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| socially and historically constructed concept that describes an unequal relationship between socio-cultural groups based on and reinforcing disparate access to power and resources |
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| based loosely on national/tribal origins, involves range of customary practices including language religions, philosophy, food, and dress that contribute to individual and group identity formation. |
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| much more than Marx's definition of relationship to the means of production, it involves one's individual behaivor, one's basic assumptions; how wer are taught to behave, what you expect from yourself and from others (exceptions); your concept of a future; how you understand problems and solve them; how you think, act, feel |
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| set of social relations that give rise to a type of economics that focuses on the relationship between labor and capital through the means of production and the accumulation of profit |
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| Artificial construct dividing peoples, lands, and cultures, military enforced |
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| Anthropologist Mary Louise Pratt's term: refers to space of colonial encounters, the space in which peoples that have been geographically and historically separated come into contact with each other and establish on going relationships, usually involving coercion, radicl inequality, and intractable conflict |
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| biological identity of a person |
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| socially learned behaviors and expectations associated with men and women |
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| categorizes groups of people who share a common or distinctive racial, national, religious, linguistic, or cultural heritage |
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| the idea that numerous distinct ethnic, religious, and/or cultural groups are present and should be tolerated within a society because of the belief that such a condition is desirable or socially beneficial. |
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| institutionalized condition of unfreedom-- often based on a combination of race, sex, class, and ethnic status--that severely constrains the protection of rights, liberties, and privileges enjoyed by others and renders one relatively powerless with in a society |
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| a set of actions, often thought to have symbolic value, the performance which is usually prescribed by a religion, or by the traditions of a community, through religious or political laws because of the perceived efficacy of those actions. |
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| stories that give meaning or understanding to a particular group |
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| belief in the preeminence of Europe and Europeans; considering all other cultures in light of European culture and basing their relative worth/success in terms of their closeness to or deviation from European culture, rather than having them stand as their own cultural entities with their own internal measuring mechanisms |
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| the social or educational theory that encourages interest in many cultures within a society rather than exclusively in the mainstream culture |
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| increased interaction of disparate peoples around the globe due to advances in technology--especially in transportation-- that brought about major social changes, particularly in the religion and philosophy, and that undermined a secure and comprehensible view of the world |
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| Complex and Dynamic process used to negotiate how we associate ourselves with a particular group of persons |
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| Consists of the attempt to reconcile disparate or contrary beliefs, often while melding practices of various schools of thought |
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| The policy of extending a nation's authority by territorial acquisition or by the establishment of economic and political hegemony over other nations |
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| the cultural, intellectual, social, and political processes whereby a regtime shift initiates a changed relationship between a colonizing power and its former colony |
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| evaluating other people and their cultures by standards of one's own culture |
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1) Individual
2) Identity
3) insitutional
4) Ideological |
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| 3 References People Mean when they refer to hiphop |
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1) Culture and lived experience
2) form of popular music (developed out of these cultures and experiences)
3) An attitude (a way of being/acting in the world through a various time frame; generational) |
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1) Participatory
2) Pleasure
3)Pain-working through sadness, not denying it
4) Protest- when you've reached the edge of things
5)Politics-make a change in the world |
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| 4 Foundational Elements of Hiphop |
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1) B-boying (breakdancing)
2)DJ-ing
3)Graffiti
4)Rapping & Beatboxing |
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| 3 Aspects of Hip-Hop Generation |
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1) Material Acquisition ("get yours")
2) General optimism & belief in possibility
3) skepticism about authority |
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| Characteristics of Hip-Hop Generation |
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1) Material acquisition (want stuff b/c we deserve it and can make it)
2) General optimism and possibility (Reagan Era)
3) Skepticism about authority (limited smaller government; loss of faith in our institutions)
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| 4 Reasons why Hip-hop is important |
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1) It brought out innovations in recorded sound
2) Brought to popular music narrative lyrics
3) Brought potentially rich portrait of African American culture to white and even some blacks
(Reach wider audience)
4) Presents a much greater political possibility
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| 3 Different Concepts when talking about Hip-hop |
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1) culture and lived experience (group of related art forms visual, sounds, movement that were practice in Afro-Caribbean and Latino communities in the 1970’s) purist; 4 aspects break dancing, graffiti, DJ, rapping
2) Form of popular music that developed out of the lived experience and ended up in NYC 1970’s, mixed with an all ready preexisting recording industry
3) Refers to an attitude a way of being and acting in the world comes in a certain generational timeframe
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7 Aspects of Hip hop in culture
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- Rap music
- Film (City of God)
- Fashion
- Dance
- Art (graffiti, album covers, video games, etc.)
- Language
- Literature
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- 1) Conflates representation with reality; blurs the line between what is real and what people are claiming to be real; by offering wider range of black experience
- 2) Takes capitalistic principles; system that turns out and to get as much as you can, “Greed is good”
- 3) Promoted never ending consumption, if some is good more is better
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4)The danger it represents to putting black culture into the mainstream; why would we want to integrate into a system that is already corrupt, we can be better than that
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| Things we can do now to change Hip-hop |
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- 1) Be skeptical of the “so-called” market: we are the market; when there’s money or profit involved be extra careful
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2) Find alternatives to the “so-called” market as much as possible; can’t consume our way out of problems
- 3) Hold standards of consuming Hip-hop to the standards that you have in your own life and relationships
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4) Reassess that music and culture plays in your political and intellectual life
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| the desire and practice of uniting all blacks around the world; major opponent European |
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Slavery/slave trade brought on forms of resistance and rebellion
The Civil Rights Movement in the United States refers in part to a set of noted events and reform movements in that country aimed at abolishing public and private acts of racial discrimination and racism against African Americans between 1954 to 1968, particularly in the southern United States. |
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1896 you can deny black use if an equal and separate sanction was set up (segregation) separate but equal.
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| Brown vs. Board of Education |
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In Topeka, Kansas (1954) overturned plessy vs ferg.
by declaring that state laws that established separate public schools for black and white students denied black children equal educational opportunities (Violation of 14th Ammendment:anyone born in the united states cannot be denied the rights of citizenship equal protection clause)
Sparked integration in public schools
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| Reconstruction Ammendments |
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13th 1865 outlawed slavery grants the right for black the right to marry blacks could testify in courts
14th anyone born in the united states cannot be denied the rights of citizenship equal protection clause
15th does not grant blacks the right to vote because of things like poll taxes and tests |
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laws passed mainly in the rural Southern states in the United States to limit the civil rights and civil liberties of African Americans. These laws put different limitations on blacks
Ex: blacks the right to vote because of things like poll taxes and tests
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Marcus Garvey (1887 Jamaica): descendent of Maroons (runaway slaves) 1931 founder of UNIA universal negro association
Basic goals: establish a fraternity among the race, uplift confidence and pride, reclaim the fallen, materially assist the needy
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Dispersion of any people from their original homeland
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| movement of Africans and their descendants to Americas, to Europe, the Middle East and more. Particularly to the descendents of the Black Africans enslaved and shipped to America by the Atlantic Slave Trade |
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| Happened in the 1800's in the United States to abolish Slavery |
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| The Black Freedom Movement |
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| a freedom struggle that included a series of protests in the late 1950's that started with Rosa Park's bus boycott (1956) the movement had civil rights goals and national leadership, but also generated its own local institutions and leadership seeking economic and political reforms that went beyond the legislation sought by the major preexisting civil rights organizations. |
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- are a type of group action.
- large informal groupings of individuals and/or organizations
focused on specificpolitical or social issues, on carrying out, resisting or undoing a social change.
Ex: Rosa Park's bus boycott |
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| An organized response to a social movement, with the purpose of blocking the movement's activities, resisting change, and presenting alternative points of view. |
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| Centered in Harlem in the 1920s-1930s, the Harlem Renaissance was a period in which African Americans created great literature and art. They wrote poetry, prose, plays, and novels. The literature ranged in subject, but race and racial identity was a common theme. |
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| A personals orientation or preference |
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| Another name for the Harlem Renaissance |
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| written or spoken communication or debate |
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a written account by an escaped or freed slave of his or her experiences of slavery.
the slave narrative appeared as an important kind of abolitionist literature in the period preceding the Civil War
showed how slaves persevered and fought for their own freedom |
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| are the leaders and supporters of the social movement; they have a target |
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those who oppose a social movement
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| a person who is present at an event or incident but does not take part. |
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1) to refer to social processes and events which do not reflect existing social structure (laws, conventions, and institutions), but which emerge in a "spontaneous" way.
2) defined as action which is neither conforming nor deviant Collective behavior, a third form of action, takes place when norms are absent or unclear, or when they contradict each other.
ex: girls using the word "like" while talking |
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| an objective or result toward which efforts are directed |
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| an action or strategy carefully planned to achieve a specific end. |
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| a plan of action or policy designed to achieve a major or overall aim |
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- forms part of social movement
-It stresses the ability of movement's members to acquire resources and to mobilize people towards the furtherance of their goals.
-it is a core group of sophisticated strategists that works towards harnessing the disaffected energies, attracting money and supporters, capturing the media’s attention, forging alliances with those in power, and creating an organizational structure.
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| Political Opportunity Structure |
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this is the necessary goods for a movement to succeed with a political back up in order to reach its goals.
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he was a courageous advocate for the rights of African Americans, a man who indicted white America in the harshest terms for its crimes against black Americans.His detractors accused him of preaching racism and violence.
Spent his life giving powerful speeches to Black America relaying the message to fight for freedom |
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activist and prominent leader in the African-American civil rights movement. His main legacy was to secure progress on civil rights in the United States.
worked to end racial segregation andracial discrimination through civil disobedience and other non-violent means |
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-was an American civil rights activist, Pan-Africanist, sociologist, historian, author, and editor
1st black PHD from Harvard, the talented tenth: In any population you have a tenth of the group that achieves the highest in that group/or of anyone, to serve as a model for the 90% less talented blacks to show what you could strive for, works to undermine the idea of superiority and imposed inferiority; against nuclear; peace movement; joined communist party; renounces citizenship and moved to Ghana; born
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| spent $17,000 to help establish homes and distribute food, established 4,000 schools and 100 hospitals for former slaves. This Bureau also helped freedmen find new jobs. |
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· The mechanism through which individuals understand what is happening to and around them
· Identify the problems and define a plan to solve those problems
· Will it be a collective frame or an individualist frame
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· Conflict- this group is opposed to that group and how do we use that action to figure out strategy
· Consensus- Bringing everyone’s ideas together and making everyone agree
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| Political Opportunity Structure |
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· The idea that resource mobilization is good and necessary, but is not sufficient for meeting to aims of a social movement. It also needs political backup or opportunity to achieve its goals.
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