Bibliography: Malcolm X (page 3 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 Clarence E. Walker, Jeane Harris, Joseph K. Henry, Don Murphy, Kevin Bushweller, Ellen A. Greever, Rhoda Coleman, Irving P. McPhail, Hank Flick, and Larry Powell.

Sirc, Geoffrey (1994). "The Autobiography of Malcolm X" as a Basic Writing Text, Journal of Basic Writing. Presents "The Autobiography of Malcolm X" as an effective text for the basic writing classroom. Describes how this book affirms literacy skills and charts perceptual growth. Claims that this text is effective in helping students understand the passion and strength of character necessary for any writer's growth. Descriptors: Autobiographies, Basic Skills, Basic Writing, English Instruction

Bushweller, Kevin (1996). Separate by Choice, American School Board Journal. Malcolm X Academy, a public K-8 elementary school in Detroit, Michigan, was created to save the city's young black males from the perils of academic failure, drugs, and violence. Even though girls now comprise 15% of the student body, the school's primary mission remains helping young black males. Students' reading and math test scores are far above district and state averages. Descriptors: Afrocentrism, Black Education, Black Students, Elementary Education

Nelson, J. Ron; And Others (1996). The Effect of Personal Philosophy on Orientation Toward School: African American Students' Views of Integrationist versus Nationalist Philosophies, Journal of Black Psychology. Analyzes interviews from 130 African American elementary school students about the merits and educational consequences of adopting the philosophies of integrationism and nationalism. Overall, students believed that persons who adopt the philosophy of Malcolm X would be more motivated to do schoolwork and more willing to collaborate with classmates in learning. Older students rejected the notion that teachers should promote one particular philosophy. Descriptors: Beliefs, Black Students, Elementary Education, Elementary School Students

Coleman, Rhoda, Ed. (1995). Smart Books: Thinking with a Purpose Across the Curriculum. Media Corner, Social Studies and the Young Learner. Presents reviews of four CD-ROM products developed by Scholastic Books, Inc. Maintains that each of the programs makes extensive use of primary sources and heighten student interest. Discusses products that cover Greek mythology, the sinking of the "Titanic," Malcolm X, and immigrants at Ellis Island. Descriptors: Annotated Bibliographies, Blacks, Childrens Literature, Computer Uses in Education

Murphy, Don, Ed.; Radtke, Jennifer, Ed. (1992). Malcolm X in Context: A Study Guide to the Man and His Times. This study guide is designed for those with varying levels of understanding to open possible contexts to consider Malcolm X and develop some of the critical thinking skills necessary to make sense out of any complex historical phenomena and to suggest to students some directions for further research. The guide uses the "Autobiography of Malcolm X" as a primary source to understand the man's growth and development and as a window onto social and economic conditions of black America. It also uses excerpts from his speeches to reveal some of his general positions and to suggest how they changed. To shed light on historical context, the guide uses quotes, graphs, and charts as well as excerpts from historical documents including the Kerner Commission Report of 1967, court decisions, and organizational charters. Exercises provide practice for basic skills and critical thinking. Topics include American democracy and the black condition, the Dred Scott Decision of 1857, the radical black tradition, the autobiography of Malcolm X, the exploited Malcolm Little (1925-1941), the exploiter Detroit Red (1941-1952), creating communities and recognizing power, the self-emancipator Minister Malcolm X (1952-1964), Malcolm X and Martin Luther King, Jr., women's roles, Malcolm on education, decade of protest, programs for black self-determination, the Black Panther's 10-point plan, and the program of the Nation of Islam. Contains 28 references. Descriptors: Autobiographies, Black Achievement, Black History, Black Influences

Walker, Clarence E. (1993). JFK in Blackface: Spike Lee's "Malcolm X.", Multicultural Education. Discusses the failure of filmmaker Spike Lee to grapple with the real politics of Malcolm X before and after he left the Nation of Islam. Acknowledging the complexity of the man and his context would avoid creating a mythical figure similar to Oliver Stone's movie "JFK." Descriptors: Activism, Biographies, Black Culture, Black History

Henry, Joseph K. (1985). The Public, Spiritual, and Humanistic Odyssey of Malcolm X: A Critical Bibliographical Debate, Western Journal of Black Studies. Analyzes "The Autobiography of Malcolm X" as a narrative which is about the growth of an individual and the experience of a people. Discusses nature of Malcolm's autobiography, the radicalizing changes that he underwent throughout his life, his acceptance of Islam, his assumption of the role of educator for the Black people, and his attitudes toward Whites and racism. Descriptors: Autobiographies, Black Leadership, Black Literature, Black Power

Burrow, Rufus, Jr. (1992). Some African American Males' Perspectives on the Black Woman, Western Journal of Black Studies. Presents views of Frederick Douglass, W. E. B. Du Bois, Malcolm X, and James Hal Cone (African-American male leaders) toward African-American women in the United States. Discusses the role of African-American men in addressing and eradicating sexism in African-American churches and the African-American community. Descriptors: Adults, Black Community, Black History, Blacks

Harris, Jeane (1988). Risky Business: Malcolm X, Student-Centered Learning and "Ethos.", Journal of Teaching Writing. Describes the author's approach to student-centered learning through writing workshops. Focuses on a series of class assignments in which students read, write about, and discuss "The Autobiography of Malcolm X" to encourage them to accept responsibility for their own learning. Descriptors: College Freshmen, Freshman Composition, Higher Education, Student Centered Curriculum

Flick, Hank; Powell, Larry (1988). Animal Imagery in the Rhetoric of Malcolm X, Journal of Black Studies. Discusses Malcolm X's rhetoric use of animal imagery to modify Blacks' image of White America. In general, his rhetoric reflected societal conflict through word choice, sentence structure, and delivery style. The usefulness of his rhetoric in addressing other images that are in need of change is discussed. Descriptors: Black Attitudes, Black History, Black Leadership, Imagery

English, Fenwick W.; Steffy, Betty E. (1997). Using Film To Teach Leadership in Educational Administration, Educational Administration Quarterly. Films are a useful, inexpensive teaching medium for presenting longitudinal views of leaders and decisions in context, portraying leadership artistry and morality, and illustrating leaders' belief/values/action connections. The films "Nixon,""Gandhi,""Joan of Arc,""Malcolm X,""The Last Emperor,""Patton,""Inherit the Wind,""Matewan,""Lawrence of Arabia," and "Viva Zapata!" should inspire administrator candidates. Descriptors: Cultural Differences, Educational Administration, Elementary Secondary Education, Ethics

McPhail, Irving P. (1987). Literacy as a Liberating Experience, English Quarterly. Traces the origins of the literacy tradition in indigenous African cultures to the use of the tools of literacy by two black social activists–W.E.B. Dubois and Malcolm X. Also stresses the relationship of literacy to social action, self-education, and liberation of the mind. Descriptors: Black Achievement, Black Education, Black History, Foreign Countries

Greever, Ellen A.; Austin, Patricia (1998). Making Connections in the Life and Works of Walter Dean Myers, Teaching and Learning Literature with Children and Young Adults. Discusses the life and works of acclaimed writer Walter Dean Myers. Describes his struggles growing up, his time in the army, his decision to become a writer, and the father/son relationships in his books. Discusses how Myers' concern for African-American heritage, identity, and pride led to biographies of Sarah Forbes and of Malcolm X. Descriptors: Adolescent Literature, Authors, Biographies, Black History

Davies, Mark (1990). Malcolm X: Another Side of the Movement. This biography for younger readers describes the life of Malcolm X, the African American religious and political leader who was prominent in a movement to unite black people throughout the world. The book presents an overview of the civil rights movement and documents Malcolm's role as an advocate for black separatism, black nationalism, and the Black Muslim movement. Highlights of Malcolm X's life include the following: (1) move to Harlem (New York) from Omaha (Nebraska) in 1942 at the age of 17; (2) imprisonment for a 7-year jail term for armed robbery in 1946; (3) conversion to the Muslim Nation of Islam in 1949; (4) release from prison in 1952; (5) assignment as minister of the Muslim temple in Harlem in 1954; (6) appointment as the first national minister for the Nation of Islam in 1963; (7) rift with and silencing by the Nation of Islam in 1963; (8) break with the Nation of Islam and founding of the Organization of Afro-American Unity (OAAU) in 1964; and (9) assassination in New York in 1965. The book includes a civil rights movement time line, a timetable of events in Malcolm X's life, suggested reading, and a list of 42 sources. Descriptors: Activism, Biographies, Black History, Black Leadership

Irvine, Colin C. Ed. (2008). Teaching the Novel Across the Curriculum: A Handbook for Educators, Greenwood Press. Language arts are at the forefront of education these days. Instructors at all levels are being encouraged to teach writing in their courses, even if those courses cover subjects other than English. Literature instructors have long used fiction to teach composition. But because the novel reflects a broad range of human experiences and historical events, it is the ideal medium for learning about contemporary social issues. This book helps educators learn how to use the novel in courses in English, the humanities, social and behavioral sciences, and professional studies. The book is divided into broad sections on general education classes; multiculturalism; literature classes; humanities courses; classes in social, behavioral, and political sciences; and professional studies, such as social work and teacher training. Each section includes chapters written by gifted teachers and provides a wealth of theoretical and practical information. While the book examines major canonical works such as "Hard Times," "Billy Budd," and "Invisible Man," it also looks at graphic novels, science fiction, and popular contemporary works such as "Finishing School" and "Jarhead." Chapters reflect the personal successes of their authors and cite works for further reading. The book begins with an introduction by Colin C. Irvine and then divides into six sections and 27 chapters. Section One, Teaching the Novel in General Education Classes, contains: (1) Reading Wollstonecraft's "Maria" from Cover to Cover and Back Again: The Novel in the General Education Course (Amy C. Branam); (2) A Nabokovian Treasure Hunt: "Pale Fire" for Beginners (Monique van den Berg); and (3) Teaching the Dog's Tale: Vere's "moral dilemma involving aught of the tragic" in "Billy Budd" (Peter Kratzke). Section Two, Using the Novel to Teach Multiculturalism, contains: (4) Using the Novel to Teach Multiculturalism (Michelle Loris); (5) Teaching Chinua Achebe's Novel "Things Fall Apart" in Survey of English Literature II (Eric Sterling); (6) Implicating Knowledge with Practice, Intercultural Communication Education with the Novel (Yuko Kawai); (7) Teaching Nora Okja Keller's "Comfort Woman" in a Comparative Literature Classroom (Lan Dong) ; and (8) "Who knows but that, on the lower frequencies, I speak for you?" The Polyphony of Ralph Ellison's "Invisible Man" (Stephanie Li). Section Three, Teaching the Novel in Literature Classes, contains: (9) Written Images: Using Visual Literacy to Unravel the Novel (Ricia Anne Chansky); (10) Reading Right to Left: How Defamiliarization Helps Students Read a Familiar Genre (Christine M. Doran); (11) Ford Madox Ford's "The Good Soldier," Creative Writing, and Teaching the Modernist Novel in the Introductory-Level Literature Classroom (Stephen E. Severn); and (12) A. S. Byatt's Finishing School: Literary Criticism as Simulation (Alan Ramon Clinton). Section Four, Teaching the Novel in the Humanities, contains: (13) Teach the Conflict: Using Critical Thinking to Evaluate Anthony Swofford's "Jarhead" (John Bruni ); (14) Novel Truths: "The Things They Carried" and Student Narratives about History (John Lennon); (15) Questioning Ethics: Incorporating the Novel into Ethics Courses (Rachel McCoppin); (16) Teaching Dickens's "Hard Times" in a General Education Humanities Course (Marshall Toman); and (17) Novels in History Classes: Teaching the Historical Context (Gregory F. Schroeder). Section Five, Teaching the Novel in the Social, Behavioral, and Political Sciences, contains: (18) Reading Our Social Worlds: Utilizing Novels in Introduction to Sociology Courses (Kristina B. Wolff); (19) Science Fiction as Social Fact: Review and Evaluation of the Use of Fiction in an Introductory Sociology Class (Peter P. Nieckarz, Jr.); (20) Insights from the Novel: Good Citizens in Social Contexts (Janine DeWitt and Marguerite Rippy); (21) Using "The Autobiography of Malcolm X" to Teach Introductory Sociology (Brent Harger and Tim Hallett); (22) Stories in Psychology: Sensation and Perception (Alexis Grosofsky); (23) Usefulness of "Lord of the Flies" in the Social Psychology Classroom (Douglas P. Simeone); and (24) Demystifying Social Capital through Zola's "Germinal" (Lauretta Conklin Frederking). Section Six, Teaching the Novel in Professional Studies, contains: (25) The Use of Contemporary Novels as a Method of Teaching Social Work Micropractice (Pamela Black and Marta M. Miranda); (26) Multicultural Novels in Education (Elizabeth Berg Leer); and (27) Theories and (Legal) Practice for Teachers-in-Training (Colin C. Irvine). The book also contains a Selected Bibliography, About the Editor and Contributors, and an Index.   [More]  Descriptors: English Literature, Education Courses, Intercultural Communication, General Education