Monthly Archives: November 2016

Bibliography: Malcolm X (page 4 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 John Louis Lucaites, Jan J. Younger, IL. Malcolm X Coll. Chicago City Colleges, Nancy Lobb, Joy Hakim, Thomas M. Scheidel, Anthony J. Palmeri, 1996, Richard W. Williams, and James E. Turner.

Lobb, Nancy (1995). 16 Extraordinary African Americans. This collection for children tells the stories of 16 African Americans who helped make America what it is today. African Americans can take pride in the heritage of these contributors to society. Biographies are given for the following: (1) Sojourner Truth, preacher and abolitionist; (2) Frederick Douglass, abolitionist; (3) Harriet Tubman, leader in helping slaves escape; (4) Ida B. Wells-Barnett, journalist; (5) Mary McLeod Bethune, educator; (6) Booker T. Washington, educator and founder of Tuskegee Institute; (7) W. E. B. Du Bois, scholar and advocate of black rights; (8) George Washington Carver, botanist; (9) Jackie Robinson, baseball star; (10) Thurgood Marshall, Supreme Court Justice; (11) Shirley Chisholm, Congresswoman; (12) Martin Luther King, Jr., civil rights leader; (13) Malcolm X, black rights leader; (14) Marian Wright Edelman, child advocate; (15) Jesse Jackson, civil rights leader; and (16) Maya Angelou, author and poet. Questions and activities for further learning and guidelines for teachers are included. Descriptors: Black Culture, Black History, Blacks, Childrens Literature

1996 (1996). African Americans Who Made a Difference. 15 Plays for the Classroom. These easy-to-read classroom plays are about 15 African American men and women in a variety of vocations. The plays are designed to enhance the curriculum and to make social studies come alive for the student as they bolster language-arts teaching. Each play includes a Teacher's Guide that contains some quotes from the featured person and a brief biography. A bibliography lists age-appropriate titles to help children learn more about these people. The guide ends with activities designed to strengthen students' thinking, oral, writing, and research skills. The plays are about: (1) Alvin Ailey, Jr.; (2) Romare Bearden; (3) George Washington Carver; (4) Shirley Chisholm; (5) Frederick Douglass; (6) Langston Hughes; (7) Martin Luther King, Jr.; (8) Thurgood Marshall; (9) Rosa Parks; (10) Jackie Robinson; (11) Sojourner Truth; (12) Harriet Tubman; (13) Ida B. Wells-Barnett; (14) Phillis Wheatley; and (15) Malcolm X. Descriptors: Biographies, Blacks, Cultural Awareness, Cultural Enrichment

Palmeri, Anthony J. (1993). Orality, Literacy, and Malcolm X. In his autobiography, Malcolm X wrote that he did not become fully literate until he went to prison in the 1940s. Literacy profoundly changed Malcolm's life–his progression from street talker, to spokesman for the Nation of Islam, to independent spokesman for human rights, is related to changes in his consciousness brought on by literacy. When he lived on the streets of New York, hustling for a living, Malcolm relied on oral communication. One scholar argues that part of the resistance to white racism and domination was the creation by Blacks of a fast-paced, improvisational language that contrasted sharply with the passive stereotyping of the tongue-tied "sambo." Malcolm never lost his "street talker" skills, but literacy was central to his later development. In prison, he became frustrated with his inability to read or write well, and he began to take advantage of the prison library. As Malcolm read and discovered the enormous injustices done to Blacks, and the attempts made to explain those injustices away, the level of dissonance he experienced became unbearable. The writings and teachings of Elijah Muhammad served to satisfy Malcolm's literate need for closure. He became a convert to Muhammad's version of Islam, a decision that had monumental consequences for his thought and lifestyle. What happened, essentially, is that Malcolm's experience with literacy opened his mind in many respects, but also closed it by leading him to devalue his earlier life. For teachers, the lesson is that the mind controlled by writing technology has limitations, as does the mind without exposure to writing. (Contains 16 references.)   [More]  Descriptors: Black Community, Black Culture, Blacks, Educational Benefits

Hakim, Joy (1995). All the People. A History of US. Book Ten. This textbook explores the years after World War II when the United States became the world's greatest power. It discusses U.S. uneasiness with its postwar role as global policeman, even as the country fought to keep countries across the world from becoming part of the Soviet Union's communist empire. There were battles at home, too, with the civil rights movement and opposition to the Vietnam War. Truman, Stalin, Khrushchev, Ho Chi Minh, Thurgood Marshall, John Kennedy, Lyndon Johnson, Malcolm X, Cesar Chavez, Bill Clinton–even the Beatles star in this exciting final chapter in "A History of US," written especially in vocabulary appropriate for 8- to 13-year olds. Descriptors: Adolescent Literature, Civil Rights, Intermediate Grades, International Relations

New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development. (1971). Images: An Anthology of Black Literature. This volume contains literature by or about black people, covering a broad range of topics and capturing the black experience in America, Africa, and the world at large. Contents include: "Through the Mists of Time," which consists of works about Africa and the Caribbean, from which most black Americans came; "Heroes of the Past"; "Stars to Light the Way," which contains pieces on such American heroes as Martin Luther King, Jr., Malcolm X, and Marian Anderson; "Growing Up"; "The Many Faces of Love"; "Wit and Whimsy"; "Freedom and Bondage," which contains prose and poetry on the struggle for equality; "Protest"; "Reaching Out to Others"; "Life and Death" and "Conviction," which examine the meaning of life and the importance of values; and "Self-Image." Descriptors: Black Culture, Black Literature, Cultural Background, Cultural Images

Davis, Robert T.; Towe, Princess (1992). Multiculturalism, Stereotypes, and Critical Thinking: Breaking Down Barriers among Urban and Rural High School Students. Four teachers, two from a rural high school and two from an urban one, spent a year trying to get students to examine similarities and differences between the two schools. The exchange program involved students from Malcolm X Shabazz High School of Newark, New Jersey and a group from rural New Jersey's Hunterdon Central High. Small groups of students paid visits to each other's schools. The theme for the first year of the project was "equity." Students from both schools took part in small group discussions during the visits, then returned to the large group to share reactions. The students discovered that they shared attitudes about some subjects (single parent households, working women) and began to question stereotypes about each other. Such activities help students learn to trust, to work together to solve problems, and to develop critical thinking skills. At the conclusion of the program, plans were underway to continue and expand it.   [More]  Descriptors: Critical Thinking, Cultural Awareness, Cultural Pluralism, Discussion (Teaching Technique)

Lucaites, John Louis; Condit, Celeste Michelle (1990). Reconstructing <Equality>: Culturetypal and Counter-Cultural Rhetorics in the Martyred Black Vision, Communication Monographs. Examines Black Americans' attempts in the 1960s to achieve legitimacy and <equality>, defined as ideological commitment to promote "sameness" and "identity" explicitly through rhetoric of control. Investigates how the culturetypal rhetoric of Martin Luther King, Jr., and the counter-culture rhetoric of Malcolm X functioned together to negotiate this <equality>. Descriptors: Black Culture, Blacks, Communication Research, Cultural Context

Turner, James E. (1977). Historical Dialectics of Black Nationalist Movements in America, Western Journal of Black Studies. The development of Africa-oriented social movements is divided into five periods: (1) the genesis of the return-to-Africa movement, 1790-1840; (2) the quest for nationality, 1845-1861; (3) the roots of Pan-Africanism, 1870-1915; (4) the Garvey movement, 1916-1930; and (5) the recent Black liberation movement, inspired by Malcolm X and operating in the context of international linkages, 1960 onward.   [More]  Descriptors: Black Attitudes, Black History, Black Power, History

Brooks, Robert D.; Scheidel, Thomas M. (1968). Speech as Process: A Case Study, Speech Monographs. In order to test the internal evaluative processes and not merely the final reactions of an audience to a speaker, 97 Caucasian college students expressed their attitudes toward Malcolm X while listening to a 25-minute tape-recorded speech by him. Eight 30-second silent intervals at natural pauses in the speech gave the students time to respond during the stimulus speech. The subjects completed semantic-differential pre- and post-tests on Malcolm X. Two control groups responded only to the pre- and post-tests–group A without hearing the speech, group B hearing it uninterrupted. Eight scaled evaluative sets were used to determine attitude toward the speaker (i.e., reputable, kind, educated, selfish). Although post-test results for the experimental group and control group B were remarkably similar (thus negating the possibility of experimental disruptive effects), results obtained from the experimental group during the speech's eight intervals revealed significant shifts in the group's attitude toward the speaker. Informed statements can be made about when changes occurred, at what rate, and in relationship to what speech content. It was concluded that this process analysis of communication presents a fuller, truer description of audience reactions than the traditional static methods of evaluation.   [More]  Descriptors: Affective Behavior, Attitude Change, Attitude Measures, Attitudes

Younger, Jan J.; Meussling, Vonne (1989). Contemporary Oratory: A Lens for Our Time. Using rhetorical and historical approaches, this paper examines speech excerpts of four speakers active during the civil rights movement in the United States in the late 1960s and early 1970s. The paper's first section discusses Malcolm X and a speech delivered two months before his assassination; the second section studies James Allen speaking on school desegregation in his capacity as United States Commissioner of Education. The civil rights oratory of Father James Groppi of Milwaukee is examined in the third section, and the fourth section analyzes the speeches of the civil rights activist and Georgia legislator, Julian Bond. Fifty-nine notes are included. Descriptors: Civil Rights, Discourse Analysis, Modern History, Persuasive Discourse

Chicago City Colleges, IL. Malcolm X Coll. (1992). Tech Prep Program. FY 92 Report. This report of the Malcolm X College Tech Prep program begins with a one-page overview of the first 4 months of funding. It describes establishment of advisory and program planning committees to plan and develop a curriculum to offer dual high school/college credit, enrollment of students from two high schools, and assessment testing of students. Appendix A contains two quarterly reports on planning of the Health Occupations Tech Prep program. Appendix B lists Advisory Committee members and contains meeting minutes. Appendix C provides minutes of the program planning committee meeting that cover coordinator responsibilities, tentative timetable, curriculum development, and fund raising. Reports on the dual high school/college course curricula and hospital practicum are found in Appendix D. In this appendix are found the following: approved courses and recommended semester offerings; make recommendations for the biology component; and provide the syllabi for secondary English III (British literature) and college English 101 (composition), chemistry 100/121, math 110, and introductory/general psychology 201 and outline of the hospital practicum. Appendix E consists of reports of the DuSable High School Project that list requirements for the medical technician preparation program and tasks to be accomplished, describe the program and courses, and outline core curricula. Appendix F contains articulation agreements between Malcolm X College and the high schools.   [More]  Descriptors: Allied Health Occupations, Allied Health Occupations Education, Articulation (Education), College School Cooperation

Margolies, Edward (1968). Native Sons: A Critical Study of Twentieth-Century Negro American Authors. This analysis of 20th-century Negro literature contains chapters discussing 16 authors: (1) "The First Forty Years: 1900-1940," including W. E. B. DuBois, Charles W. Chesnutt, James W. Johnson, Paul L. Dunbar, Langston Hughes, Jean Toomer, Claude McKay, and Countee Cullen; (2) "Migration: William Attaway and 'Blood on the Forge'"; (3) "Richard Wright: 'Native Son' and Three Kinds of Revolution"; (4) "Race and Sex: The Novels of Chester Himes"; (5) "The Negro Church: James Baldwin and the Christian Vision"; (6) "History as Blues: Ralph Ellison's 'Invisible Man'"; (7) "The New Nationalism: Malcolm X"; (8) "The Expatriate as Novelist: William Demby"; and (9) "Prospects: Le Roi Jones?" Descriptors: Authors, Black Achievement, Black Attitudes, Black Culture

Pondy, Dorothy, Comp. (1976). PLATO IV Accountancy Index. The catalog was compiled to assist instructors in planning community college and university curricula using the 48 computer-assisted accountancy lessons available on PLATO IV (Programmed Logic for Automatic Teaching Operation) for first semester accounting courses. It contains information on lesson access, lists of acceptable abbreviations for accounts on PLATO and for terms on PLATO, and a list of the 48 accountancy lessons. A description for each lesson includes the following: file name, author, objective, description of lesson content (by parts), estimated student time required, grade level and subject area, and special notes on lesson design. Correlations of PLATO lessons with classroom materials used at Wright College, Dawson Skill Center, Malcolm X College, and Parkland College are also presented in the catalog.   [More]  Descriptors: Accounting, Catalogs, Computer Assisted Instruction, Course Content

Network of Educators on the Americas. (1993). Teaching for Change: Anti-Racist, Multicultural Curricula, Critical Teaching. This publication is a 60-item catalog listing of curricula, teaching guides, and other resources for teachers that focus on developing and promoting pedagogy, resources, and cross-cultural understanding for social and economic justice in the Americas. Many of the offerings particularly address racism and issues in Central America and South America. The selections are designed for elementary school and secondary school education, and also include newsletters, travel opportunities, and recommended professional books. Some of the topics covered are the following: (1) cooperative learning; (2) Malcolm X; (3) the labor movement; (4) Rigoberta Menchu; (5) Hispanic folktales; (6) civil wars in El Salvador and Guatemala; (7) Caribbean culture and history; (8) educational activism in the United States; (9) standardized testing; and (10) battling the school choice movement. Included are an order form and an information request form.   [More]  Descriptors: Annotated Bibliographies, Catalogs, Cultural Differences, Cultural Education

Williams, Richard W. (1977). The Development of a Plan for the Implementation of a Faculty Development Program at Malcolm X College. A two-part faculty development plan for Malcolm X College (Illinois) and a discussion of its development are presented. Phase One of the plan details the development of an informal, inter-disciplinary resource team to assist the faculty in identifying and solving instructional problems through (a) accepting and diagnosing the problem, (b) defining goals and roles, (c) eliminating problems and identifying resources, (d) determining and selecting possible solutions, and (e) implementing and evaluating the selected decision. Phase Two of the plan details the development of programs and activities that the administration should provide for the faculty in terms of orientation, in-house seminars and workshops, a professional library, college visitations, and educational project grants.  A review of related literature is included and indicates that low faculty turnover and reduced mobility are two reasons for faculty development, effective programs must be holistic, and program goals should reflect those goals of the faculty involved. Descriptors: College Faculty, Community Colleges, Faculty Development, Governance

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

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

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