Arts and Culture

The Harlem Renaissance: A Cultural Awakening

The likes of Paul Robeson, Ethel Waters, and Florence Mills brought talent to the stages of theaters in Harlem and beyond. Publishing houses, particularly Alfred A. Knopf, Harcourt Brace, and Boni & Liveright, opened their doors to Black authors. The African American experience was being documented, sparking the birth of new literary traditions.

Published

5 years ago

February 14, 2022

Oakland Post

Three Harlem women, The Gay Northeasterners photo by James Van Der Zee, c. 1930. Courtesy Donna Van Der Zee.

By Tamara Shiloh

The 1920s was a decade of general liberation. Change was taking place throughout pockets of Black America, and New York City’s Harlem was at the helm.

It was there that Duke Ellington and Louis Armstrong flooded nightclubs with the sounds of jazz. Literary talents including Langston Hughes, Countee Cullen, Zora Neale Hurston, and Willis Richardson penned poetry and prose and stage plays reflecting the Black experience. Augusta Savage created sculptures and opened doors for other Black artists. She would later establish the Savage Studio of Arts and Crafts and become one of Harlem’s most influential teachers.

Harlem’s streets bustled around the clock as its population swelled. A movement was on the rise. A cohort of talented African Americans was finally being noticed. The Harlem Renaissance, described by some historians as “the golden age in African American culture,” was in full swing.

Meanwhile, significant cultural activity was brewing in Washington DC, Chicago, and Boston.

While the renaissance was not confined to Harlem, it was a magnet for intellect and talent and served as the symbolic capital of this cultural awakening. During the 1880s, Harlem had been a neighborhood for upper-class Whites. By the early 1900s, overdevelopment led to empty buildings. Owners were losing money and had to fill them. This meant renting to Blacks.

A few middle-class Black families from the Black Bohemia neighborhood moved to Harlem. Others quickly followed. From unskilled laborers to the educated middle-class, Harlem at that time boasted the largest concentration of Blacks in the world. All along, angry White residents fought back but failed, eventually deserting the area. This population shift would lead to a Black Pride movement.

The Harlem Renaissance was a phase of a larger New Negro movement that emerged in the early 20th century. The New Negro Movement of the 1920s promoted a renewed sense of racial pride, cultural self-expression, economic independence, and progressive politics. But this pride in and control over how the Black experience was represented began to fizzle out with the stock market crash of 1929 and The Great Depression.

In 1933, when Prohibition ended, White patrons no longer sought out the illegal alcohol in Harlem’s clubs. This forced many entrepreneurs and other residents to look for work as the population continued to increase. The Harlem Race Riot of 1935 broke out following rumors of the arrest and beating of a young shoplifter. This was the death of the golden age.

The Harlem Renaissance changed how America and the world viewed African American culture. It was a time of optimism and revitalization, and its impact remains alive today.

To learn more about the golden age in African American culture, read Nathan Irvin Huggins’ “Harlem Renaissance.”

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Activism

Black-Owned Nonprofit Gameheads Expands Youth Opportunities with New Gameheads KIDS Summer Program

Throughout the five-week experience, students will explore Scratch coding, digital illustration using drawing tablets, storytelling, technical art, animation, board games, arts and crafts, physical movement, and STEAM-based learning that encourages creativity, collaboration, and problem-solving.

Published

1 month ago

July 12, 2026

Oakland Post

Gameheads Student Ethen Gibbs will attend UC Santa Cruz this Fall, Damon Packwood Co-Founder of Gameheads, Student Yahn Mae McCallum will attend UC San Diego this Fall. Photo Credits by: Jonathan Fitness Jones.

By Dr. Maritony Jones

OAKLAND, Calif. — For more than a decade, Oakland-based nonprofit Gameheads has been transforming the lives of young people by turning a passion for video games into pathways toward careers in technology. This summer, the Black-led organization is expanding that mission by launching Gameheads KIDS, a new five-week program designed to inspire children ages 8 to 11.

Running July 13 through Aug. 13, the Kids summer program introduces children to coding, digital art, storytelling, animation, and game design through hands-on activities that encourage creativity, teamwork, and critical thinking.

Founded more than 12 years ago by Damon Packwood, Co-Founder and Executive Director, Gameheads was created to bridge the opportunity gap facing many Oakland youth despite living in the heart of the world’s technology capital. Mr. Packwood, whose background includes leadership roles with Juma Ventures, Hack the Hood, and Upward Bound, has dedicated his career to making technology education accessible to young people from underserved communities.

“Parents are using apps, tablets, and online games to provide children with digital literacy skills. But, some of these platforms have predatory models that are not in a child’s best interest,” said Packwood. “By combining analog and digital activities that are disconnected from the internet, we can provide that very same experience in a safe, child-friendly, and most of all fun environment.”

Packwood’s vision has grown into a nationally recognized nonprofit that connects students with nearly 200 volunteer mentors from the gaming and technology industries, including professionals who have contributed to games like Minecraft and Marvel’s Spider-Man. Through partnerships with companies such as Sony PlayStation, Microsoft Xbox, Autodesk, and other industry leaders, Gameheads has helped prepare students for successful careers in technology, with many graduates earning $75,000 to more than $100,000 in entry-level positions.

Now, Gameheads is introducing those opportunities even earlier.

Learning Through Play

The new Gameheads KIDS program is built on the belief that children learn best through play. Instead of simply playing video games, campers will discover how games are imagined, designed, and created while developing skills that extend far beyond the screen.

No previous coding or gaming experience is required—just curiosity and a willingness to learn, organizers say.

Gameheads Program Manager Randi Dean says the program is about creating opportunities that can shape a child’s future.

“I believe in the mission of Gameheads, and that is what has drawn me to them,” Mrs. Dean said. “We give young people opportunities to change the trajectory of their lives and break away from predetermined narratives.”

Families interested in enrolling are encouraged to register soon, as space is limited.

Gameheads KIDS Summer Program (Pilot Program)

Dates: July 13 – Aug.13/ Schedule: Monday–Thursday, 9 a.m.–4 p.m.

For registration and more information, visit GameHeadsOakland.org or email damon@gameheadsoakland.org

More than a summer camp, Gameheads KIDS is an investment in Oakland’s future—giving young minds the confidence, creativity, and technical skills to imagine new possibilities and become tomorrow’s innovators.

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Alameda County

Lower Bottom Playaz Presents Lee Blessing’s ‘Going to St. Ives’

Played by Dr. ayodele nzinga, May N’Kame, the mother of a deadly African dictator, travels to England to see Dr. Cora Gage (Teresa Foss) about medical treatment for her failing eyesight. But what she really wants is a poison to assassinate her son. Gage is then put in a personal dilemma to either uphold her vow to ‘do no harm,’ or help put an end to the atrocities the dictator visits on his people.

Published

2 months ago

July 5, 2026

Oakland Post

Oakland’s oldest North American African theater company presents a story of race, women, violence, and empire.

By Cat Brooks, Special to The Post

The Lower Bottom Playaz 27^th season will kick off on July 9 with “Going to St. Ives,” a play by Lee Blessing.

Directed by playwright, actress, and community advocate Cat Brooks, the play by Lee Blessing is the story of two impressive women brought together by the personal and divided by the political, as both seek to accomplish the greatest good.

“While the Empire’s location is fictional, a very real genocide is happening in the Congo right now that many of us are ignoring,” Brooks observed. “We set this play there in hopes of utilizing theater to make audiences aware of injustices moving in places and amongst people that mainstream media omits from its headlines.

“In these times, it is more important than ever that theater do more than just entertain. It must tell tales that ignite us into action.”

Also explored in Going to St. Ives are themes of motherhood and sacrifice. What does it cost mothers to raise sons only to lose them to the violence of the world? What experiences are shared amongst mothers across race, class, and country?

“Going to St. Ives examines the weight of privilege against the cost of ‘being responsible’ in a world carved by colonialism, greed, and loss in a high-stakes chess game between two women with only one thing in common,” said nzinga who is also the artistic director of Lower Bottom Playaz.

The play was first performed in 1997 in Seattle, eventually enjoying a highly praised off-Broadway run in New York in 2005.

For this production, Lower Bottom Playaz is partnering with non-government organizations that focus on raising awareness and providing support to displaced refugees across the diaspora, emphasizing community solidarity and collective action.

“Going to St. Ives” premieres on July 9 at BAM House in the Sister Thea Theater, 1540 Broadway, Oakland, CA 94612. All performances are scheduled through July 26 on Friday and Saturday at 8 p.m. and matinees on Saturday and Sunday at 2 p.m. For tickets and more information, please visit http://www.lowerbottomplayaz.com/. Reservations: 510 332-1319, leave a message.

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Activism

‘The Oakland Street Academy Saved My Life’

The first time a teacher pulled up a chair to sit next to me to help me out, I panicked because no adult had ever sat so close to me in any kind of a caring or helping way. My English teacher, Kitty (Epstein), would make the biggest impact in my life. I didn’t know then what it meant to have a teacher who would care about me enough to spend her precious time with me even through all of my frustration about learning and thinking the whole time I couldn’t learn anything because I thought I was stupid.

Published

2 months ago

July 5, 2026

Oakland Post

Mural at the Emiliano Zapata Oakland Street Academy, an alternative high school in the Oakland Unified School District, located at 417 29th St. in Oakland. Phone: (510) 874-3630.

By Ze Segundo, Special to The Post

This is an autobiographical statement by a former Street Academy student who overcame many obstacles in the1970s, attended S.F. State University, and built a successful life for herself.

I was born and raised in Oakland, living in a household with a single mother and eight children. My life was chaotic: I never felt loved, never hearing the words, “I love you.”

I was 4 years old when all of us were sent to foster homes. There, my little sister and I were tortured. I believe we were there a little over a year.

When we finally returned home to our mother, she had a new husband who was very abusive to all of us including my mother.

I and my other sisters were sexually abused by two uncles and my big brother. I remember my uncle choking me and telling me if I told anyone, he would kill me and my little brother – so I didn’t tell. I was terrified of him. I tried to stay away from him as much as possible, but that’s kind of hard to do when a sexual predator lives with you.

My mother would have parties on the weekends where there would be many people drinking and fighting. The police were often at my home. I hated Sunday mornings because my mother would make us kids clean up after the parties. The house had the stench of cigarettes and booze.

Having to clean up other people’s vomit made me sick to my stomach. This is when I started to drink myself. Taking sips of leftover alcohol in glasses and beer cans. That would be the start of my alcoholism.

I started cutting myself when I was 11 years old and didn’t know why. I think it was because it made me feel something different and somehow made whatever I was feeling go away for the moment.

I didn’t have many friends and didn’t have any social skills. I was very shy and withdrawn. In my early teen I couldn’t look people in the eyes. If I was walking down the street and someone was walking towards me, I would purposely cross the street, so I didn’t have to have contact with them.

I was terrified of the world around me. I didn’t even talk to my mother much because I didn’t know what kind of mood she would be in. I learned to stay silent and stay away from her.

My grandmother lived in Hayward; my sister, brother and I took a bus from Oakland to attend junior high school there. Because I didn’t have any social skills, the kids would tease me and bully me. I had to fight a lot, so much that my brother and I were kicked out; they didn’t want any of us in their schools.

After we were kicked out of the school district, I tried to attend a junior high in Oakland, but the noise in the classroom overwhelmed me. The sounds rumbled in my ears.

Again, I was bullied and teased. So, I stopped going to school. I would leave the house with my brothers and sisters but didn’t set foot into any classroom after that. I just wandered the streets until it was time to go home.

It was a very chaotic home life, and I was a severely abused child, overwhelmed with everything around me.

When I was 15, a social worker talked to my mother about sending me to Oakland Street Academy. My mother thought it was a continuation school, where the worst students went.

I didn’t want to go to Street Academy, fearful of being bullied again, but I was tired of hanging out in the street all day. I thought the Street Academy was strange, a school that took over an old furniture store building. It was an open floor plan with partitions that sectioned off classes.

During class, we could hear the buses go by and people talking as they were walking by. I was still painfully shy and withdrawn. I would show up to school early, so I didn’t have to walk past other students in the classroom. I didn’t speak to any students and barely spoke to the teachers. Even when class was going on, I would sit across the room in a small chair and table between two lockers.

I isolated myself from the rest of the class, not really knowing why, but that’s where I sat. I had a third-grade reading level at age 15 and couldn’t spell much at all.

Kitty told me that I could learn, and that there were no stupid students. I remember one time a small group of students walked to fast food restaurants just to read the menu because reading anything is better than reading nothing at all.

Kitty didn’t give up on me – so, I didn’t give up on myself.

School was difficult for me because so many things were going on at home. It was hard for me to focus, but the teachers were really patient with me. Street Academy empowered students by teaching Chicano studies and Black studies. We were learning about our own histories and cultures. Street Academy students participated in demonstrations like the United Farm Workers grape boycott of the mid-1970s. We learned that we could make a difference with our voices. It was a great self-esteem builder.

In many ways, Street Academy saved my life because I was going nowhere.
The minute I set foot into that school I knew it was something special. It took me four years to graduate because I was so far behind in my schooling, and I was dyslexic.

When I left Street Academy, I was reading college material and attended San Francisco State University. I was the first in my family to graduate high school and the first to go to college. As a 15-year-old with CPTSD (Complex Post-Traumatic Stress Disorder), I accomplished what I thought would never happen to me.

I am grateful to the school’s staff and what Street Academy stands for. Schools and teachers should treat students like human beings, care about them, spend a little extra time, believe in them, and they will believe in themselves because you never know what students are going through and what they have experienced in their past that affects their learning.

There are no stupid kids, bad kids, or lazy kids, only kids who need to be understood and loved. Street Academy gave all of that to me.

During the 1970s, Ze Segundo attended the Oakland Street Academy, an Oakland Unified School District school now known as Emiliano Zapata Street Academy located at 417 29^th St. in Oakland.