves academically.

can do with them that matters!

QUALIFICATIONS:

Help them build high self-esteem and confidence in their identities.

Knowledge of civil rights Knowledge of human rights Knowledge of welfare rights Knowledge of legal rights Knowledge of Employment rights

What to avoid if you have a child who doesn’t seem motivated: Don’t negate the fact that your child’s lack of motivation could be due to a learning disorder.

REQUIREMENTS: The successful candidate will be able to: Demonstrate knowledge of key facts of the Civil Rights Movement; Create career development plans for their own future lives as leaders for social justice; Inspire greatness in others; Contribute to a culture of leadership (the above article and Job Description was inspired by a combination of information from Wikipedia and an adapted article written by Mike Myatt, Contributor for Forbes Magazine).

Assuming that it’s just a phase or believing that they can correct this problem on their own. Put too much pressure on your child which will increase stress. Blame your child’s school or teacher for your child’s underachievement, it is important to work as a team in the best interest of your child.

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Dos and Don’ts of Teaching Black History

alises anything you are teaching, making these leaders a token of their culture and ethnicity. Students will get the message that the diversion it is not as important as the “regular” curriculum.

How do you ensure students get the most out of black history and Black History Month? Here are some suggestions.

Decontextualise heroes or holidays, separating them from the larger social movement or historical place. Great leaders don’t make history all by themselves. For example, if you teach about Trevor Phillips, you must also address the work of the Commission for Racial Equality (CRE)

DO...

Incorporate black history year-round, not just in February (USA) or October (UK). Use the designated months to dig deeper into history and make connections with the past.

Focus on superficial cultural traits based on stereotypes. It’s ok to celebrate black music, but teachers should also explore the political and social contexts that give rise to musical forms like hip hop.

Continue Learning. Explore how to provide an indepth and thorough understanding of black history.

Textbooks are notorious for omitting information about the struggles of communities, and what they include is limited, so use the textbook as one of many resources. While exploring multiple resources, allow for opportunities to learn along with your students.

Talk about black history in solely “feel-good” language, or as a thing of the past. This fails to help students examine how racism manifests itself today.

Limit the presentation to lectures and reading. Be sure to allow students an opportunity for discussion and reflection.

Reinforce that “black” history is World history. Make black history relevant to all students.

Teach with little or inaccurate information. Review resources to make sure they don’t promote a Eurocentric perspective, which may misrepresent historic figures and social movements.

Relate lessons to other parts of your curriculum, so that focusing on a leaders, expands upon rather than diverts from your curriculum. By the time February or October comes around, the context of the struggle for civil rights and social justice should be familiar to students if you have already addressed such issues across the curriculum.

Shy away from controversial, ambiguous, or unresolved issues. Share the real-life experiences about racial realities in developmentally appropriate ways.

Connect issues in the past to current issues to make history relevant to students’ lives. For example, ask students to gather information with a focus on what social disparities exist today and how a particular leader has worked to change society.

Adapted from material by Pat Russo of the Curriculum & Instruction Department at SUNY Oswego. Source: www.tolerance.org

Include the political and social context of the community’s struggle for social justice. For example, talk about Dianne Abbott or Lord Ouseley’s political affiliations and her/his political ideologies. You see her courage not as just a personal act but as coming out of community determination.

DO NOT...

Stop your “regular” curriculum, to do a separate lesson on Rosa Parks, on the Civil Rights Act or on Martin Luther King Jr. This trivialises and margin-

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HOW DO WE MOTIVATE OURSELVES ?

Motivation is central to creativity, productivity and happiness. Motivation is what causes us to act, and when we act, we create movement, growth and change, we feel involved, masterful and significant, we feel powerful through experiencing how we can change the world, and we create more of what we love in our lives. And all of this gives our lives purpose and happiness, so why do so many of us not feel this zealousness and passion for life?

When I think of Black History, and Black Heroes like Marcus Garvey, Malcolm X, Rosa Parks, ‘Nanny’, I think of what traits they had to become leaders, and it strikes me that the common thread in all our heroes, is that they had passion, commitment, focus and most importantly, they were motivated to change things from how it was, to how they wanted it to be and see it through. It is therefore pertinent that this special Black-Bright Black History Edition covers what motivates, what demotivates, and queries whether demotivating our young people by lowering standards, can make them feel successful when they pass that standard, and if so, whether demotivation is the way to motivate.

Most of us have just one distinction for demotivation, which means that you’re likely to assume that you’re struggling with the same problem whenever you’re demotivated, when in fact demotivation is a category of problems that has many different distinctions within it.

When you have just one distinction for demotivation, you’ll apply the same old strategies whenever you feel demotivated, which for many people looks like this: set goals, push harder, create accountability checks that will push you, and run your life using ‘Getting Things Done’ (GTD) methods and to-do lists. These strategies are ineffective with most types of de-motivation, and in some instances they can even make you more demotivated.

To find out ore about this concept, read Cath Duncan’s ‘Ten Types of Demotivation’ - the full text and other inspirational work can be found via www.productiveflourishing.com

At its essence, demotivation is about you not being fully committed to act, and there are many reasons why you might be in that position. Having more distinctions for your demotivation will help you to identify the real reasons for your unwillingness to commit to action, so that you can pick the right tools and strategies to get motivated again.

The Editor

www.tolerance.org

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1. You’re demotivated by fear

more values that are important to you but you feel that you can’t satisfy all of those values in a particular situation. This causes you to feel conflicted and pulled in different directions as you try to find ways to get what’s important to you.

When you’re afraid, you’ve chosen to move into, a part of yourself is determined to avoid going forward. Fear slows you down and makes you hesitant and careful, which can be beneficial to you, but sometimes your fears are based on your imagination rather than an accurate assessment of the risks in your reality.

How to get motivated again: Start with acknowledging the internal conflict. Grab a piece of paper and draw a line down the middle so that you have two columns.

Write about the two different directions you feel pulled in, one in each column and summarise it with a statement of what each part wants.

How to get motivated again: To get motivated, you need to deal with your fear. Start by naming your fears so that they’re out in the open. Then question your fears; “Why am I afraid of that happening?” “What are the chances that would really happen?”

5. You’re demotivated by lack of autonomy

Here are 10 different types of demotivation and the strategies that will help you to get motivated again:

2. You’re demotivated by setting the wrong goals Martha Beck has a great model for understanding motivation. When you feel demotivated, it’s because you’re setting goals based purely on what your Social Self wants and this is pulling you away from the direction your Essential Self is wanting you to take. Your Essential Self uses demotivation to slow you down and tries to disinterest you .

How to get motivated again: Take some time to review your goals. Notice what makes you smile spontaneously or lose track of time and set goals around that.

3. You’re demotivated by lack of clarity about what you want When you haven’t consciously and clearly articulated what you want, your picture of your future will be vague.

We like what’s familiar and so if you’re not clear about what you want to create, then it makes sense that you’ll lack motivation to act because you’d rather stay with what’s familiar..

How to get motivated again: If you want to create something different to what you’ve been experiencing, it’s not enough to just know what you don’t want. You need to know what you want instead, and you need to articulate a clear and specific vision of what you want to create so that you can become familiar with that new outcome and feel comfortable to move towards it.

4. You’re demotivated by a values-conflict Your values are what’s important to you in life. If you have a ‘values conflict’ it means that there are two or 18

We thrive on autonomy. We all have a decision-making centre in our brains and this part of us needs to be exercised. Studies have found that this decision-making center in the brain is under-developed in people who have depression and that, by practicing using this part of the brain and making decisions, depression often clears.

How to get motivated again: Consider how much autonomy you have in relation to the goals you’ve been trying to pursue. Are there areas where you feel constricted and controlled? Consider how you could gradually introduce more autonomy in your task, time, technique, location and team, and then if you’re employed, have a discussion with your manager and ask for greater autonomy in a few specific areas of your work.

6. You’re demotivated by lack of challenge Challenge is another crucial ingredient for motivation that authors like Daniel Pink and Mihaly Csikszentmihalyi, author of “Flow: The Psychology of Optimal Experience,” highlight. When it comes to dealing with challenges. Too great a challenge and the fear becomes too great and saps our motivation (see point 1), and if the challenge is too small, we quickly get bored and struggle to stay motivated.

“Could demotivation be God’s way of telling us that we have departed from the path that is right for us?”

How to get motivated again: Review your goals - are they challenging you? Are they going to require you to grow in order to achieve them or are you doing only the things you know you can do? Try tweaking your goals to make them a bit more challenging, take on projects

8. You’re demotivated by loneliness

that will require you to grow and find a new thing or two to learn to stimulate yourself.

This is an especially important one for those of us who either live alone, or work alone from home. Well, perhaps it’s because we’re designed to be social creatures and sometimes your Essential Self is just longing for some connection with other people and so it steps in and hi-jacks your work motivation so that you’ll take a break from work and go and spend some time with other people and give your Essential Self what it needs.

7. You’re demotivated by grief At the beginning of any change, we go through a phase of wondering if we should or could hang onto the way things were and grieving what we’d be losing if we make significant changes. Confusion, self-doubt, mistrust of the world around us and feeling lost are common symptoms, and the bigger the change, the more powerful these symptoms. Sometimes we even go through a bit of depression and social withdrawal. Martha Beck calls this the “Death and Rebirth” phase of change in her book, Finding Your Own North Star. With all the grieving and fearing and feeling lost that goes on in this phase, it’s normal for your motivation to dry up.

How to get motivated again: Take a break and go and spend some time with someone you enjoy. You may be surprised at the motivating impact this has and find yourself much more clear and productive when you return to your work. And then look for ways that you can build more networking and joint venturing into your work.

9. You’re demotivated by burn-out

How to get motivated again: If you’ve just experienced a trauma or loss, or are going through a major change and finding that there are days where you’re hit hard with Death and Rebirth symptoms, don’t try to make yourself motivated and proactive. You can’t rush grieving and the undoing of your old life and ways of thinking, and you can’t skip the Death and Rebirth phase and go straight into Dreaming and Scheming.

If you’re feeling tired all the time, have lost your energy for socialising, and the idea of taking a snooze sounds more compelling than the stuff you’re usually interested in, then you’ve probably pushed yourself too long and hard and you may be burned out. So if you’re burned out and needing sleep, your Essential Self may even sap the motivation from the things that you’re usually really ignited about – just to get you to meet your core needs again.

You need to give yourself a lot of space for nurturing and reflection. Look after your body with good food, rest and exercise. Express your grief, confusion and fears with people who can listen lovingly. Spend time in nature and with calm, loving people to centre yourself. Accept every feeling and thought you have – they’re all normal and safe. Take one day at a time and go easy on yourself.

Confusion, forgetfulness and clumsiness are all normal in this stage. The grieving will end when it’s ready and if you relax into it and express your grief, it’ll be sooner rather than later.

How to get motivated again: Sleep. And then when you’re done sleeping and the quality of your thinking has been restored, check back in with your Essential Self about what’s most important to you and start to build sustainable ways of doing more of what’s important to you.

10. You’re demotivated by not knowing what to do next Your end-goal might be nice and clear, but if you haven’t taken time to divide your end-goal down into smaller goals, you’ll get stuck, confused and demotivated when it’s time to take action.

How to get motivated again:

19

Write down all your, “I-don’t-know-how-to” concerns and turn these into research questions. The first part of any planning stage is research, and you’ll find new research questions along the way, so realise that conducting research should be part of your action plan at every stage of your project. Finally, ask yourself what smaller goals need to be achieved for you to achieve your end-goal and schedule deadlines for yourself.

The

of the Race

If you can control a man’s thinking, you don’t have to worry about his actions.If you can determine what a man thinks you do not have to worry about what he will do. If you can make a man believe he is inferior, you don’t have to compel him to seek an inferior status, he will do so without being told and if you can make a man believe that he is justly an outcast, you don’t have to order him to the backdoor, he will go to the back door on his own and if there is no back door, the very nature of the man will demand that you build one.

Carter. G. Woodson Dec 19. 1857- April 3 1950 rd

The outstanding Black Historian Carter.

G. Woodson was under no illusion regarding the state of the Black race when he penned his famous quote, for history shows that it is a nation’s interpretation of their collective worth that enables inclusion into society as a whole. Black history is more relevant today than it has ever been. To justify this belief we can produce many pertinent examples that will leave us swelling with pride, though there must also be justification for how we encapsulate the creation of our history before its constructive utilisation. We must adopt a way of being that affords us constitutional leverage as a race of peoples which in turn will allow us to reform our mindsets in relation to our history and progression as a people.

This is what Carter.G.Woodson and many other brilliant African revolutionaries throughout African history fought to solidify so it would be impossible for me to do this article justice without seizing the opportunity to elucidate upon why Carter.G.Woodson makes our history extremely relevant, especially in our present day world.

When Carter. G. Woodson fashioned the fundamental cultural tenets of Negro History Week, which was later to become Black History Month he could not have envisaged the energy with which this vehicle of racial self-love would move. Born to former enslaved Africans his ecumenical passion educationally far outweighed his family’s limited economical access to schooling for him. Driven to explore the fascinating educational arena that through unfortunate circumstance seemed provisionally unreachable, the eager Carter. G.Woodson; self taught, mastered common elementary subjects by the age of 17. The stage now set, Carter would go on to secure work as a miner to establish his academic portfolio. Carter began to carve out a remarkable academic CV. Principal; of Douglas High School which he attended in Fayette County in 1900. Bachelor of Literature degree from Berea College in Kentucky in 1903.

Awarded a M.A (Master of Arts) and a B.A (Bachelor of Arts) from the University of Chicago in 1908, completing his PhD in

History at Harvard university in 1912, where only second to W.E.B Dubois, he earned his Doctorate, later to become a professor at Howard University where he would serve as Dean of the College of Art and Sciences.

It is this triumphal scholastic hajj; encouraged by the necessity to extract himself from poor beginnings controlled by a then, nationally racist socio-economic and political agenda formulated by the white elite of the time that motivated Carter.G.Woodson to further explore the underlying reasons for the exclusion and subsequent misrepresentation of his own race in African and African-American history through several noted publications.

‘The Education of the Negro prior to 1861’ .’ A century of Negro Migration’ and’ the journal of Negro History’ being a tiny percentage of his unending exposé upon the advancement of the Black race. Later forming the Association for the Study of African American Life and History and the Association for the Study of Negro Life and History. His final appointment was as Dean of West Virginia State University from 1920-22.

Carter’s instrumental role in our continued appreciation of our history as Black people cannot be overlooked. He would later write to the chairman of Washington’s branch of the NAACP documenting his frustrations with their lack of proactivity [‘I am not afraid of being sued by white businessman. Infact I should welcome such a lawsuit. It would do the cause much good. Let us banish fear. We have been in this mental state for three centuries. I am a radical. I am ready to act, if I can find brave men to help me’] When we magnify this individual achievement, it becomes clear that the ability to achieve and embrace purpose historically, in terms of a sense of who we are as a race of people, must come from a deeper grasp of our contribution to history, and so Black History is more relevant today than it has ever been, because of academic, socio-economic and political systems that still try to write us out of the annals of history. When a Black life becomes little more than the representation of a law enforcement sharp shooter’s bullet holes on a rifle range score card, or a defunct piece of legislation that gives us limited rights with regards to public and personal movement, but then constructs

counter legislation to restrict our movements based on the Blackness of one’s skin tone, it is time to educate ourselves, elevate ourselves and love ourselves.

Carter. G. Woodson and many other scholastic greats within the Black freedom movement were fearless in their advancement for a united elevated race so that we might live unshackled from oppression. Fundamentally at a grass roots level their achievements should remind us that we were once king, queens, high priests and priestesses. To embrace these achievements is to reclaim our true abilities and real place of worth historically.

To not embrace these truly outstanding accomplishments as unfortunately so many of us do daily is to feed into an inaccurate concept of who we truly are.

There will always be arguments for and against the level of assimilation we yield in order to fit into a predominant culture though assimilation should never take us away from a homogenous sense of being, historically. There are many of us in the race that lack the proclivity to create real change because of our cultural miseducation to come together as one people and there can never be true durability without some level of vulnerability. Our ancestors did not make voluminous sacrifices for us to conduct ourselves in a lack-luster way non conducive to forward movement. The saddening specter of of no real global socio-economically or politically grounded structure to call our own could suggest that there is a greater percentage of disunity, no durability and heightened vulnerability surrounding us though when I read continually of the achievements of my race historically.

When in my daily walk I interact with accomplished, spiritually and culturally elevated brothers and sisters that are fully aware of our achievements as a race and seek to disseminate their knowledge with a view to strengthening all of us, I say that as a race we have achieved much historically, lost much but also accomplished much as the great Marcus Mosiah Garvey once said: “God and Nature first made us what we are, and then out of our own created genius we make ourselves what we want to be. Follow always that great law. Let the sky and God be our limit and Eternity our measurement” This is ‘The Soul Of the Race’.

by Syandene..

“Read Every Day - Lead a Better Life”

Maybe those within the hierarchy of Luton Borough Council, the Bedfordshire Police, or other statutory bodies who are notified, because they can lend credibility to policies being pursued by this organisation, but as far as I know, there has not been an open door policy to these community-related meetings since October 2012, which makes me feel, as a supporter of my community, quite isolated and excluded.

I am not sure if you know, but a conference to tackle gun crime in Luton, was proposed back in October 2012, a date was scheduled for February 2013, then delayed until June. It was eventually replaced with the ‘ACSP Away Day’ which took place in July 2013, with a follow-up conference re-scheduled for September 2013.

Can we achieve Inclusiveness within the Development of the African Caribbean Community?

I can’t help feeling discouraged by the process, because outside of this conference, feedback to the AfricanCaribbean Community or update of events has been announced nor, as far as I am aware, planned! The Away Day in July was not open to the general African Caribbean Community so was attended by a variety of specifically invited parties.

by Metatron Dear Editor,

I do hope you publish this letter, as I feel my sentiments reflect many and need to be shared.

Personally, I think herein lies the reason for the resignation and antipathy felt within the African Caribbean Community in Luton – we have no real leadership! The community having answered a call to action, is now left to feel that the call was made by a group of people who lack sustainability and purpose, which forces me to question: “What is their Agenda, if not to vehemently address violent crime that is affecting young adults?

In a spirit of cohesion, a few months, African Caribbean’s in the Luton Community came together to share their concerns regarding gang-related activities affecting African Caribbean young men and women.

I was gladdened by the sense of a shared concern that was stirred by these violent incidents, and the urgent determination to make some difference made me feel optimistic. However, several months down the line, as part of the African Caribbean Community, and that forum, we have not received any feedback or update. Disheartened, I sense the initial passion and energy has lost its zeal.

The hopes and wishes of the African Caribbean’s in the Luton Community needs to be nurtured and embraced, but it is not too late for the community to regain control of the legacy of concern for their children and community.

We must rally to the call and commit to greater and more proactive involvement in our own affairs. As a community we need to care enough to become politically active, be fight our corner and see the battle through with selfless action!

As a delegate at the African Caribbean Strategic Partnership, a lack of sustaining enthusiasm was one of my main concerns, especially when following a meeting in January 2013, the next meeting was not convened for three months later. In between the time of the first collaborative meeting, and the most recent Away Day held on 24 July 2013, we (or at least I) had not been updated with a progress report, nor had I received any information about any positive developments, which has left me feeling disappointed - where was the follow-through required by good leaders?

Did the community leaders not value the emotional capital invested by numerous contributors at the various community meetings enough to give them feedback? A review of the developments following on from the initial catalyst indicated that whilst there has been progress towards the establishment of a permanent organisation that can focus on social issues, those involved in the development of that organisation had not informed participants, which leads me to believe that they have divorced themselves from the community that mobilised and demonstrated their support. I say this having not been kept informed of any developments, nor, as far asI know, have my colleagues.

Luton’s Black Community must demand accountability from the community leaders (self-endorsed, selected, interim or otherwise), who should be serving their supporters and community members.

To renew faith in our community leaders, those in positions of responsibility must be required to communicate and report back (at least to the conference delegates), with regard to the progress that has been made towards the achievement of the goals subscribed during the various meetings.

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Unless the African Caribbean Community rallies together to hold Community Leaders to account, we will continue to be ill-served by those who are are appointed to Community Development positions by the governmental department that employs them, but do not have the commitment and drive to see the vision for social justice through!

(Letter submitted by Metatron, 8/2013)

DO YOU KNOW..? of these Leaders in Black History?

James McCune Smith Rebecca Lee Crumpler Macon Bollin Allen Daniel Hale Williams Susan McKinney Stewart Mary Eliza Mahoney Rebecca Cole Henry Blair Jonathan Jasper Wright Alexander Thomas Augusta Thomas Jennings Dorothy Celeste BouldingFerebee Clara Hale Louis T Wright Jupiter Hammond Read up and find out more...

Beware: intellectual property thieves are operating in the London area.

Got a big idea? It could be at risk. Avoid displaying it in public. Do not leave it unattended. Do not give it to anyone else to look after and watch out for anyone trying to pick your brains.

Remember, carlessness costs livelihoods. The inventors of the sandwich, vacuum, flask, doner kebab and Botox all lost out because they failed to take the simple precaution of patenting their invention.

If you’ve got an idea, keep it quiet. Take it to the British Library and ask for the Business IP Centre. They’ll give you free advice on what to do next.

Don’t be a Botox. Be a Barcode, Bakelite or Biro. Put your IP under our lock and key.

The British Library, 99 Euston Road NW1 2DB Kings Cross/Euston Station

Suggested Contribution ÂŁ5

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