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From the book, "When We Ruled," by Robin Walker, this is a list of "100 Things That You Did Not Know About Africa."
Rating: [0.00] Votes: [0] Hits: [870] | Jul 18, 2007

From the W.E.B. DuBois Learning Center comes this self-study program on African history from ancient Africa to the Americas to the Diaspora. There's a listing of key books to read as well as links with historical accounts never told through the public, private, and college levels of education.
Rating: [0.00] Votes: [0] Hits: [971] | Jun 15, 2007

Philosophy Born of Struggle and its associated domain names provide a cyberspace home for Africana Philosophy on the web. This site lists upcoming conferences as well as audio/video of previous conferences, including speeches by Sonia Sanchez, Adelaide Sanford, and Cornel West.
Rating: [0.00] Votes: [0] Hits: [948] | Oct 1, 2007

The Nubian Network's Worldwide Black Consciousness IQ Questionnaire. The answers can be found in the BN-W Resource Directory at BlackConsciousness.com Answers (IQ Test).
Rating: [0.00] Votes: [0] Hits: [814] | May 29, 2007

Scroll down to the bottom for the answers to the Nubian Network's Worldwide Black Consciousness IQ Questionnaire.
Rating: [0.00] Votes: [0] Hits: [759] | Jun 16, 2007

These are only two powerful paragraphs from the 1996 rebuttal by Dr. Charles Finch of Morehouse College on the book, "Not Out of Africa," written by Mary Lefkowitz of Wellesley College. The book tries (but fails) to dismiss the contributions of ancient Africa to humanity and civilization. Tony Martin, Molefi Asante, and others have had major problems with Lefkowitz and her blatant misrepresentation. Click on the link for the full rebuttal: "Every year about this time one comes out of the woodwork, a self-appointed 'defender of the faith' of European cultural values, and both the popular and academic media dutifully supply maximum exposure. Last year we endured Charles Murray and 'The Bell Curve'; this year it is Mary Lefkowitz of Wellesley College with her 'Not Out of Africa.' It seems that the surest way for an academic, seeking to break out of ivory tower obscurity, to get a manuscript accepted by a major publishing house is to write a book belittling the intelligence or integrity of some segment of the Black community. The phenomenon is so reliable that even non-white writers, covering the spectrum from Dinesh D'Souza to Henry Louis Gates, have adopted the ploy to obtain media exposure, enhance academic status and augment bank balances. Afrophobic books of every description represent an industry-within-an-industry and there always seems to be a ready market. [T]he anti-Afrocentric premises of Mary Lefkowitz are patently absurd. One does not even have to be a classicist to find abundant evidence that the influence of northeast Africa, i.e., Egypt and Ethiopia, on Greece was as formative as that of Greece on Europe. The number of Greeks who lived and learned in Egypt reads like a 'Who's Who' of Greek philosophy. Solon, Thales, Pythagoras, Eudoxus, Anaximander, Anaxagoras, Democritus, Plato, Archimedes, Hipparchus, Ptolemy, Herophilus, Galen, and others too numerous to mention pursued their higher studies in the Nile Valley. As a classicist, Lefkowitz has to know these historical facts because the Greeks themselves recorded them! If she doesn't know, then her bona fide as a classicist is spurious. However, it is more reasonable to assume that she does, so her deep aversion to any hint of an African influence on early Greek culture has to spring from a fundamental Afrophobia that informs her whole thought."
Rating: [0.00] Votes: [0] Hits: [980] | Jul 9, 2007

How much do you know about ancient African history? Do you know who or what Ausar, Aset, and Heru are? Who or what Imhotep is? Who or what Kemet is? Who or what Tekhen is? Who or what Medu Netcher is? Who or what the Middle Passage is? Who or what the Triangular Trade is? Who or what is located in Giza? Who or what Paris was named after? Who or what Europe was named after? Who or what civilized Europe?
Rating: [0.00] Votes: [0] Hits: [788] | Jul 1, 2007

Hazel Trice Edney wrote a story about Carl Noldon, a senior honor roll student at the Bronx High School for the Visual Arts, who wrote a speech on the damaging effects of a Eurocentric curricula on Black students and his speech - prepared for a Black History Month event - was banned by the school. "What I have to say is designed for the enlightenment of those who suffer from a school system that hypocritically manipulates Black history in a way that causes a disconnection from Black students and their history," Noldon writes in the speech. "If you try to make a Black child co-exist with a racist school system or a Eurocentric school system, then you are basically putting that child back into slavery, perhaps mental slavery…There is something wrong with the educational system and the country. I believe the parents should take an active role in challenging the school system and even the curriculum of this school so that any residue of Eurocentrism is gone."
Rating: [0.00] Votes: [0] Hits: [950] | Jun 3, 2007

The Landmark Supreme Court Cases Web site is a source for one-stop shopping for activities related to key Supreme Court cases and concepts mandated by state standards. It was developed to provide teachers with a full range of resources and activities to support the teaching of landmark Supreme Court cases, helping students explore the key issues of each case. Some of the cases referenced in the site are: Marbury v. Madison (1803); Dred Scott v. Sandford (1857); Plessy v. Ferguson (1896); Brown v. Board of Education (1954); Roe v. Wade (1973); U.S. v. Nixon (1974); Regents of CA v. Bakke (1978); and more.
Rating: [0.00] Votes: [0] Hits: [671] | Jul 11, 2007

Review of the New York State Curricular Materials K–12 - Focus: African American Culture by Dr. Leonard Jeffries (former Chair & Professor of the Department of Black Studies, City College of New York, November 1988). The operational method of approach for this review involved dividing the curricular materials into four major categories: Humanities, sciences, special education, and social sciences. In order to more thoroughly analyze the materials, several primary aspects were delineated: Contextual relevancy and invisibility; Content stereotyping and marginality; Historical distortion and omission; Multicultural form and substance; Eurocentric conceptualization and modality; and Systems capability and development. African Americans have historically played a crucial role in the development of the United States. This reality has been true from the first settlements of British colonists to Virginia through the American Revolution and the Civil War, down to the present. Even when the African Americans have not been present in large numbers, the nation has been preoccupied with issues that have concerned them or their circumstances. The vital presence of the African American population has always posed a special challenge for the United States. More often than not, the unique place of African Americans has been misunderstood and this ignorance has inevitably produced hatred and fear.
Rating: [0.00] Votes: [0] Hits: [697] | Jun 19, 2007

The "Educated" Slave by Dr. Kwaku Person-Lynn. "One of the most miscalculated assumptions is that when a person receives a college degree, whether undergraduate or graduate, that individual is now educated. It is true that individual is qualified to apply for various positions or professions where a particular degree is required. However, if one were to evaluate being educated by the first requirement passed down from the ancient Nile Valley temples in northeast Afrika, the educational center for the world during its golden era, most would not be considered educated. In ancient Kemet (Egypt), on the portals of several temples was the saying 'Know Thyself.' The Greeks attributed this statement to the philosopher Socrates, without ever mentioning that Socrates was trained in Afrika, in the same temples previously mentioned. If the principle of Know Thyself alone was applied to today's college graduates, most would be considered illiterate, especially those of Afrikan descent."
Rating: [0.00] Votes: [0] Hits: [645] | Jul 4, 2007

The full-length Tony Martin lecture on the Jewish Involvement in the African Slave Trade in eight 10-minute portions. This particular video by Dr. Martin is the only video within YouTube/Google put on the BN-W site that is regularly removed. Many posters have uploaded this video in full or in portions (as this one is) but it is LITERALLY removed by someone, individuals, or a group that doesn't want this information known. So take the time to listen to these videos while they're available.
Rating: [0.00] Votes: [0] Hits: [847] | Jul 1, 2007

The resignation letter of Dr. Walter R. Johnson from Rutgers University's Department of Africana Studies in protest of the possible removal of the entire curriculum of African Languages and Literatures in order to create a new Department of African, Middle Eastern and South Asian Languages and Literatures. The School of Arts and Sciences (SAS) has publicly stated its intent to create the newly conceived department as early as July 2008. "I am troubled by SAS's contention that setting up a tiny department for African, Middle Eastern and South Asian languages is so imperative that it legitimates the hasty razing of Africana Studies....Since the benefits are not apparent, I have very reluctantly been forced to wonder whether SAS's plan is yet another attempt to dismantle our discipline....African Languages and Literature has been a distinguishing feature of Rutgers Africana Studies since 1969. The intellectual and curricula link between language, culture and other aspects of the black experience has been increasingly recognized and programs around the country, if they have not already done so, are modifying themselves accordingly. (It was only in 2003, for example, that the Harvard department inaugurated its African languages curriculum.)....Your 'plan' only targets Africana Studies. Only Africana Studies will be required to surrender a long-standing, growing curriculum. Only Africana Studies is being asked to relinquish 40% of its full time faculty, including its last three hires. If there is a compelling need to have all the languages of Africa, the Middle East and South Asia together, as you have argued, why does your plan leave the teaching of Hebrew in the Department of Jewish Studies? Does this fact not obliterate your claim to having only intellectual and pedagogical motivations?"
Rating: [0.00] Votes: [0] Hits: [1170] | Dec 19, 2007

WISOMMM is the abbreviation for Women In Support of The Million Man March. WISOMMM was formulated as one of the means of support for the march. The women of WISOMMM are mothers, grandmothers, wives, daughters and sistahs in the community who have committed to continuing the "spirit of the march" but more importantly the legacy left by strong, determined African people throughout the diaspora. In just ten years WISOMMM has established a viable institution that has had positive impact on the lives of the families who live in the community it serves. The mission of WISOMMM is to create, promote and develop educational, cultural, civic and athletic programs in our society in an effort to enhance and empower the quality of life for the people in the Greater Newark Community. The goals and objectives of the WISOMMM is to take back the streets of our communities, increase health awareness, create affordable housing, focus on economic development, improve the educational system, and increase voter registration.
Rating: [0.00] Votes: [0] Hits: [965] | Oct 1, 2007

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