Black Journal; 41; Take Back Your Mind. Part 2
- Transcript
The following program is from N.E.T. [Opening music] [music] [music] or successful black program means that the student will learn all of the chemistry or all of the math that is useful and functional for him to learn. Now, whether the circumstances surrounding
that learning experience give him the traditional reward of an "A" will be irrelevent. The student with the black perspective, and if your black studies program is effective will be getting what he needs; it won't matter what his G.P.A. is -- he'll be learning something. [Different speaker]: The same fundamental things we was talkin about with middle-age people, uh, they, they are stagnated for some reason that they the couldn't effect [affect] permanent change; ah, ah, they use the same environmental institution, ah, to...to stagnate the movement and revolutionaries today don't look at middle-class people in the sense of a, of, of their being able to carry on the, the necessary roles in the revolution... [Different speaker]: Who you talking about "middle-class people"? [Different speaker]: Ah, she was rappin' about middle-class people... [Different speaker]: Why do you keep saying "black middle-class..." [Multiple speakers]: ?unintelligible? [Different speaker]:black middle-class. If you follow follow, if you follow the, the triangle, whatever, with the, with the black man included, he is, as, as long as we're in a, in a white racist caste system, you will, you will never be able to call yourself a middle-class ?unintelligible? you and your husband together make forty-thousand dollars... [Multiple speakers]: Unintelligible [Different speaker]: ...money, and do both of them together make forty-thousand, but it doesn't matter if they make a hundred-thousand. [Different speaker]: You still under the same tradition. [Multiple speakers]: ?inaudible? in the ghetto; yeah he's in the ghetto; I agree. ?inaudible? [Different He doesn't realize he is, he doesn't want to realize the he
[Different speaker]: But he's in the ghetto... [Multiple voices] [Previous speaker]: ..for the simple reason that, that until, until, uh, that man up on 14th and U can be able to take on and effect [affect] the same change... thank you in the same way question
you know what she's doin' personally, so how can you say as a middle-aged person...[multiple voices]: inaudible. [Different speaker] this day and this day, uh, really you, you's worried you and we and this [inaudible] we don't go into [inaudible] personal life. It's what's really shown, it's been shown, you know what's, what's taken place. You're resisting the revo...resisting the whole thing now. You're trying to make life something that was done by ?inaudible? middle-age in the past is right and none of it was right, and you know it. [Multiple voices]: ?inaudible? [Different speaker] ...the black man, for what he done to bring us to this point. Why not just unite and knock the white man for what he's done... [Different speaker]: We have brought us to a point that we can no longer make it. Now what are we gonna say ?inaudible? [Multiple voices]: ?inaudible? [New Speaker] We're fighting two people, we're fighting ourselves and the society. [New speaker]: Why not worry about the black middle-class society? They're not the one that created the problem. [New Speaker]: I think the revolution, I mean the revolution that is so-called middle-class people that we're talkin' about, is the, they don't want to get involved ?inaudible? militancy jenny
gold we need money now law
in collaboration with the boys and private corporations an institution is structured a lightning yet stresses they haven't won the black one of the white and light as a jobs yeah yeah involved in the job that will help you to grow learned this deal so you can be a better person and why a better job last year almost two inches in a country and to promote white nationalism consciously or unconsciously
politically driven and that idea less polite company do you know menial job to move to a higher job you cannot watch because you do not have the white man's credential or a ban and that's why and that is the way they put them up in institutions to suppress you mean mr aw college we feel that the programs that we're all charges that i guess the thing that makes his controversial best thing of me that makes the congressman in this family in the district also in all of the people make blacks vivid the blacks were about us because we challenge the existing structure and education as well as in this discussion in the most abused to should make of what like that like you know and the dust that we're saying and we responded to a commonly y clientele followed state university we've been to
be responsive to the needs of this time and the reason for this feeble and one probably would be the problem with white nationalism and the fact that politically who's going to be there ej you actually were no we don't want a glance on urban reward oh no we don't want a black economic something of that teach people about metal shop doing their contract without question and not to control the press in the way the nine ninth ward one hundred m sandwich named is white stallions you know with the exception of mathematics and in some of the other things that whites have stolen you know
ses to me that they should be responsive to the intensive bin laden maybe haile and responsive to their community to want learn more about themselves so that they can take that information back to the community and music in choir thank you cancer i mean really oh yeah
i'm leaving afghanistan in terms of the way the suspicions operations eventually as a white jewish that all major university and i don't think that they somehow so long as they are the right this structure is good for you are infected people to watch own condiment on the white house and so i think that much of this has gone out to be done to end the pennant means but on other hand they can be an alternative to we've now revamping the education which is accredited instead of the castle that to happen until another to embalm and whatnot then as necessary possible that somehow otherwise our institutions but they won't be able to give the class education which we needed to get him on a faculty and students are recruited who are going to play of
establishments game that is respond to the dictates of the establishment really university officials want black people can be used as black puppets a loop in there who have got payments on cars on homes who have responsibilities to keep up with the joneses so that there's these salaries can be held out to them if you want to you're going to have to play ball not in this kind of crude frankness that but this is the implication and the implication is very clear you are live up in the hills that hot and live in an integrated situation where where you and i enjoy all of the luxuries of the american now all people in society you're going to have to behave in a way that a university administrator or teacher behaves and many of the black instructors can't understand many of the black administrators cannot understand that were
being loved to death with being out just out of existence so to speak and this sort of thing a chance to support or reinforce the other malignancy which is complacency students faculty become lethargic and lose the capacity to identify with the real ah points of the struggle and eventually seized to identify the fact of a struggle and then there's the engine introduction of all sorts of activities calculated out to our two completely destroyed the revolution such as the reintroduction of a v a fraternity of the greek letters and so forth would have no relationship whatsoever to india to the black experience except to somehow suggest there and way a black each of them i don't think the activities like versailles in speed and wondered ucla was our
panel are no incentive for civil rights i'm afraid that this law center itself is not involved enough and what's going on and what's and what i would like to see out of the senate hearing is more moment not only from faculty panel also stones i've been surprised the fact that we have many black students appear that our reviewer once oh no and our vision
the pope it the
pain polling you may be oh man this week
it's big thank you and those of us who like to think of ourselves and having come into the system throughout the school of hard knocks you know as much about what's going on out on the block as we do about what's in the
book on dialectical materialism lawyer oleg the american democracy if you know they're democracies in quotation marks incidentally but at any rate yeah those of us who have come up that hardly tend to be very very suspicious lead to so we think having this kind of ranking or structuring of the capacities of responsibilities as somehow of being opportunistic and as and as a consequence of that i would tend to distrust of anti throw it out altogether with these hampers efficiency and that this is the kind of thing that would debilitate says makes this week makes us unable to muster our resources to work to continue the revolution a boat with my first nineteen seventy one is the anniversary of the first
formal black theater in united states we met at the same things like education or white and black educational blacks in after the separate websites of the accident is so one thing and they have that narrative and an initiative to this course where he has got or otherwise didn't survey work and what it meant and that suggests that some of the educated it also misstated the evidence that we usually immediately image of like theater unlike anything he recently any effect like theater they were saying because we know what we think of it but the image of the workers they either the wild places something that we don't know about rain as jack you seen the
like mass black people about a missing any there really you know how terrible it was any less supply image of the lights in his knee any kind of broad the blacks closer even know it was played by whites fires like we think it was anything to charm to think of a noted the south and all the good things about blacks and now the la beach thank you stereotypes i don't know oh it always
does really good good morning it was holy and even bothered by humans of a new report that you've said that i think that they're that that we've got to address ourselves to a very serious problem this crisis involving the black man and a white woman on campuses and we rationalize that there's a revolutionary effort the brother will
associate with a white women to the detriment of his relationship with black women get with doing very grave damage to ourselves were we lied to ourselves that we tell ourselves that we are having a sexual relationship because it somehow supports the revolution white women have money why women have the ability to provide those goods and services which are necessary for the daily upkeep of the living campus revolutionary so we say that these things are necessary for that struggle and walk together convinced that were going to have to be honest enough with ourselves to place these things in the proper perspective but i am i am a bit dismayed at the year though it puts on a black students are turning away from our study it
seems and then a lot of the candidates various he had a lot of risk like this is all a country the us is killing us but i think that there needs to be some and on another axis is about our consciousness which recognizes that we cannot violate a motion to ignorance and we must haves feels either talk amato the collapse of those dances that we have to get off this inclination to get free aids many professors of do that remains instructors i will give up about vaguely i've never saying they'd heard about for years a few say he deserves the system has treated him for so long that he deserves a day another reason is that he's afraid of the rather the brotherhood participated in the revolutionary struggle and a brother in through a few grenades or out of view karate chops with these other chances that data dedicated to have man has to take a dedicated teacher has to throw his own crowded chops
throw his own grenades org or just you know get his butt kicked in the process a try it got to be unafraid he's got to be unafraid to face the terrified brother is gonna be unafraid to face that the terrifying co opting establishment so he is in the middle but this is what revolution is all about the children of the well spring poems by air changes which
goes but if an african mentality developed its own sense of viewing the world black children will rush into the future iron as a share of the eye
in the day a rainy day amazing changes as daisy
chain on you i am man named
- Series
- Black Journal
- Episode Number
- 41
- Episode
- Take Back Your Mind. Part 2
- Contributing Organization
- Thirteen WNET (New York, New York)
- Library of Congress (Washington, District of Columbia)
- AAPB ID
- cpb-aacip/62-kp7tm72c6x
- NOLA Code
- BLJL 000041
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-kp7tm72c6x).
- 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 don't seem to understand that we're 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-psychological 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 transmitted 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
- 1971-11-30
- Date
- 1971-11-30
- Asset type
- Episode
- Topics
- Race and Ethnicity
- Media type
- Moving Image
- Duration
- 00:31:30
- Credits
-
- AAPB Contributor Holdings
-
Thirteen - New York Public Media (WNET)
Identifier: ARC-DBS-1092 (unknown)
Format: Digital Betacam
Generation: Master
Color: Color
-
Thirteen - New York Public Media (WNET)
Identifier: netnola_bljl_41_doc (WNET Archive)
Format: Video/quicktime
Duration: 00:28:30
-
Library of Congress
Identifier: 1833124-1 (MAVIS Item ID)
Format: 2 inch videotape
Generation: Master
Color: Color
Duration: 0:28:30
-
Library of Congress
Identifier: 1833124-1 (MAVIS Item ID)
Format: 2 inch videotape
Generation: Master
Color: Color
Duration: 0:28:30
-
Library of Congress
Identifier: 1833124-1 (MAVIS Item ID)
Format: 2 inch videotape
Generation: Master
Color: Color
Duration: 0:28:30
-
Library of Congress
Identifier: 1833124-2 (MAVIS Item ID)
Format: Digital Betacam
Generation: Copy: Access
Color: Color
Duration: 0:28:30
-
Library of Congress
Identifier: 1833124-2 (MAVIS Item ID)
Format: Digital Betacam
Generation: Copy: Access
Color: Color
Duration: 0:28:30
-
Library of Congress
Identifier: 1833124-2 (MAVIS Item ID)
Format: Digital Betacam
Generation: Copy: Access
Color: Color
Duration: 0:28:30
-
Library of Congress
Identifier: 1833124-4 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
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Library of Congress
Identifier: 1833124-4 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
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Library of Congress
Identifier: 1833124-4 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
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Library of Congress
Identifier: 1833124-5 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
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Library of Congress
Identifier: 1833124-5 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
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Library of Congress
Identifier: 1833124-5 (MAVIS Item ID)
Generation: Copy: Access
Color: Color
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Library of Congress
Identifier: 1833124-3 (MAVIS Item ID)
Generation: Master
Color: Color
-
Library of Congress
Identifier: 1833124-3 (MAVIS Item ID)
Generation: Master
Color: Color
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Library of Congress
Identifier: 1833124-3 (MAVIS Item ID)
Generation: Master
Color: Color
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- Citations
- Chicago: “Black Journal; 41; Take Back Your Mind. Part 2,” 1971-11-30, Thirteen WNET, Library of Congress, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed December 30, 2024, http://americanarchive.org/catalog/cpb-aacip-62-kp7tm72c6x.
- MLA: “Black Journal; 41; Take Back Your Mind. Part 2.” 1971-11-30. Thirteen WNET, Library of Congress, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. December 30, 2024. <http://americanarchive.org/catalog/cpb-aacip-62-kp7tm72c6x>.
- APA: Black Journal; 41; Take Back Your Mind. Part 2. 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-kp7tm72c6x