thumbnail of Black Journal; 40; Take Back Your Mind. Part 1
Transcript
Hide -
<unk> early o'dell a man
the pay to play you know emotions the right man you like humans selections learning a new
you question why you do mm hmm so when you well your majesty so it'll be huge you know what i mean
right right all right was
anyone can hear me they carry forth about a veritable do trying to be in one place is a badass weeks but his business south africans came to america
may have survived in a society where white god like beauty standards are white educational pattern that teaches a european concept of excellence during the negro or three black period there was little concern to black saw themselves through the eyes of whites or double consciousness and dubois called rebellion ushered in black consciousness why we called we survive in a hostile society and i am a myself define my view of myself now you said to be defined an institution created to define those values it was called black studies and its in serious trouble to date it has not been defined nor have those volumes the struggle for a new value system as broad as much pain in its own way is that slavery black studies has been given the job of nation building blackberrys is now probably about two years old was born out of the confrontation with many institutions many colleges different locations were the reasons we chose california to principally focus on our black studies investigation is
that one california is a long way away from most people in unites states for one reason or the other the black studies concept we're as involved probably along the lines to represent the difference is another part of the country one of the things that black studies has been described bears is an antidote for what is called white nationalists or what we today call education that is history is the history of europe was that a foreign language which is a european like the performance of black studies have said that the only way that an african can exist in this society is that he first of all most have a sense of his culture and what he is and then he should build alternative institutions so that the new africom the new institutions and viability back then either that presently this is an inherent contradiction one suggesting is that a lot of the black studies terms of organizational structure the content curriculum the purpose of an objective manner in which the education process of constructive
generally fell into and in fact support the development of training of students who can fit into american society of ever presently exists and that probably have a very viable future that doesn't mean there will be problems and hassle but it will air on the other hand if the black curriculum begins to do the kind of thing that might be that plaques that if we define it and hire institution then what will have a situation where a black regiment producing a group of black people who are who have the few of the fuel to produce the kinds of institutions that will serve functionally the needs of black people which in my opinion is inherently different from the kind of institutions are necessary for white people too and it's in a sense then like that it becomes an inherent contradiction because if it's david as it's doing it will but that's what i think it all to do another black think it will do it then it has no future
you will hear cal poly obliged to las vegas gets its essence out of the concept of nation building there for what is to build a nation one must be building nation out of something and so at cal poly at the education level we have access to kind of training programs in engineering chemistry land use each to do siege lots of those kind of things which were internal black people and i know bricks in that nation but you can have a nation don't have the personnel and this guilt technicians to write a book that's our functional purpose of the black studies well blacks that is in order to be meaningful must be a radical concept must be a radical activity springing from radical concept of the black experience in america is largely radical university invariably
i'm very very cautious about that the presentation of the elite people from representing the radical side of the house the american experience well the last thirty five years has to come along and compensate for this lack of university aggressive today the idea that we can there are many
different things that we found in terms of how black studies is being applied for example at psmona they're using black studies basically as a confidence building phenomenon so that a student can start out and learn learn a simple tasks such as the brother benson there who calls the yard turned taobao which means i love you like my brother i love you my black sr it is not a swahili for is an abstract rather than some of the students at cal poly field is indigenous to them and their culture we found at UCLA that the afro american studies institute there feels that a black student has to exist first of all and the present structure while he prepares himself alternative structures there for black studies are afro american institute should not just be limited to the campus what they should have an alternative representative body in the black community and during this interim period the institutional technology should be plugged into the community and that
students just shouldn't really themselves to academic pursuits but they should also really themselves to the community while gaining these academic pursuits and share them with the community the santa barbara concept of black studies is one of radicalized and activism and that is that there should be a constant changing of things and the revolution should be defined and that matter and that there should be gaining new faults while continuing redefining what those follows me and how they can be applicable to make life in america more pleasurable for africa weiser are not alone there are more names when i visited two and i thought it would help america vote and know that that would become acceptable so fair's butter literally with others al black with ourselves and of americans negro americans and eventually
he contends that that thing that thing that that that that seemed to flop the creativity of things that he realise an acquaintance of the potential greatness of a hand up to me we're lending it had to do with the rather clouded my perspective i don't think that that's very respected be clear either one has had a chance to examine the issue globally squarely back from the beginning how systematically use the strategy to oppress you know every villager he had cataract used the phrase when you think wow you know waving at them
i am to be american whether black or white there's something about your very nature german program to be a certain way or to liberate the life of a black my function well with people we found that of the kind of new established in psychology sociology at you speaking greek yeah sure
we have watched the so called middle class hear this is not what you would like have maintained your position i mean this is it there's a reason thank you
and we i think music is a very important part of the experience of hearing and get students can feel me or feel i think anyone if they sincerely tried to relate sincerely from beyond the rationalizations that is very difficult to talk about this really relate to the only real human rights who they are his
band and in africa me too as bell
because i don't think it ruins truly convey the feeling i didn't want to categorize a day he bought it loses its beauty but you can predict because you get plastic surgery for a better salespeople but we might've done well yeah i think that especially for students are searching for work oh
no alm the fact that we have an academic unit called liked that is simply one more expansion of that area in rio with an expansion of experience that people have had i think the great difficulty controlling black studies programs around the country today and certainly as i've been able to observe here in california is that term you get a lot of the old negro history teacher types are coming in to do the job of that so that really requires an ideologues really requires the sort of the sister who's head is in the right place with regard to appointing ideological direction this type of picture it has the job of teaching black people about christmas attics and that booker
t washington and even to sell extent malcolm x but where you probably fails that is and they're not showing the relevance of malcolm x and ai showing the relevance of a lot of the old historical figures like figures of the past five to thirty living situation in a century what i'm suggesting is that european to define the universe as a physical universe man a physical being in that universe who has uh the option to capture life's fate if he doesn't affect anyone out of capturing lives they probably right ok is the unknown philosophical base from which europeans can't african people at least historically came from philosophical basin which we they view the universe of the spirit the universe boston spiritual man's character p pointed spear of the universe and they view the universe as one and all man to man, man to environment, and it was on the basis of that that you have that idea that collective of the union the brotherhood in all these other things that we talk about
authorities that definition of who we are the people not so much that i'm after american boy that day you could describe me as black because i wear the shaky but much more and more philosophical fundamental profound definition of who we i have the people thanks thanks two leading black critics peter bailey and clayton riley who were worlds apart on the films we back are so when agreement on the stage play into both of an apple there at the ambassador theater in new york both the film and the play were written by melvin van peebles who has become whether one agrees with him or not leading reference point in the search to define black art as a functional tool for black people writing in jet magazine rhonda bailey who didn't like them sweep back says about playing well i saw an interesting effective if someone even play which shows how some blacks cope with their condition in a racist society there is the grim
scavenger decked out in all his finery constantly degrading and brutalizing his voters who themselves are fine and foxy looking maybe too much so to evoke excessive sympathy there's also the ragged and shrewd while the desperate jumpy the corrupt cop young militant applied block boy the heavy as a tank a lesbian and the lighter than the other female impersonator all interacting with each other with varying degrees of scorn lull togetherness passion and violet's brother clayton rally of the amsterdam news and new york times sit in his review of being quote at the start where a black man enters its feet ruling that it is paying the rise as much he tells us from living in america as from walking in it about what's all on water and run on the statement from hostile and granted tom you just don't make no sense the way these feet are hurting me suddenly with a speaking of these lines the audiences on the black inner
city bound for some it is a journey close to home for others it's traveling to foreign soil and for a few it is in the most contemporary meaning of the term a trip rally goes on to say in the new york times despite what any urban scholarship may tell you or whatever citations of disappointment had been recorded by many of the city's white drama critics or actors declarations are mostly expressions of law and it's possible for you to believe it unless you feel that love affection caring i the exclusive province of the extravagantly beautiful or rich or the ex wives of dead presidents those white critics were offended by the show failed to mention that no call for whites to feel guilty is ever made and when i think rally continued confounded many reviewers was that van peebles has written a show in which the players all of them black express themselves and deeply moved and moving turns to other black people. Some white critics seem to have the continuing anger the paranoid impression that any expression of love that does not mention white specifically
is in fact an expression of hatred toward them which is finally a very sad comment on the state of their emotional health rally said about the cast excellent we would that i would mention them all in the show's finale put a curse on you appease directed to everyone in the audience blacks including everyone who sit by and watchs as the degradation extent in this country without becoming outraged and moved to action. It is a superb ending which invites us all no matter what the color of our skin. and you know i didn't tell you and young men making bad run and that an ounce and your young got it and you don't do it he's doomed a young lawyer named on a run
yet made on that long and by the blow but they got no way the ball and do do and then you know running column called pain and god bless you we did maybe not
well thank you things
and yeah this bill is back as beans beans also you're
removing nueva early air
Series
Black Journal
Episode Number
40
Episode
Take Back Your Mind. Part 1
Contributing Organization
Thirteen WNET (New York, New York)
Library of Congress (Washington, District of Columbia)
AAPB ID
cpb-aacip/62-1v5bc3t37z
NOLA Code
BLJL 000040
If you have more information about this item than what is given here, or if you have concerns about this record, we want to know! Contact us, indicating the AAPB ID (cpb-aacip/62-1v5bc3t37z).
Description
Episode Description
Black Journal presents a two part survey of Black Studies programs, which it calls the institutional guardian of the new black value system born from the struggle for freedom. According to Black Journal executive producer Tony Brown, This institution is in trouble, for it has failed to define itself and the system it guards. Black administrators dont seem to understand tat were being loved to death, sort of kissed out of existences, says Dr. Milton White, director of Black Studies at the University of California, as he voices objection to the compromises forced on blacks who work within the white academic structure. Dr. White is one of many black administrators, teachers, and students questioned by Black Journal. Discussing the difficulties in Black Studies, he points to the recruitment of old Negro history teacher types who teach young blacks about Crispus Attucks and Malcolm X but fail to relate them to the present struggle. He also disparages the presence of those establishment-prone blacks thoroughly endowed with white middle-class values. Other blacks offer their view of the Black Studies programs and of the new value system: -One UCLA student laments the fact that her African language teacher is a white professor. -Leroy Higgenbotham of UCLA is shocked to find that many of his black students are actually afraid to go into Watts. -Dr. Howard Fuller of Malcolm X Liberation University (Greensboro, N.C.) accuses many blacks of claiming to be Africans while viewing Tarzan as a typical African native. White folk still control our minds, he says. -Federal City College (Washington, D.C.) students in a psychology of the ghetto class engage in a heated discussion over the meaning of revolution, the participation of middle-aged blacks, and the symbolism of an Afro haircut and traditional socio-psycho definitions. In scanning these colleges, Black Journal finds that a new set of black values has not been clearly defined and that the meaning of Black Studies varies greatly from campus to campus. At California Polytechnic in Pomona, it is a confidence-building phenomenon, which at Federal City College in Washington, D.C. it is a destroyer of white nationalism (educational) myths. At UCLA Black Studies reaches into the black community, instructing black students to learn and apply what is functional to the community; and at the University of California in Santa Barbara it is viewed in terms of radicalism and activisman institution which should be bringing about constant change, gaining and redefining new footholds. Participants in this Black Journal study include Frank Satterwhite of Nairobi College; Dr. Nathan Hare of Black Scholar magazine; Dr. Joseph Page of Federal City College; Don Warfield of California Polytechnic and Dr. Arthur Smith of UCLA. Credits: Black Journal, a production of NET Division, Educational Broadcasting Corporation. Executive Producer: Tony Brown. The program is telecast nationally by PBS, the Public Broadcasting Service.
Series Description
Black Journal began as a monthly series produced for, about, and - to a large extent - by black Americans, which used the magazine format to report on relevant issues to black Americans. Starting with the October 5, 1971 broadcast, the show switched to a half-hour weekly format that focused on one issue per week, with a brief segment on black news called "Grapevine." Beginning in 1973, the series changed back into a hour long show and experimented with various formats, including a call-in portion. From its initial broadcast on June 12, 1968 through November 7, 1972, Black Journal was produced under the National Educational Television name. Starting on November 14, 1972, the series was produced solely by WNET/13. Only the episodes produced under the NET name are included in the NET Collection. For the first part of Black Journal, episodes are numbered sequential spanning broadcast seasons. After the 1971-72 season, which ended with episode #68, the series started using season specific episode numbers, beginning with #301. The 1972-73 season spans #301 - 332, and then the 1973-74 season starts with #401. This new numbering pattern continues through the end of the series.
Broadcast Date
1971-11-23
Asset type
Episode
Topics
Race and Ethnicity
Media type
Moving Image
Duration
00:33:15
Embed Code
Copy and paste this HTML to include AAPB content on your blog or webpage.
Credits
AAPB Contributor Holdings
Thirteen - New York Public Media (WNET)
Identifier: ARC-DBS-1091 (unknown)
Format: Digital Betacam
Generation: Master
Color: Color
Thirteen - New York Public Media (WNET)
Identifier: netnola_bljl_40_doc (WNET Archive)
Format: Video/quicktime
Duration: 00:28:10
Library of Congress
Identifier: 1833121-1 (MAVIS Item ID)
Format: 2 inch videotape
Generation: Master
Color: Color
Duration: 0:28:05
Library of Congress
Identifier: 1833121-1 (MAVIS Item ID)
Format: 2 inch videotape
Generation: Master
Color: Color
Duration: 0:28:05
Library of Congress
Identifier: 1833121-1 (MAVIS Item ID)
Format: 2 inch videotape
Generation: Master
Color: Color
Duration: 0:28:05
Library of Congress
Identifier: 1833121-2 (MAVIS Item ID)
Format: Digital Betacam
Generation: Copy: Access
Duration: 0:28:10
Library of Congress
Identifier: 1833121-2 (MAVIS Item ID)
Format: Digital Betacam
Generation: Copy: Access
Duration: 0:28:10
Library of Congress
Identifier: 1833121-2 (MAVIS Item ID)
Format: Digital Betacam
Generation: Copy: Access
Duration: 0:28:10
Library of Congress
Identifier: 1833121-4 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
Library of Congress
Identifier: 1833121-4 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
Library of Congress
Identifier: 1833121-4 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
Library of Congress
Identifier: 1833121-5 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
Library of Congress
Identifier: 1833121-5 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
Library of Congress
Identifier: 1833121-5 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
Library of Congress
Identifier: 1833121-3 (MAVIS Item ID)
Generation: Master
Color: Color
Library of Congress
Identifier: 1833121-3 (MAVIS Item ID)
Generation: Master
Color: Color
Library of Congress
Identifier: 1833121-3 (MAVIS Item ID)
Generation: Master
Color: Color
If you have a copy of this asset and would like us to add it to our catalog, please contact us.
Citations
Chicago: “Black Journal; 40; Take Back Your Mind. Part 1,” 1971-11-23, Thirteen WNET, Library of Congress, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed April 28, 2024, http://americanarchive.org/catalog/cpb-aacip-62-1v5bc3t37z.
MLA: “Black Journal; 40; Take Back Your Mind. Part 1.” 1971-11-23. Thirteen WNET, Library of Congress, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. April 28, 2024. <http://americanarchive.org/catalog/cpb-aacip-62-1v5bc3t37z>.
APA: Black Journal; 40; Take Back Your Mind. Part 1. Boston, MA: Thirteen WNET, Library of Congress, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from http://americanarchive.org/catalog/cpb-aacip-62-1v5bc3t37z