Bibliography: Malcolm X (page 2 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 Patricia Valdata, M. Ron Karenga, Jo Anna Natale, Tamara K. Hareven, Joyce Nower, Lydia Lum, Francesina Register Jackson, Fredrick D. Harper, Shirley N. Weber, and Nancy Clasby.

Valdata, Patricia (2006). Lonely at the Top?, Diverse: Issues in Higher Education. College or university presidents (or chancellors, depending on the institution) get paid the big bucks to worry about the big picture: capital campaigns, attracting and retaining students, creating and sustaining quality academic programs, shared governance. It's a demanding job even when everything goes well, but when problems arise, challenges can turn into controversies that make the job a lot less rewarding. The vast majority of higher education leaders meet their challenges with energy and enthusiasm. However, stress and controversy are an inescapable part of the job, and for women or minority presidents, the inevitable skirmishes can take on a whole new dimension. Are there challenges unique to women presidents? And are those challenges multiplied when those women also happen to be minorities? In this article, six minority women presidents were asked to answer these questions. They are: (1) Dr. Ding-Jo Hsia Currie, Coastline Community College; (2) Dr. Juliet Garcia, University of Texas at Brownsville; (3) Zerrie Campbell, Malcolm X College; (4) Dr. Karen Gayton Swisher, Haskell Indian Nations University; (5) Dr. Patricia Granados, Triton College; and (6) Dr. Beverly Daniel Tatum, Spelman College. While they have much in common, these women also bring unique experiences and skills to a very demanding and often lonely job.   [More]  Descriptors: Females, Governance, College Presidents, Stress Variables

Perry, Theresa, Ed. (1996). Teaching Malcolm X. "The Autobiography of Malcolm X" continues to sell and to be read by Americans of all ethnic backgrounds, but for African American youth it has special meaning and can be seen as providing a powerful argument in favor of becoming literate. The selections in this collection explore teaching about Malcolm X and give educators the tools they need to integrate discussions about Malcolm X into discussions of history, politics, race, and culture. The selections included: (1) "Malcolm X: Make It Plain. The Documentary and Book as Educational Materials" (Judy Richardson and James Turner); (2) "'Forming the Habit of Seeing for Ourselves, Hearing for Ourselves, and Thinking for Ourselves.' Teaching Malcolm X to Third and Fourth Graders, an Integrated Approach" (Judith J. Richards); (3)"Don't Waste Your Life, Be Like Malcolm X" (Javier Brown); (4) "Never So Truly Free: Reading and Writing about Malcolm in the Community College" (Terry Meier); (5) "Teaching Malcolm X to Fifth and Sixth Graders" (Linda Mizell and Laraine Morin); (6) "What 'X' Really Means" (Jabari Brown); (7) "The Meaning of Malcolm: A Conversation with High School Students" (Facilitated by Valdir Barbosa); (8) "Reading Malcolm X with White Students" (Noel Ignatiev); (9) "For the Love of 'X': Teaching 'The Autobiography of Malcolm X' in an Urban High School Setting" (Sandra Dickerson); (10) "Malcolm and the Music" (Leonard Lewis Brown); (11) "Malcolm X and Black Rage" (Cornel West); (12) "The Continuing Crime of Black Imprisonment" (Steve Whitman); (13) "The Meaning of Malcolm X for Imprisoned Afrikans in the United States" (Owusu Yaki Yakubu); (14) "The Prerequisites of Whiteness: Lessons from 'The Autobiography of Malcolm X'" (Robert Lowe); (15) "Toasts, Jam, and Libation: How We Place Malcolm X in the Folk Tradition" (Imani Perry); (16) "Learning To Think for Ourselves: Malcolm X's Black Nationalism Reconsidered" (Patricia Hill Collins); (17) "His Name Is Malcolm" (Nikki Giovanni); (18) "Texts and Testimonies: Feminist Notes on the Liberation Narrative of Malcolm X" (Joyce Hope Scott); and (19) "Probing a Divided Metaphor: Malcolm X and His Readers" (Michael Eric Dyson). Descriptors: Black History, Black Students, Community Colleges, Curriculum Development

Karenga, M. Ron (1979). The Socio-Political Philosophy of Malcom X, Western Journal of Black Studies. Presents a profile of Malcolm X and of his sociopolitical philosophy. Reviews factors which influenced his beliefs about Blacks, society at large, and human rights.   [More]  Descriptors: Background, Biographies, Black Leadership, Black Power

Journal of Blacks in Higher Education (1999). JBHE Readers Select the Most Important African Americans of the Twentieth Century. Presents the results of a survey of readers' opinions about African Americans who made the greatest contributions to American society during the 20th century. Martin Luther King, Jr., received the most votes by a large margin, followed by Thurgood Marshall, W.E.B. Du Bois, and Malcolm X. Discusses survey results by various categories. Descriptors: Black History, Black Influences, Black Leadership, Blacks

Clasby, Nancy (1974). The Autobiography of Malcolm X: A Mythic Paradigm, Journal of Black Studies. Traces parallels between Frantz Fanon's analysis of the development of a new consciousness among the nonwhite peoples of the world as they are reflected in the life of Malcolm X.   [More]  Descriptors: Autobiographies, Black Power, Black Studies

Hareven, Tamara K. (1969). Step-Children of the Dream, Hist Educ Quart. Discussion of Negro autobiographies focuses on the writings of James Baldwin, Claude Brown, Eldridge Cleaver, Malcolm X., Anne Moody, and Richard Wright. Descriptors: Autobiographies, Black Literature, Black Power, Demonstrations (Civil)

Mitchell-Powell, Brenda, Comp. (1993). Malcolm X: A Selected Bibliography, Multicultural Review. Titles in this bibliography have been selected to provide substantive material for research and classroom discussions on the life and career of Malcolm X. Thirteen works are listed. Descriptors: Bibliographies, Biographies, Black History, Black Leadership

Branham, Robert James (1995). "I Was Gone on Debating": Malcolm X's Prison Debates and Public Confrontations, Argumentation and Advocacy. States that Malcolm X and the Nation of Islam relied heavily upon debate as a form of public address through which to enact and publicize confrontation with other civil rights organizations. Examines Malcolm X's first experience and training in debate as a prison inmate and later public experiences. Provides detailed accounts and analysis of his public debate experiences. Descriptors: Audience Awareness, Correctional Education, Debate, Persuasive Discourse

Jackson, Francesina Register (1996). Teaching Malcolm X: By Any Means Necessary, Multicultural Education. Provides a rationale for teaching about Malcolm X and recommends instructional strategies and suggested materials. The author also offers additional suggestions for activities that can engage students to make other historical connections. Descriptors: Cultural Awareness, Curriculum Development, Curriculum Enrichment, Educational Strategies

Public Policy Forum (2004). Four MPS Schools Taking Corrective Action under No Child Left Behind Act. Research Brief. Volume 92, Number 4. Four schools in the Milwaukee Public School (MPS) district now have appeared on the state's list of schools needing improvement for four years in a row. After four years on the list, schools are required under federal law to take corrective action, which could include restructuring the internal organization of the school, replacing staff, instituting a new curriculum, or extending the school year, among other options. Bell Middle School, Kosciuszko Middle School, Malcolm X Academy, and Muir Middle School are among 48 schools in southeastern Wisconsin school districts that were identified for improvement this year by the Wisconsin Department of Public Instruction in compliance with the federal No Child Left Behind Act. Of the region's 94 school districts, three (Kenosha, Milwaukee, and Racine) were represented on this list, along with one charter school authorized by the city of Milwaukee. To be placed on the improvement list, a school must fail to meet the same state objective two years in a row. In addition to the 48 schools needing improvement, 97 other schools missed at least one objective this year, but will not be classified as needing improvement unless they fail to meet the same objective again next year.   [More]  Descriptors: Public Schools, Urban Schools, Failure, Educational Objectives

Weber, Shirley N. (1979). Black Nationalism and Garveyist Influences, Western Journal of Black Studies. Discusses the development of Black nationalism with reference to the influences of Marcus Garvey and his followers such as Adam Clayton Powell, Jr., Elijah Muhammad, and Malcolm X.   [More]  Descriptors: Black History, Black Leadership, Black Organizations, Group Unity

Natale, Jo Anna (1993). Great Expectations, Executive Educator. Inside one Washington, DC, elementary school, Principal John Pannell has high hopes for his students and an expansive school vision. Malcolm X School compensates for disorder outside by clearly inculcating rules and behavior expectations. Children in school uniforms daily repeat a motto promoting Malcolm X as a school of love allowing no hitting, kicking, fighting, or other negative behavior. Descriptors: Blacks, Discipline, Educational Improvement, Elementary Education

Nower, Joyce (1970). Cleaver's Vision of America and the New White Radical: A Legacy of Malcolm X, Negro Amer Lit Forum. Traces the development of Malcolm X's and Eldridge Cleaver's points of view as to the proper focus of attention in the struggle toward full human rights for the black American. Descriptors: Activism, Black Attitudes, Black Literature, Individual Power

Harper, Fredrick D. (1974). Self-Actualization and Three Black Protesters, Journal of Afro-American Issues. An examination of the personalities of Martin Luther King, Jr., Malcolm X, and Frederick Douglass within the framework of Maslow's theoretical model of the self-actualizing person.   [More]  Descriptors: Activism, Black Community, Black Leadership, Black Power

Lum, Lydia (2006). Working outside the System, Diverse: Issues in Higher Education. This article features the life of Yuri Kochiyama as a social, political and civil rights activist. Kochiyama is one of many whose social, political and civil rights activism was inspired by Malcolm X. She is one of the few non-Blacks often associated with him and has forged multi-ethnic coalitions, especially between Asian Americans and Blacks. An 84-year-old Nisei–American-born child of immigrant parents–Kochiyama is one of the most prominent Asian American activists who emerged from the 1960s. She has championed human rights, protested racial inequality and supported political prisoners worldwide, often doing mundane but important behind-the-scenes work. Interned during World War II, Kochiyama has likened the ordeal to the segregation of Blacks. While Kochiyama was often the only Asian American at African-American protests, Blacks welcomed her, concluding that she wanted only to participate, not usurp their leadership. They respected her grunt work, whether writing newsletter articles or distributing fliers door-to-door. Now living in Oakland, California, Kochiyama has published her memoirs, Passing It On. At university lectures around the country, she promotes Asian-African solidarity. And she reflects on her life with the same modesty shown in her 1960s activism.   [More]  Descriptors: African Americans, Racial Discrimination, Asian Americans, Activism