Bibliography: Malcolm X (page 1 of 7)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include Malcolm X, Keith D. Miller, Magnus O. Bassey, Jeffrey Schrank, Jeane F. Copenhaver, Louis Rodriquez, James A. Tyner, Jan Rehmann, Eric Moberg, and Angela Forest.

Shabazz, Betty; X, Malcolm (1993). Malcolm X at the Leverett House Forum, Journal of Blacks in Higher Education. Presents a speech by Malcolm X delivered at Harvard College in March 1964. Malcolm X gives his views of the future of black community politics and presents his notion that the black vote is central to American politics. Descriptors: Black Community, Black Culture, Black Power, Community Action

Miller, Keith D. (2004). Plymouth Rock Landed on Us: Malcolm X's Whiteness Theory as a Basis for Alternative Literacy, College Composition and Communication. Using Burkean theory, I claim that Malcolm X brilliantly exposed the rhetoric and epistemology of whiteness as he rejected the African American jeremiad–a dominant form of African American oratory for more than 150 years. Whiteness theory served as the basis for Malcolm X's alternative literacy, which raises important questions that literacy theorists have yet to consider.   [More]  Descriptors: Epistemology, Whites, African Americans, Nontraditional Education

Gorsevski, Ellen W.; Butterworth, Michael L. (2011). Muhammad Ali's Fighting Words: The Paradox of Violence in Nonviolent Rhetoric, Quarterly Journal of Speech. While Muhammad Ali has been the subject of countless articles and books written by sports historians and journalists, rhetorical scholars have largely ignored him. This oversight is surprising given both the tradition of social movement scholarship within rhetorical studies and Ali's influential eloquence as a world renowned celebrity espousing nonviolence. Ali's rhetorical performances played a pivotal role in radicalizing the civil rights movement as it (d)evolved into twin forces: Black Power and anti-Vietnam war movements. Ali's rhetoric conjoins messages of Martin Luther King, Jr. and Malcolm X, enabling critics to re-envision civil rights texts. Ali's enduring rhetoric provides a model for analyzing texts and social movements invoking the paradox of the violence in nonviolent civil disobedience.   [More]  Descriptors: Civil Rights, Civil Disobedience, Rhetoric, War

Bassey, Magnus O. (2010). Educating for the Real World: An Illustration of John Dewey's Principles of Continuity and Interaction, Educational Studies. The principles of interaction and continuity (intersection between experience and education) form a major part of John Dewey's philosophical discourse. According to Dewey, these principles determine the quality of educative experience for meaningful life-long learning. In this article, I argue that nowhere is the relationship between experience and education better illustrated than in Carter G. Woodson's work, "The mis-education of the Negro", and in Malcolm X's intrinsic life experiences.   [More]  Descriptors: Educational Philosophy, Interaction, Experiential Learning, Lifelong Learning

Sanelli, Maria, Ed.; Rodriquez, Louis, Ed. (2012). Teaching about Frederick Douglass: A Resource Guide for Teachers of Cultural Diversity. Counterpoints: Studies in the Postmodern Theory of Education. Volume 406, Peter Lang New York. "Teaching about Frederick Douglass" will stimulate conversation among liberal arts and education professionals as well as inform public school teachers about the life and times of Frederick Douglass. Tension exists at many institutions of higher education between liberal arts faculties who do not completely understand the function of education professors and school of education faculties who feel that there is a misunderstanding about what a teacher candidate needs to learn before entering the teaching profession. This book facilitates conversation, addressing the liberal arts professor's concern with content and the education professor's concern with pedagogy. By providing both current scholarship and lesson plans for elementary, middle school, and secondary school classes, this book serves as a vital resource for scholars on multicultural issues and provides classroom ideas for public school teachers. Contents include: (1) Black Ink: Writing Black Power with the Words of David Walker, Ida B. Wells, and Malcolm X (Ellesia Blaque); (2) Frederick Douglass, Digital Initiatives, and the Democratization of Research (Marietta Dooley and Louis Rodriquez); (3) Literacy and Social Equity (Linda McMillan and MaryAnn O'Neil); (4) Of Swimming, Computers, and Race: Lessons Learned from the History of Swimming and the Relevance to Computing and Computer Science (Randy Kaplan); (5) Religion, Race, and American History (Meredith Holladay); (6) Frederick Douglass's Spirituality (C. James Trotman); (7) Frederick Douglass and Latino Immigration (Louis Rodriquez); (8) Aspects of Sisterhood and Slavery: Transatlantic Anti-slavery Activism and Women's Rights (S. Pascale Dewey); (9) Frederick Douglass, Supporter of Equal Rights for All People (Denise Darrah); (10) Linguistics and Social Justice in Public Schools (Carol Watson); and (11) Frederick Douglass: Words of Wisdom for All Centuries (Maria Sanelli and Nathaniel Williams).   [More]  Descriptors: Social Justice, United States History, Teaching (Occupation), Public Schools

Sughrua, William (2013). Can I Have a Voice in the Nation's Classroom?, Qualitative Inquiry. This article utilizes a reflexive ethnographic approach in the form of a "layered text" consisting of academic argument, literary criticism, biography, autobiography, and fiction. The dimension of academic argument involves "critical applied linguistics"; the dimension of literary criticism, Fitzgerald's "The Great Gatsby," Algren's "The Man with the Golden Arm," Blake's "The Tyger," and Hemingway's "A Clean, Well-Lighted Place"; the dimension of biography, the African American activist Malcolm X; autobiography, an account of my elderly father's visit with me in my city of residence (Oaxaca); and fiction, the story of me in an urban classroom teaching a group of students that includes Malcolm X as well as the authors of and characters from "The Great Gatsby" and "The Man with the Golden Arm." This diverse "layered text" intends to "perform" its theme involving the "critical"-minded teacher in an English as a foreign language (EFL) classroom as one who regulates her/his personal "political" awareness in order to foster a "critical" classroom accessible to all students.   [More]  Descriptors: Applied Linguistics, Literary Criticism, Autobiographies, Empowerment

Moberg, Eric (2006). The Self-Education of Malcolm X, Online Submission. In Alex Haley's "Autobiography of Malcolm X" (1965), Haley recounts the life of an historical personage of enduring controversy. Whether one reveres or reviles Malcolm, "X", Little, his is a fascinating story of lifelong learning. Rather than conforming to one theory, Malcolm's learning is well explained by certain theorists at certain times in Malcolm's life, but better explained by other theorists at other times in his life. Like most Americans, Malcolm Little's learning developed over his life. His early education as a child was based largely on teaching methods and learning styles that differed as he aged and became an adult. Knowles' (1999) theory of andragogy generally explains Malcolm's adult learning as being different from his learning as a child. Malcolm X, therefore, informed and educated Malcolm Knowles later theoretical framework for adult learning known as "andragogy."   [More]  Descriptors: Lifelong Learning, Adult Learning, Autobiographies, Teaching Methods

Copenhaver, Jeane F. (2001). Listening to Their Voices Connect Literary and Cultural Understandings: Responses to Small Group Read-Alouds of "Malcolm X: A Fire Burning Brightly.", New Advocate. Explores the kinds of literary understandings that become evident in African American second graders' unprompted oral and physical responses to "Malcolm X" and the cultural resources that children draw as they demonstrate these literary understandings. Concludes that discussion of multicultural literature can prompt the construction of complex literary understandings. Descriptors: Comprehension, Cultural Differences, Grade 2, Primary Education

Bassey, Magnus O. (2009). What Would John Dewey Say about the Educational Metamorphoses of Malcolm X?, Education and Culture. Malcolm X in his autobiography claimed that every experience he had as a youth was educative. Such a claim confronts us, as educators, with a serious dilemma, that is, whether all transformations and human experiences are educative. In reviewing John Dewey's major writings on the topic, the author concludes that some of Malcolm X's early experiences were not educative although his re-education through the instrumentality of the Nation of Islam served him well as an educative experience because it liberated him from the destructive rendition of the social order.   [More]  Descriptors: Autobiographies, Educational Environment, Experiential Learning, Learning Processes

Baptist, Willie; Rehmann, Jan (2011). Pedagogy of the Poor: Building the Movement to End Poverty, Teachers College Press. In this book, the authors present a new kind of interdisciplinary pedagogy that brings together antipoverty grassroots activism and relevant social theories about poverty. Closely linked to the Poverty Initiative at Union Theological Seminary, this unique book combines the oral history of a renowned antipoverty organizer with accessible introductions to relevant social theories, case studies, in-class student debates, and pedagogical reflections. This multilayered approach makes the book useful to both social activists committed to eradicating poverty and educators looking for ways to teach about the struggles for economic and social justice. "Pedagogy of the Poor" is an essential tool of self-education and leadership development for a broad social movement led by the poor to end poverty. Featuring a 5-part series of interviews with Willie Baptist, this important book examines: (1) Firsthand examples of the poor organizing the poor over the past three decades; (2) The effect of neoliberalism, high-tech capitalism, and the economic crisis on poverty; (3) Theoretical lessons drawn from the Watts Uprising, Martin Luther King Jr.'s Poor People's Campaign, and the National Union of the Homeless; (4) The role of religion and morality in the antipoverty movement; (5) The relevance of hegemony theory and ideology theory for social movements; and (6) Resources, methods, and practices for teaching social justice in the secondary classroom. Contents include: (1) Interview with Willie Baptist (I): From the Cotton Fields to the Watts Uprisings; (2) Different Perspectives on Poverty: An Introduction (Jan Rehmann); (3) Interview with Willie Baptist (II): The Contributions of Malcolm X and Martin Luther King, Jr.; (4) Root Causes of Poverty–Neoliberalism, High-Tech Capitalism, and Economic Crisis (Jan Rehmann); (5) Interview with Willie Baptist (III): King's Poor People's Campaign, "Operation Cereal Bowl," and Labor Struggles at the Steel Plant; (6) A Case Study on Organizing: The Struggle for Water in Postindustrial Detroit (Chris Caruso); (7) Interview with Willie Baptist (IV): Lessons from the National Union of the Homeless–A Debate on Organizing; (8) The Relevance of Gramsci's Theory of Hegemony for Social Justice Movements (Jan Rehmann); (9) Interview with Willie Baptist (V): Evaluating Today's Struggles–Stories from the Movement to End Poverty; (10) Ideology Theory and Antipoverty Movements (Jan Rehmann); and (11) Teach as We Fight, Learn as We Lead: Lessons in Pedagogy and the Poverty Initiative Model (Willie Baptist and Liz Theoharis).   [More]  Descriptors: Poverty, Economically Disadvantaged, Instruction, Activism

Tyner, James A. (2003). Geography, Ground-Level Reality, and the Epistemology of Malcolm X, Journal of Geography. Geographers have, in recent years, attempted to re-fashion a critical race pedagogy. Accordingly, propositions have been forwarded that geographers use readings that validate the experiences of diverse groups. In so doing we may provide students with a critical understanding of racism and other forms of discrimination as societal phenomena. This paper provides a critical reading of the epistemology of Malcolm X. Although recognized as an out-spoken critic of the Civil Rights movement, the larger geographic and pedagogic contributions of Malcolm X have largely been ignored within the geographic community. With an emphasis on Malcolm X's geopolitical thought, however, I contend that geographers have much to learn from the life and work of this theorist. In particular, I forward the idea that Malcolm X was, on the eve of his death, formulating an explicitly regional-based, geographically informed understanding of racism and imperialism, an understanding that was grounded in his personal experiences, travels, and reading of history.   [More]  Descriptors: Geography, Civil Rights, Epistemology, Racial Discrimination

Forest, Angela (2008). The Heart of the Mission, Diverse: Issues in Higher Education. This article discusses the Urban Health Program, a University of Illinois at Chicago program that seeks to improve the quality of medical care in communities of color. The UIC program began in 1968 to attract and train minority medical students. In 1978, the Illinois Legislature expanded the program, renaming it the Urban Health Program (UHP), in efforts to address the lack of Black health care providers in the area. Since then, UHP has contributed to UIC being the nation's top nonhistorically Black institution in producing Black, Hispanic, and American Indian health care professionals. The school notes that about 70 percent of Black and Hispanic doctors working in the Chicago metropolitan area graduated from the university, and at least 60 percent of Black, Hispanic and American Indian doctors, nurses, dentists, and other health care providers in Illinois participated in UHP. A vital aspect of UHP that has remained strong is the program's extensive, long-term partnerships with Chicago private and public schools, community colleges, College of Medicine branches statewide, and area institutions such as Chicago State University and Malcolm X College. The program also maintains relationships with private practice health care professionals, businesses, government, and nonprofit organizations.   [More]  Descriptors: Medical Services, Medical Education, Medical Students, Minority Groups

Schrank, Jeffrey (1969). Voices from a Dream Deferred: Making Sense of White Society, Media Method. Excerpts from statements by Dick Gregory, Stokely Carmichael, Eldridge Cleaver, Malcolm X, and Julius Lester. Descriptors: Black Attitudes, Black Power, Racial Relations, Socioeconomic Influences

Morris, Jerome E. (2001). Malcolm X's Critique of the Education of Black People, Western Journal of Black Studies. Absent from discussions of Malcolm X's contribution to the modern black freedom movement is his critique of black education, which was based on his life experiences. Explicates his critique of major educational issues facing blacks during the height of his leadership in the 1950-60s. Illuminates the importance of situating Malcolm X within the historical tradition of black intellectual activism. Descriptors: Activism, Black Culture, Black Education, Black Students

Carangelo, Audrey (2002). What's in a Name? Understanding Malcolm X. [Lesson Plan]. Based on "The Autobiography of Malcolm X," this lesson plan presents activities in which students work collaboratively to evaluate four stages in the life of Malcolm X, each corresponding to a different name he used; consider how each name Malcolm X used reflected that period in his life; and draw conclusions in a written essay about how his life experiences shaped him and his legacy. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions.   [More]  Descriptors: Autobiographies, Class Activities, English Instruction, Language Arts