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Anchoring Organizations for Reparations Task Force Hold Public ‘Listening Sessions’

“This is one of two, free official-sponsored listening sessions that the task force has asked us to do,” said Chris Lodgson, an Elk Grove resident and CJEC member. “This will definitely help us get an accurate account (of the harms) done to Black people in this state.” CJEC is a state-wide coalition of organizations, associations, and community members united for reparations for the descendants of enslaved Black American men and women.

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Dr. Jovan Scott Lewis, left, chair of the Department of Geography at the University of California Berkeley and Donald Tamaki, Esq., an attorney best known for his role in the reopening of the Supreme Court case Korematsu v. the United States, are both members of the California Task Force to Study and Develop Reparations Proposals for African Americans (Photo by Antonio Ray Harvey).
Dr. Jovan Scott Lewis, left, chair of the Department of Geography at the University of California Berkeley and Donald Tamaki, Esq., an attorney best known for his role in the reopening of the Supreme Court case Korematsu v. the United States, are both members of the California Task Force to Study and Develop Reparations Proposals for African Americans (Photo by Antonio Ray Harvey).

By Antonio Ray Harvey, California Black Media

The Coalition for a Just and Equitable California (CJEC), a reparations advocacy group, is inviting residents of Northern California to attend a “Listening Session” to discuss reparations.

The meeting will be held in Oakland on Saturday, May 28 from 1 p.m. to 4 p.m.

With the support of the California Task Force to Study and Develop Reparations Proposals for African Americans and the state’s Department of Justice (DOJ), the event, open to the public, will be held at the California Ballroom, located at 1736 Franklin St.

“This is one of two, free official-sponsored listening sessions that the task force has asked us to do,” said Chris Lodgson, an Elk Grove resident and CJEC member. “This will definitely help us get an accurate account (of the harms) done to Black people in this state.”

CJEC is a state-wide coalition of organizations, associations, and community members united for reparations for the descendants of enslaved Black American men and women.

The Oakland meeting is one of a series of listening sessions that will be hosted by Reparations Task Force anchor organizations across the state. Seven “anchor organizations” have been selected to partner and host the gatherings in conjunction with the task force.

The listening sessions are designed to ensure certain communities in the state provide their thoughts and concerns about the work the task force is doing.

Each organization will help the task force evaluate California’s role in slavery and Jim Crow discrimination — and follow that work up with developing resolutions to compensate African Americans for past and ongoing race-based injustices.

Task force members expected to attend the Oakland session are Dr. Jovan Scott Lewis, chair of the Department of Geography at the University of California Berkeley and vice-chair Dr. Amos Brown, a civil rights leader and pastor of Third Baptist Church in San Francisco whose journey to leadership started under the tutelage of Dr. Martin Luther King Jr. in the 1960s.

Lewis has just published the book, “Violent Utopia: Dispossession and Black Restoration in Tulsa.” Lewis, a Jamaican-born scholar, retells details of the 1921 Tulsa race massacre and paints a picture of its aftermath. His book traces the history of Black Oklahomans from the post-Reconstruction migration of formerly enslaved people to that state’s Indian Territory to contemporary efforts to rebuild Black prosperity.

The monograph focuses on how the massacre in Tulsa’s Greenwood neighborhood, colloquially known as “Black Wall Street,” diminished the spirit of freedom and derailed progress African Americans had begun to make.

Scott told Los Angeles-based Politics in Black, a podcast hosted by reparations advocates Chad Brown and Friday Jones, that his purpose is to listen to the residents of Oakland and supply them with background information about the Task Force.

The Task Force will submit its first report to the California Legislature in June. The 13-chapter document will detail the committee’s findings thus far and include recommendations related to them.

“It’s important to know that these are preliminary recommendations. The actual work of coming up with reparations recommendations is what we’re going to be doing for all the issues (for the final report in 2023),” Scott told Brown and Jones. “I am really looking forward to having the conversations that we will have over the next several months around compensation. Reparations are compensation, and from day one, my position has been cash-based reparations.”

Gov. Gavin Newsom signed Assembly Bill (AB) 3121 into law in 2020. California Secretary of State Shirley Weber authored the legislation establishing the task force when she was a member of the State Legislature. The committee is charged with studying slavery and its lingering effects on African Americans with a “special consideration” for descendants of persons enslaved in the United States, the bill language instructs.

AB 3121 also requires members to recommend what compensation should be, who should receive it, and how it should be paid. A panel of economists contracted by the task force will provide their perspective on the financial aspects of compensation and its impacts.

Lodgson also urges members of the community to “share their experiences” with anchor organizations such as the Black Equity Collective, Afrikan Black Coalition, Black Power Network, Congregations Organized for Prophetic Engagement (COPE), and Othering and Belonging Institute.

Marcus Champion, a board member for the National Assembly of American Slavery Descendants Los Angeles (NAASDLA) and CJEC will also speak at the listening session in Oakland.

Kellie Farrish, a professional Bay Area genealogist and member of the Association of Professional Genealogists, will join Champion at the session. She has 20 years of experience working with African American families descended from slavery, piecing together their broken family histories.

“These listening sessions are important and probably the center, the core part, of the task force’s community engagement process,” Lodgson said. “This is one of the more important ways that the community can learn about reparations in California. This is the way to get the word out to the people from seven organizations.”

The Listening Session at the California Ballroom is free. For more information, visit TWITTER: @cjecofficial or inquire at CJECOfficial@gmail.com

Activism

OPINION: Why the N-Word Should Be Eliminated from Schools: A Call to Educators, Parents and Students

The N-word’s use in schools, intentionally or otherwise, preserves a cycle of racial abuse, degradation, and discrimination which are violations to the dignity of African American students.  Its usage perpetuates a legacy of hate and is a dignity violation that makes it a pressing issue for educators to address. Not addressing use of the N word in school contradicts the principles of equity and inclusion that educational institutions strive to uphold. 

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Zetha Nobles. Courtesy photo.
Zetha Nobles. Courtesy photo.

By Zetha A. Nobles,

The presence and rampant use of the N-word in educational settings poses significant challenges to the social-emotional learning (SEL) and psychological well-being of students and teachers.

The historical and contemporary usage of the N-word carries deep-seated racial connotations and trauma, making it imperative to address its impact in the school environment.

Here’s why the N-word should be eradicated from schools and its detrimental effects on SEL and psychological health.

Historical Context and Significance

The use of the N-word is considered a severe violation of dignity due to its deeply hurtful and dehumanizing nature. The N-word is historically rooted in a long and sordid history of racism, oppression and dehumanization.

It was and is used to dehumanize, degrade, demean and denigrate African American people. Its historical presence is marked by extreme violence and pernicious systemic oppression.

Despite the evolving societal appropriation and the exploitation of the word in hip hop music and other media forms, its controversial use has morphed or mutated into a word now used to signify friendship or endearment.

In schools its use is complex, representing camaraderie, being cool and defiant while consciously and unconsciously dehumanizing African American students and staff.

The N-word has a long history of being used as a tool of oppression and degradation against Black people. It was employed during periods of slavery, segregation, and ongoing racial discrimination to strip individuals of their humanity and reinforce systemic racism.

Its use is a painful reminder of this history and the ongoing struggle against racism. Its impact:

  • Dehumanization: When the N-word is used, it reduces Black individuals to a derogatory stereotype, stripping away their identity and worth as human beings. It perpetuates the idea that certain groups are inferior and unworthy of respect and dignity.
  • Impact on Self-Worth: Hearing or being called the N-word can have profound psychological and emotional impacts, leading to feelings of shame, anger, and diminished self-worth. It communicates to individuals that they are lesser or undeserving solely because of their race.
  • Interpersonal Harm: The use of the N-word in interpersonal interactions conveys disrespect, hostility, and a lack of regard for the feelings and dignity of others. It undermines efforts to build inclusive and respectful relationships.
  • Symbol of Structural Injustice: The N-word symbolizes larger societal injustices and inequalities. Its continued use reflects ongoing racial prejudice and discrimination, perpetuating harmful attitudes and behaviors.

Given these reasons, using the N-word is not just a matter of inappropriate language; it represents a significant violation of human dignity and reinforces harmful racial stereotypes and hierarchies. It is crucial to reject and actively challenge the use of this word to promote equality, respect, and dignity for all individuals.

In schools, the word retains its harmful and damaging impact and remains a powerful symbol of racial animosity. The N-word’s use in schools, intentionally or otherwise, preserves a cycle of racial abuse, degradation, and discrimination which are violations to the dignity of African American students.  Its usage perpetuates a legacy of hate and is a dignity violation that makes it a pressing issue for educators to address. Not addressing use of the N word in school contradicts the principles of equity and inclusion that educational institutions strive to uphold.

Impact on Social-Emotional Learning (SEL)

Social-emotional learning is crucial for students’ development as it encompasses the skills needed to manage emotions, establish positive relationships, and make responsible decisions. The use of the N-word in schools disrupts this process in several key and critical ways:

  •  Emotional Trauma: The N-word is a trigger for emotional pain, particularly for African American students and teachers.  It can evoke feelings of anger, sadness, shame and humiliation, which hinder the ability to engage fully in the learning process.
  • Hostile Learning Environment: A safe and supportive learning environment is essential for effective SEL. The use of the N-word creates a hostile and unsafe atmosphere, leading to increased anxiety, disrespect, and stress among students and teachers.
  • Relationship Building: One of the goals of SEL is to foster positive relationships. The use of derogatory language such as the N-word fosters division and mistrust among students and staff.

Psychological Impact on Students and Teachers

The psychological effects of the N-word on students and teachers are profound and far-reaching. For students, especially those of African American descent, the word can lead to feelings of inferiority and exclusion. This not only affects their academic performance but also their self-esteem and mental health. Studies have shown that exposure to racial slurs can increase levels of depression, anxiety, and other mental health issues.

For teachers, addressing the use of the N-word in the classroom is a significant challenge. It places an emotional burden on them, particularly for teachers of color who may feel personally targeted. The stress of managing such situations can lead to burnout and affect their ability to provide a supportive learning environment.

Strategies for Eliminating the N-Word from Schools

To effectively eliminate the N-word from schools, a comprehensive approach is necessary. Here are some strategies:

  •  Clear Policies and Consequences: Schools must implement and enforce policies that explicitly prohibit the use of the N-word and other derogatory language. Clear consequences for violations should be established and communicated to all members of the school community.
  • Cultural Competency Training: Providing cultural competency and anti-racism training for teachers, staff, and students can foster a more inclusive and respectful environment. This training should include the historical context of the N-word and its impact on individuals and communities as well as alternative language.
  •  Support Systems: Schools should offer culturally congruent support systems, such as counseling and peer support groups, for students and teachers affected by the use of the N-word. These resources can help individuals process their experiences, mitigate psychological harm and co-create a culture of dignity.
  • Community Engagement: Engaging the broader school community, including parents and local organizations, in dialogue about the impact of the N-word can reinforce the school’s commitment to creating a respectful and inclusive environment.

In addition to the moral and ethical arguments against the use of the N-word, there are also legal and policy considerations that support its prohibition in schools. Many school districts have anti-bullying and anti-discrimination policies that explicitly prohibit the use of derogatory language, including racial slurs. The use of the N-word in schools can lead to disciplinary actions and legal consequences for both students and staff who violate these policies.

Furthermore, federal laws such as Title VI of the Civil Rights Act of 1964 prohibit discrimination on the basis of race, color, or national origin in programs and activities receiving federal financial assistance. Schools that fail to address the use of the N-word and other forms of racial harassment may be in violation of these laws, potentially resulting in investigations and penalties from the U.S. Department of Education’s Office for Civil Rights.

Addressing the N-word in educational settings is not just about prohibiting a word; it is about dismantling a symbol of hate and fostering an environment where all students and teachers can thrive.

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Oakland Post: Week of September 11 -17, 2024

The printed Weekly Edition of the Oakland Post: Week of September 11 – 17, 2024

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Congresswoman Barbara Lee introduced Senatorial Candidate Adam Schiff to the congregants of Allen Temple Baptist Church and to a reception of the California Black Elected Officials organization co-sponsored by BWOPA (Black Women Organized for Political Action). Left to right Wanda Williams, Barbara Lee Adam Schiff, Keith Carson, Lynette Gibson McElhaney, Angela Andrews. Photo by Conway Jones, Jr.

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