Black Panthers and Black Lives Matter — parallels and progress

Black Panthers and Black Lives Matter — parallels and progress

Image 20151031 16532 vszynq.jpg?ixlib=rb 1.1
Millions March Texas.
Elizabeth Brossa/flickr, CC BY-NC-SA

Comparing the 1960s and 1970s Black Panther Party and today’s Black Lives Matter movement reveals parallels and progress.

Stanley Nelson’s recently released film The Black Panthers: Vanguard of the Revolution juxtaposes the party’s justice movement against the Black Lives Matter protest campaign.

Conceived about 50 years apart, both Black Lives Matter and the Black Panther Party for Self Defense galvanized frustration with police brutality against black people in the US.

Alicia Garza created Black Lives Matter, with Patrisse Cullors and Opal Tometi, as a call to action after the acquittal of George Zimmerman for killing 17-year-old unarmed Trayvon Martin in 2013. The Black Panther Party was formed, in part, in reaction to the police killing of Matthew Johnson, an unarmed black 16-year-old, in San Francisco in 1966.

The commonalities between Black Lives Matter and the Black Panther Party are more striking when they are compared to the mid-20th-century civil rights movement, which took place when segregation was legal and black people protested politely and defensively.

Looking ‘proper’

According to filmmaker Stanley Nelson, it was important for civil rights leaders to win the hearts and minds of the press, a majority white American public, and a cautious black middle class. In an interview with NPR, he goes on to explain that civil rights organizers insisted, “‘we’re going to look proper…’ to show the difference between them and the mobs that would be chasing them or screaming at them.”

The Black Panthers were not interested in mainstream press or general public approval. They had their own newspaper designed, art-directed and heavily illustrated by Black Panther Party artist and Minister of Culture Emory Douglas. It showed images that would never appear in the mainstream press.

As I observed in a 2007 essay on Douglas’s work:

“Part of Douglas’s genius was that he used the visually seductive methods of advertising and subverted them into weapons of the revolution. His images served two purposes: to illustrate conditions that made revolution a reasonable response and to construct a visual mythology of power for people who felt powerless and victimized.”

_Black Panther _newspaper cover 1968.
© 2015 / Emory Douglas / Artists Rights Society, New York
Time magazine cover April 2015.

The Black Panther newspaper showed photographic evidence of police brutality along with editorial drawings and cartoons illustrating black people fighting back.

Black Lives Matter uses cellphone photographs, videos and commentary that often quickly go viral through social media.

Each movement used available media to reach broad constituencies and stimulate action.

The Panthers’ messages were instructive, visual, and covered a range of ambitions, included in the party’s 10-point platform.

The phrase “Black Lives Matter” may seem deceptively simple to those who receive the words as a veiled threat. Perhaps they believe that equality has been achieved and systemic and institutionalized racism no longer exist.

In the 50 years since segregation and legal discrimination ended and the US tried to “move past” its racist history, much of that history was ignored and effectively forgotten. Blacks and whites have differing perceptions of how much progress has been made on racial equality. Polls show that white millennials have about the same racial viewpoints as baby boomers.

This racial knowledge vacuum does not allow some people to believe that black people and other people of color are routinely treated more harshly by police and law enforcement officers. Black Lives Matter’s insistence on presenting evidence of inequality is disturbing to these deniers.

At the time of the Black Panthers, just a few years after civil rights legislation, most black people still lived in poverty with substandard everything – from housing to schools to health care. Even though the political establishment disagreed on what should be done to change it, no one denied there was a problem.

Disruption and pushback

As activist Deray McKesson points out, “protest is confrontation and disruption.” In addition to protesting at the time and scene of controversial police events, Black Lives Matter protesters disrupt everyday life and activities, which creates pushback.

Minnesota Governor Mark Dayton responded to last summer’s #BlackFair protest against the small number of black vendors at the state fair by saying, “I just think the way they’re proposing to deal with it is irresponsible.” Another peaceful protest for Black Lives Matter at the Twin Cities Marathon on October 4 2015 brought disagreement between supporters of the movement. Ashley Oliver, a member of Black Lives Matter in Minneapolis and legal chairwoman of the city’s NAACP chapter, told the Star Tribune newspaper that disrupting the marathon was the wrong way to get the group’s message out. “Our message will get lost,” she claimed.

Black Lives Matter organizer Netta Elize explained why the protests must happen at seemingly nonrelated events. She said, “Black people in the US do not have free space to live. The ability to participate in everyday activities without having to think about race is a privilege.”

In their time, the Panthers were marginalized and vilified, limiting their main sphere of public operations to college campuses and other left-friendly venues. Only the most fear-producing images of Panthers appeared in mainstream press, reiterating the FBI’s claim that the organization was the greatest threat to national security.

A group of Seattle Panthers on the steps of the Capitol in Olympia.
Seattle Black Panther Party History and Memory Project

Visual tactics

Like the Black Panther Party, Black Lives Matter protesters use elements of “visual theater.” The Panthers’ carefully constructed visual presence included uniforms for members, creating icons for party members that represented strength, purpose, and discipline. As Stanley Nelson’s film points out, the Panthers understood media and the power of visual images.

Black Lives Matter uses visual tactics such as light brigades and more theatrical “die-ins,” to convey an omnipresent threat of violence or death.

People taking part in a Black Lives Matter demonstration stage a
Original image, 1976. © 2015 / Emory Douglas / Artists Rights Society, New York.

To comment on current conditions for black people in the US, artist Emory Douglas repurposed one of his drawings – 39 years after its original appearance in November 1976 in the pages of The Black Panther newspaper – to promote Black Lives Matter.

The original image, he said, was about justice in general, not a specific event. In the new version, Douglas made the scales of justice even larger.The Conversation

Colette Gaiter, Associate Professor, Department of Art and Design, University of Delaware

This article is republished from The Conversation under a Creative Commons license. Read the original article.

3 ways to get kids to tune in and pay attention when schools go virtual

3 ways to get kids to tune in and pay attention when schools go virtual

This is what the school day currently looks like in many parts of the U.S.
AP Photo/Jessica Hill

When nearly all U.S. brick-and-mortar schools suddenly closed in March 2020 and went online, large numbers of students simply didn’t log into class. Even if they did show up, many more weren’t paying much attention or doing their schoolwork. As a new school year gets underway, is there anything that teachers and families can do to curb these problems with remote learning due to COVID-19?

Having spent our careers doing research on student motivation and learning with technology, we recommend these three strategies.

1. Go out of your way to build relationships

The importance of the relationships that develop in classrooms is often taken for granted. With online learning, students and teachers can no longer greet each other with high-fives and fist bumps or develop a sense of connection through direct eye contact. Their interactions are now restricted, and in a growing number of communities they are limited to communications through computers.

Teleconferencing software like Zoom can mimic face-to-face conversations and lessons. An array of digital tools can improve the quality of these sometimes awkward interactions. Some are text-based, delivered either live or pre-recorded.

Pictures, audio clips, videos, emojis and GIFs help people get their points across more clearly and colorfully. Rather than seeing them as frivolous, we recommend that families and teachers not be afraid to encourage students to use those tools to build and strengthen social relationships with their peers and their teachers.

Students will also benefit when schools create opportunities to spend non-instructional time with other students online because it makes it easier to forge personal connections. To be sure, schools also need to set and enforce clear “netiquette” – online manners – to discourage digital bullying and support a positive culture. This is especially true when a new semester gets underway.

We recommend that schools set up virtual study rooms and online discussion boards where students can be encouraged to regularly socialize and work collectively and that families encourage children to participate.

2. Stress the relevance of what students are learning

Students often question why they are required to learn various topics. What teacher or parent has never had to answer a question such as, “When will I ever need to know about the Spanish-American War?”

More than ever, it matters whether students get why what they’re learning is relevant. Research unequivocally shows that when students understand this, they are more engaged, more likely to want to learn more about the topic in the future and even more likely to choose careers related to what they’re being taught.

Technology can help. For example, videos and other online resources can instantly show students how a particular topic might be essential for certain careers. And we recommend that teachers tell students to briefly interview relatives and friends, whether by using Zoom, email or the phone, about why a particular topic that they are learning might be relevant to their own lives.

3. Establish new routines

Students benefit from routines at school, because routines help them to organize and use their time efficiently throughout the school day. These can include short breaks between classes when they can interact with their peers and take a mental break before they begin their next class. Online learning, even with some daily instruction happening in real time, is more self-paced and self-managed. Kids will benefit from a new daily routine that suits their virtual school schedule and their family’s needs. Students are likely to be more engaged with online learning if they are expected to get ready for the day by acting as though they were actually going to their school building, and not just roll out of bed and turn on the computer.

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Students quite often don’t know how to effectively set reasonable goals, manage their time, take notes, study for tests, ask for help in constructive ways or plan and carry out research projects.

Because figuring all of that out only gets harder with online learning, kids and teens will benefit if they establish daily plans with achievable goals. Families can help them keep their plans on track by encouraging students to think about the strategies they are using and reminding them when and how to apply appropriate study strategies.

For example, while a student is watching an online instructional video, we recommend that parents and other guardians from time to time get them to briefly pause the clip. Try asking “Do you understand what you’ve seen so far?” If not, suggest that they start it over. Offer to help them puzzle through what’s being taught. If that doesn’t help, assist with scheduling a personal meeting with their teacher.The Conversation

Eric M. Anderman, Professor of Educational Psychology and Quantitative Research, Evaluation, and Measurement, The Ohio State University and Kui Xie, Cyphert Distinguished Professor of Learning Technologies; Director of The Research Laboratory for Digital Learning, The Ohio State University

This article is republished from The Conversation under a Creative Commons license. Read the original article.