AFROCENTRICITY, Its Value, Importance, and Necessity in the Liberation, Education and Transformation of people of African descent globally. It is imperative for the well being of the Black race. TCXPI is an African-Centered Online Educational Resource Service, and Personal Transformative Vehicle that seeks to Reclaim and Affirm African Heritage and Consciousness. It is nurtured through transformation, dedication, and commitment to the AFRICAN-CENTERED Self. "Know Thy Self" Imhotep
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Wednesday, March 6, 2013
MARCH 6, 2013 CONGRATULATIONS GHANA ON 56 YEARS OF INDEPENDENCE
After the Second World War (1939-1945), things began to change in the then Gold Coast. The discrimination against educated Ghanaians in the civil service was on the increase and high positions were reserved for white men while Ghanaians became "hewers of wood and drawers of water". The European and Asian firms were also seriously exploiting the Africans. The Ex-servicemen (Ghanaian soldiers who fought in the World War), helped in another way to expose the weakness of the British.
On June 12th, 1949 Kwame Nkrumah formed a radical nationalist party - Ghana's Convention People’s Party (C.P.P) with its motto "self-government now". He was joined by Kojo Botsio, K.A Gbedemah and others.
On 9th January, 1950 the C.P.P organized a nation-wide boycott and strike for workers and the masses. The people refused to buy all British goods. Workers were warned not to cause any trouble. In the cause of the riots however, two policemen were shot dead. On January 21st 1950, Nkrumah and other leading C.P.P members including Kojo Botsio and K.A. Gbedemah were imprisoned at the James Fort Prison, Accra, on charges arising from pursuing what was termed as "Positive Action" against the Government. The imprisonment of Nkrumah made him a hero and martyr in the eyes of the people.
In 1951, the pace was set for general elections. Kwame Nkrumah was in prison when the elections were conducted. He overwhelmingly won the elections and was released by the then Governor, Sir Charles Noble Arden-Clark to head the new government. This however became the British Colony’s first African government. In March 1952, Kwame Nkrumah was designated Prime Minister. He was to appoint a cabinet, which was not to be responsible to the Governor but the Assembly.Kwame Nkrumah in June 1953 submitted proposals for a new constitution. It was upon those that the April 1954 constitution was introduced making the country virtually self-governing. This new constitution provided for an All-African cabinet from an enlarged legislature. A general election followed in June 1954 from which the C.P.P won 79 out of the 104 seats of the National Assembly.
In 1956, another election was held in response to a pledge by the British Secretary of State for the colonies that if the newly elected legislature, by a reasonable majority, passed a resolution calling for independence; a firm date for the changeover would be announced. C.P.P won 71 out of the 104 contested seats. The British Mandated Togoland also held a plebiscite to join the Gold Coast.
This action opened the way for Ghana’s Independence and on 6th March, 1957, the curtain was drawn on the old order. The country emerged as the first country in Africa, South of the Sahara to regain independence from colonial rule. A new chapter was opened in the history of Ghana. On the eve of Ghana’s independence, Kwame Nkrumah (then Prime Minister) proclaimed at the old Polo Grounds in Accra: "At long last, the battle has ended and Ghana, our beloved country is free.
For further reading, go to: http://www.ghana.gov.gh/index.php/about-ghana/ghana-at-a-glance/1237-know-more-about-ghana
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Thursday, February 28, 2013
KNOW YOUR HISTORY BOOKLIST Created by Professor James Small
by Professor James Small African World |
- African Glory -J.C. Degraft-Johnson
- African Origins Of The Major Western Religions -Yosef Ben Jochannan
- Africans At The Crossroads -Dr. John Henrik Clarke
- Before The Mayflower -Lerone Bennet, Jr.
- Black Labor, White Wealth - The Search For Power And Economic Justice -Claud Anderson, Ed. D.
- Blueprint For Black Power -Amos Wilson
- Breaking The Chains Of Psychological Slavery -Na'im Akbar
- Chains And Images Of Psychological Slavery -Dr. Na'im Akbar
- Civilization Or Barbarism -Cheikh Anta Diop
- Criminalizing A Race -Charshee C. L. McIntyre
- From "Superman" To Man -J.A. Rogers
- From Babylon To Timbuktu -Rudolph Windsor
- From Columbus To Castro -Eric Williams
- How Europe Underdeveloped Africa - Walter Rodney.
- Introduction To African Civilization -John G. Jackson
- Isis Papers -Frances Cress Welsing
- Man, God And Civilization -John G. Jackson
- Precolonial Black Africa -Cheikh Anta Diop
- Stolen Legacy -George James
- The African Origin Of Civilization -Cheikh Anta Diop
- The Afrocentric Idea -Molefi Kete Asante
- The Black Jacobins -C.L.R. James
- The Community Of Self -Dr. Na'im Akbar
- The Destruction Of Black Civilization -Chancellor Williams
- The Mis-Education Of The Negro -Carter G. Woodson
- The Philosophy & Opinions Of Marcus Garvey -Amy Jacques Garvey
- The Shaping Of Black America -Lerone Bennett, Jr.
- The Wretched Of The Earth -Frantz Fanon
- They Came Before Columbus -Ivan Van Sertima
- What They Never Taught You In History Class -Indus Khamit Kush
- Wonderful Ethiopians Of The Ancient Cushite Empire -Drusilla Dunjee Houston
Credit: Professor James Small, https://www.facebook.com/ProfJamesSmallAfricanWorld
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Wednesday, January 23, 2013
TCXPI - A LIFETIME JOURNEY
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Saturday, January 12, 2013
Happy Birthday Dr. Martin Luther King, jr.
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Tuesday, December 25, 2012
KWANZAA 2012
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Friday, December 21, 2012
THE 42 DIVINE PRINCIPLES OF THE NTRT MA'AT
(As shared on Facebook by Awo Yaa Asantewaa Ankomah)
The Neophyte's (student) ultimate
aim in Kemet was for a person to become "One with God" or to
"become like God." The path to the development of godlike qualities
was through the development of virtue, but virtue could only be achieved
through special study and effort. According to George G. M. James in his
timeless work Stolen Legacy writes: The following of the 10 virtues were sought
by the Neophyte in ancient Kemet. In the final analysis, the ancient Kemites
sought Maát or to be more correct they sought to become one with Maát, the
cosmic order.
(1). Control of thoughts
(2). Control of actions
(3). Devotion of purpose
(4). Have faith in the ability of your teacher to teach you the truth.
(5). Have faith in yourself to assimilate the truth
(6). Have faith in themselves to wield the truth
(7). Be free from resentment under the experience of persecution.
(8). Be free from resentment under the experience of wrong.
(9). Cultivate the ability to distinguish between right and wrong and
(10). Cultivate the ability to distinguish between the real and the unreal
(1). Control of thoughts
(2). Control of actions
(3). Devotion of purpose
(4). Have faith in the ability of your teacher to teach you the truth.
(5). Have faith in yourself to assimilate the truth
(6). Have faith in themselves to wield the truth
(7). Be free from resentment under the experience of persecution.
(8). Be free from resentment under the experience of wrong.
(9). Cultivate the ability to distinguish between right and wrong and
(10). Cultivate the ability to distinguish between the real and the unreal
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Monday, December 10, 2012
December 10, 2012 - BLOGGING FOR HUMAN RIGHTS DAY
“In order for us as poor and oppressed people to become part of a society that is meaningful, the system under which we now exist has to be radically changed. This means that we are going to have to learn to think in radical terms. I use the term radical in its original meaning-- getting down to and understanding the root cause. It means facing a system that does not lend itself to your needs and devising means by which you change that system.” - Ella Jo Baker
THE U.S. EDUCATIONAL SYSTEM AND AFRICAN AMERICAN STUDENTS
As an African American native of Oakland, California, a product of the Oakland
Unified School District’s (OUSD) educational system, and a mother of children
who were also students of the same system, I am aware of the weaknesses that
continue to exist with the instruction of African American children and youth.
As a child of the OUSD system, I remember reading about American history and
the building of the Americas, and how rarely were there images of African
Americans or any attention, by teachers, given to Africans and African American’s
contributions. As a parent of children in the OUSD, I observed the same lack of
African American imagery in my children’s homework assignments, teaching
instruction, and classroom settings. Overall, When it came to images of people
with the same complexion, the same hair texture, the same thick lips, the same
broad nose, as my children, family, friends and I, there were many images of
people of African descent with these features that were considered to be
savages, primitive, and uncivilized – a people that had to be “made” civilized
through the Eurocentric teachings of Christianity. The rare images that I did
observe and came to appreciate were few: Harriet Tubman, Frederick Douglass,
and Dr. Martin Luther King., Jr. I remember often wondering as a child, “Were
there only a handful of people with the same African/Black features as me that
made significant contributions to society? - Were people of my likeness vicious
beast that were un-intelligent, lazy, ignorant, etc.?” Having this mental
dilemma at such an early and impressionable age, could and would have a lasting
impact on my self-identity, my self-worth, and would lead to another
self-imposed question unanswered; “Where would I fit in society?” Had it not
been for my parents, extended family and my community teachings of the
importance of education and Black Pride; I would have so easily been able to
answer “yes” to my self-imposed questions, based on the traditional and
mainstream educational system, teaching practices, and the curriculum of the
OUSD educational system. In the same vein, when I observed the homework
assignments and projects that my children were given, they were not
representative of who they were as African Americans. My children were being
assimilated and acculturated in the same system that viewed Africans as objects
as opposed to the subjects of their existence.
Historically,
the U.S. educational system’s curriculum and teaching practices has been
culturally centered on a Eurocentric worldview, not taking into account the
various ethnicities and cultures that create these classroom settings. The
Europeans continue today to use the educational system as a crucial tool in the
advancement of white supremacy and domination. Within this cultural hegemony,
Africans and African Americans have been adversely affected by the Eurocentric
form of education. In the early 20th century, Carter G. Woodson
(1933), the Father of Negro History and Black History Month proclaimed in his
critical novel, “The Mis-Education of the Negro”, that African Americans have
been disenfranchised educationally in the United States. He explains:
“The oppressor…teaches the
Negro that he has no worth-while past, that his race has done nothing since the
beginning of time, and that there is no evidence that he will ever achieve
anything great…Lead the Negro to believe this and thus control his thinking. If
you can thereby determine what he will think, you will not need to worry about
what he will do.”
“If you teach the Negro that he
has accomplished as much good as any other race he will aspire to equality and
justice without regard to race. Such and effort would upset the program of the
oppressor in Africa and America…Let him learn to admire the Hebrew, the Greek,
the Latin and the Teuton. Lead the Negro to detest the man of African blood-to
hate himself. The oppressor then may conquer, exploit, oppress and even annihilate
the Negro…without fear or trembling.”(p.192)
"We must voice our protests on the inequalities that continue to exist in the educational system in order to perpetuate mainstream propaganda that one culture and people are superior to all others. We must allow All cultures to become grounded in their own existence." Chinue X
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Saturday, November 17, 2012
Join ASALH In Celebrating The
87th Annual Black History Month Luncheon & Featured Authors' Event
The Emancipation Proclamation and the March on Washington
Saturday, Feb 23, 2013 10:00am - 3:30pm
Washington Marriott Wardman Park Hotel
2660 Woodley Road N.W.
Washington, DC 20008
|
Mission
The mission of the Association for the Study of African American Life and History (ASALH) is to promote, research, preserve, interpret and disseminate information about Black life, history and culture to the global community.
About ASALH
Established on September 9, 1915 by Dr. Carter G. Woodson, we are the Founders of Black History Month and carry forth the work of our founder, the Father of Black History.
We continue his legacy of speaking a fundamental truth to the world--that Africans and peoples of African descent are makers of history and co-workers in what W. E. B. Du Bois called, "The Kingdom of Culture." ASALH's mission is to create and disseminate knowledge about Black History, to be, in short, the nexus between the Ivory Tower and the global public. We labor in the service of Blacks and all humanity.
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Friday, November 16, 2012
Dr. Martin Luther King Jr wrote:
“You may be 38 years old, as I happen to be. And one day, some great opportunity stands before you and calls you to stand up for some great principle, some great issue, some great cause. And you refuse to do it because you are afraid…. You refuse to do it because you want to live longer…. You’re afraid that you will lose your job, or you are afraid that you will be criticized or that you will lose your popularity, or you’re afraid that somebody will stab you, or shoot at you or bomb your house; so you refuse to take the stand.
Well, you may go on and live until you are 90, but you’re just as dead at 38 as you would be at 90. And the cessation of breathing in your life is but the belated announcement of an earlier death of the spirit.”
Well, you may go on and live until you are 90, but you’re just as dead at 38 as you would be at 90. And the cessation of breathing in your life is but the belated announcement of an earlier death of the spirit.”
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Saturday, October 13, 2012
AFROCENTRICITY IN CHILDREN AND YOUTH
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Sunday, August 5, 2012
I AM AN AFRICAN QUEEN.
I AM BIRTHED FROM THE WATERS OF THE RIVER NILE.
I AM THE MOTHER OF THE AFRICAN ANCESTORS, WHO CREATED CHEMISTRY, MEDICINE, MATHEMATICS, SCIENCE AND THE MYSTERY SYSTEMS OF
THE WORLD, JUST TO NAME A FEW OF
THE MANY CONTRIBUTIONS OUR ANCESTORS HAVE BESTOWED ON THE WORLD.
I WILL NOT BE DEHUMANIZED, DISENFRANCHISED, NOR DISRESPECTED.
I AM THE MOTHER OF WORLD AND HUMAN CIVILIZATION THAT WILL
FOREVER DEMAND TO BE PLACED ON MY ROYAL AFRICAN PEDESTAL.
I AM AN AFRICAN QUEEN.
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Sunday, July 22, 2012
BABA RUNOKO RASHIDI'S AFRICAN RIVERS
Baba Rashidi is a Pan African Scholar, Historian, Research Specialist, Author, World Traveler, and Public Lecturer that focuses on the African presence globally and the African foundations of world civilizations.
"History is a light that illuminates the past, and a key that unlocks the door to the future."
--Runoko Rashidi
RIVER NIGER 1 |
RIVER NIGER 2 |
RIVER NIGER 3 |
RIVER NILE |
THE LIMPOPO RIVER IN SOUTH AFRICA |
ZAMBEZI RIVER IN ZIMBABWE |
ZAMBEZI RIVER IN ZIMBABWE 2 |
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Saturday, June 16, 2012
HOW TO BECOME A NEW AFRIKAN
Revised
1. Know your story (Maafa, Sankofa)
2. Love Afrika, we are Afrikans
3. Take your education serious
4. Stop calling Black folks "niggers" and stop calling Black women "bitches"
5. Promote self respect and social grace
6. Decorate your living space with Afrikan art
7. Reflect Afrikan culture in your appearance
8. Do not practice or support immoral sex (i.e. lesbianism,
homosexuality, pedophilia)
9. Get rid of the poverty mentality
10. Stop using and abusing mood alternative substances (weed, alcohol,
drugs)
11. Distance yourself from negro friends and associates
12. Support Black businesses and be a quality customer
13. Understand Caucasoids are destroyers of all animal, plant, and
human life
14. Return foreign religions to Caucasoids (Christianity, Islam,
Judaism)
15. Stop being corrupt towards Black people, we have to stop lying and
stealing from one another
16. Join or work with a Black proactive non-integrationist organization
17. Fight against racism and white supremacy/reject European
images/concepts
18. Be consistent
19. Once you choose this path, stay on the path
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Tuesday, March 27, 2012
A MOTHER AND HER CHILD
A Mother and her Child is a co-existence that no one can understand. It is a co-existence that begins at the time of conception and continues until her last breath is taken. She holds that Child in her womb, nurturing, loving, and caring for it's life until the day that life makes it's introduction into the world.
From that Earth Day forward, a Mother does her best to continue to nurture, love and care for that Child with all that she has. She prays through the trials and tribulations and awaits the milestones, cherishing all accomplishments and accolades, Giving Thanks to the Creator consistently.
No Mother is ever prepared to have their Child transition before she does, especially the way that Trayvon Martin's has.
I ask the Creator Divine and the African Ancestors to guide, strengthen, carry, and hold close the Parents, Family, Friends, and Supporters of Trayvon, as we fight to see Justice in his tragic death. In the meantime, let us ALL hold our children near and dear to our hearts as we Stand Up for Trayvon Martin!
Chinue X
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Friday, March 9, 2012
OATH TO OUR ANCESTORS
By Pastor Ray Hagins
O Ancestors! Blacker than a thousand midnights…
Afrikan Ancestors! It is to YOU that we, your children, give respect and honor.
O Ancestors! We call upon YOU and welcome you in this place…
Afrikan Ancestors! Let your presence fill this place.
O Ancestors! Who have been purposely excluded from the history books, so that the world would not know of your greatness…
Our Afrikan Ancestors! Who gave civilization to the world…
Our Afrikan Ancestors! Who gave the arts to the world…
Our Afrikan Ancestors! Who gave music to the world…
Our Afrikan Ancestors! Who gave the sciences to the world…
Our Afrikan Ancestors! Who gave mathematics to the world…
Our Afrikan Ancestors! Who gave medicine to the world…
Our Afrikan Ancestors! Who gave literature to the world…
Our Afrikan Ancestors! Who gave philosophy to the world…
Our Afrikan Ancestors! Who gave God consciousness to the world…
O Ancestors! We thank you for devoting your life to make a future for us, your children, grand children, and great grandchildren.
Now, stand with us; strengthen us; guide us; teach us, and protect us from the snare of our enemies!
Rise up, O Afrikan Ancestors, and let our enemies be scattered! And give us the wisdom and the boldness to deal with our oppressors and those who would hinder the liberation and empowerment of our people.
Rise up, O Afrikan Ancestors, and live in us.
We will not fail to honor you;
We will not fail to respect you;
We will not fail to hear you;
And we will NOT betray you!
Ase’
By Pastor Ray Hagins
O Ancestors! Blacker than a thousand midnights…
Afrikan Ancestors! It is to YOU that we, your children, give respect and honor.
O Ancestors! We call upon YOU and welcome you in this place…
Afrikan Ancestors! Let your presence fill this place.
O Ancestors! Who have been purposely excluded from the history books, so that the world would not know of your greatness…
Our Afrikan Ancestors! Who gave civilization to the world…
Our Afrikan Ancestors! Who gave the arts to the world…
Our Afrikan Ancestors! Who gave music to the world…
Our Afrikan Ancestors! Who gave the sciences to the world…
Our Afrikan Ancestors! Who gave mathematics to the world…
Our Afrikan Ancestors! Who gave medicine to the world…
Our Afrikan Ancestors! Who gave literature to the world…
Our Afrikan Ancestors! Who gave philosophy to the world…
Our Afrikan Ancestors! Who gave God consciousness to the world…
O Ancestors! We thank you for devoting your life to make a future for us, your children, grand children, and great grandchildren.
Now, stand with us; strengthen us; guide us; teach us, and protect us from the snare of our enemies!
Rise up, O Afrikan Ancestors, and let our enemies be scattered! And give us the wisdom and the boldness to deal with our oppressors and those who would hinder the liberation and empowerment of our people.
Rise up, O Afrikan Ancestors, and live in us.
We will not fail to honor you;
We will not fail to respect you;
We will not fail to hear you;
And we will NOT betray you!
Ase’
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Sunday, February 19, 2012
Beautiful Black Stars of Our Black Consciousness Sky 02/21 by Harambee Connection | Blog Talk Radio
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Saturday, February 11, 2012
YEMOJA
Stinson Beach, California Taken February 6, 2011 by Chinue X |
Yemoja, mother of the fishes,
Mother of the waters on the earth.
Nurture me, my mother
Protect and guide me.
Like the waves of the ocean,
wash away the trials that I bear.
Grant me children.
Grant me peace.
Let not the witches devour me.
Let not evil people destroy me.
Yemoja, mother of all,
Nurture me my mother.
This prayer to Yemoja is published in
Mother of the waters on the earth.
Nurture me, my mother
Protect and guide me.
Like the waves of the ocean,
wash away the trials that I bear.
Grant me children.
Grant me peace.
Let not the witches devour me.
Let not evil people destroy me.
Yemoja, mother of all,
Nurture me my mother.
This prayer to Yemoja is published in
"The Handbook of Yoruba Religious Concept,"
Authored by Bab Ifa
Karade.
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Friday, January 27, 2012
ON THIS DAY OF NIA (PURPOSE) - BEFORE WE CAN
BECOME ONE IN AFRICAN
SOLIDARITY, WE MUST
REMOVE THE SHACKLES THAT BIND OUR AFRICAN
MINDS,
HEARTS, AND SPIRITS!
"AFRICANS, FREE THYSELF IN ORDER, TO KNOW
THYSELF, IN ORDER TO HELP THYSELF"!
Chinue X - 1/27/2012
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Thursday, January 26, 2012
AFRICAN-CENTERED BOOK LIST
AFRICAN CHILDREN READING LIST
- Verna Aardema, Koi & The Kola Nuts
- Veronica Ellis, Afro-Bets First Book About Africa
- Michael Faul, The Story of Africa and Her Flags to Color
- Muriel Feelings, Jambo Means Hello and Moja Means One
- Virginia Hamilton, The People Could Fly
- Arthur Lewin, Africa is Not a Country, It's a Continent
- Sundaria Morninghouse, Harbari Gani? What's the News?
- Sherley Anne Williams, Working Cotton
- Jane Yolen, Encounter
AFRICAN YOUTH READING LIST
- Chinua Achebe, Things Fall Apart
- S.E.Anderson, The Black Holocaust for Beginners
- Na'im Akbar, Chains and Images of Psychological Slavery and [color=red]VISIONS[/red] for BLACK MEN
- Akil, From Niggas to Gods, Part One
- Chike Akua, A Treasure Within
- Molefi Kete Asante, Classical Africa
- Ayi Kwei Armah, Two Thousand Seasons
- Mwalimu Baruti, The Sex Imperative
- Anthony Browder, From the Browder Files
- Octavia Butler, Parable of the Sower
- James Cameron, A Time of Terror
- John Henrik Clarke, Africans at the Crossroads
- Gaidi Faraj, Ourstory: Afrikans from Antiquity to the 21st Century
- Sam Greenlee,The Spook Who Sat by the Door
- Asa G. Hilliard, Larry Williams and Nia Damali (eds), The Teachings of Ptahhote
- Jacqueline Johnson, Stokely Carmichael
- Indus Khamit-Kush, What They Never Told You in History Class
- Zak A. Kondo, The Black Student's Guide to Positive Education and His-storical Lies and Myths that Miseducate Black People
- Joseph Marshall, Street Soldier
- Patricia & Frederick McKissach, Rebels Against Slavery
- Erriel D. Roberson, The Maafa & Beyond
- J.A.Rogers, Great Men of Color, Vols. I & II
- Sister Souljah, The Coldest Winter Ever
- Carter G. Woodson, The Miseducation of the Negro
- Amos N. Wilson, The Falsification of Afrikan Consciousness
- Bobby E. Wright, The Psychopathic Racial Personality
- Malcolm X, The Autobiography of Malcolm X
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Tuesday, January 17, 2012
WHAT WOULD DR. MARTIN LUTHER KING, JR. SAY TODAY?
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