RBGz Student-Teacher Users Guide: A Basic Prime/ Abridged

Ice Breaker Video

Dr. Akbar & Dr. Hilliard on Voices From the Village

“A Curriculum Overview Booklet-Abridged Version”

RBGz Student-Teacher Users Guide: A Basic Primer

RBG’z Web 2.0 educational environments refers to a confluence of second generation web-based communities and public hosting services—including social-networking sites, web pages, wikis, forums and blogs—which aim to facilitate academic collaboration and sharing between teachers / learners.

The purpose of this brief guide is to help the learner / teacher overstand what one should look for in reading, listening to, viewing and critically analyzing the audio, video, pictorial and textural contents of RBG’z various curricula. We mean for you to pay particular attention to the interaction between images, lyrics, rhythms and spoken word.

You will quickly notice that RBG Street Scholars Think Tank flows seamlessly across websites and social networks. Presently, we have 20 websites comprising over 5000 RLOs (Reusable Learning Objects) and media assets all concentricly integrated and linked to hundreds of robust Afrikan-centered websites.
The Zine pilots enable you to access and navigate everything without ever having to leave the college. The various integrated curricula that comprise the communiversity represent learning assets which are delivered via electronic dialogs between us (self-directed co-learners and expert tutors / facilitators of Afrikan descent). We all share a common purpose, depend upon each other and are accountable to each other for the collective’s and the school’s academic success. We are an interactive groups in which everyone actively communicates and negotiates higher learning activities with one another within a contextual framework facilitated by online tutors / experts / elders and ancestors. The entire school is about us, by us and for us–Afrikan Peoples Development / socially, politically, economically, educationally and morally.


Photo Sharing and Video Hosting at Photobucket

1. To familiarize and expose learners to a wide variety of 19th and 20th century African-American leaders and our rich history of struggles for human and civil right,national liberation and self determination.

2.To expose learners to a Concentrically Integrated African-Centered Liberal Arts Curriculum–including, online mini-lectures, commentaries and interviews from our authors, playwrights, poets, activist and scholars–that will enable large amounts of information to be comprehended in a relatively short period of time.

3.To continue the development of an appreciation of Afrikan-Centered Education propagated through the Afrikan oral & musical traditions; including Afrikan Drums, Spoken Word / Rap, R & B, Blues, Jazz and Reggae.

4.To draw lessons from the rich legacy of struggle and resistance to oppression within the African American community through critical analysis of videos, photo-stories, multimedia essays and PowerPoint shows and scholarly charts, tables, graphs and PDF documents; thus fostering socio-political activism in the learners own lives.

5.To develop, encourage and diversify strategies for learning about and responding to social, political, cultural and moral issues impacting Afrikans in America, thus increasing comprehension and interpretation skills.

6.To synthesize serious community issues using multi-faceted content and learning objects which represent the perspective of those who are in an American minority group; and apply said principles and generalizations in investigation of societal issues and problems from an Afrikan-Centered perspective.

7.Finally and most importantly, to teach and learn from aspiring and seasoned teachers within a sophisticated SDL (Self Directed Learning)–e classes environment how to become more effective teachers, leaders and activist. We sharpen academic professionals and community educators / street scholars skills in the areas of public speaking, reading and writing critically and designing captivating presentation suitable for both whole-group and small-group settings. In other words, this is where the tutors (RBG Street Scholar) and other facilitators teach you how to become inspirer and healer of our people. Not only do we develop your skills, but we also provides you with the content to do you thang. You will even learn how to modify the content provided such that it becomes a new derivative product all you own; to do what you will, ie. teach from it, barter it etc.

Enjoy you journey and let us know what you think

In keeping with the spirit of Sankofa (“return and get it” a West African Symbol of Adinkra Wisdom representing the importance of our learning from the past) you should keep in mind that in the societies of our Afrikan ancestors and current kinsman the oral tradition was / is the method of choice in which history, stories, folktales and spiritual beliefs were /are passed on from generation to generation. Webster’s dictionary defines “oral” as, “spoken rather than written,” and it defines the word “tradition” as, “transmittal of elements of a culture from one generation to another especially by oral communication.” It is the power of the Afrikan oral tradition integrated with written documentation that lays at the core of our trailblazing teaching / learning methodology.

Your studies, analysis and evaluations should constantly ask and answer “what a given classroom / subject / topic’s content is intending to elucidate (explain) — (ie. elements and aspects of oppression or liberation); and always why and how. RBG Street Scholars Think Tank is essentially a concentricly integrated articulation of and defense for a radically progressive New Afrikan educational process. With strict attention to developing our student’s basic education skills in the context of the highest standards of academic excellence, suitable for one to confidently sit for high stake exams, we simultaneously advance the psycho-emotional healing and spiritual upliftment of our people by providing knowledge, wisdom and overstanding of the historo-cultural, socio-political and psycho-educational experiences of Africans in America in a way that radically reappraises education from the pained and angry perspective of the oppressed black community.

The content and methods of our school are meant to demonstrates how the mediums of Afrikan American music, spoken word and images have been/ are used to create incarcerated minds, bodies and spirits; and thus in turn, how they can as well be used to foster physical, mental and spiritual liberation. Historically (particularly over the past 20 years) mainstream educators have resisted a critical analysis of urban music and culture in the form of hip-hop/rap from an Afrikan centered academic perspective, not realizing the significant positive impact this genre of music can have on the Afrikan worldview and Afrikan peoples views of the world. However, popular music and images are made by someone (corporate profiteers, with two ends in view—the propagation of white supremacy / black oppression and money). Thus, we contend that rap music/hip-hop culture can be offered in such a way that it EduTains -analyzing racism, capitalism, sexism and other manifestations of national oppression- as well as be enjoyed as entertainment. One of the communiversity’s main goals is for the learner to formulate a sophisticated socio-political and historo-cultural “over-standing” of the present condition of the masses of our people and the poor-at home and abroad. Thus, you will be equipped with a cultural orientation suited for further Afrikan-centered socialization. We believe that such an academic pursuit is vitally necessary because the Eurocentric education /acculturation process, that we most frequently pursue in America for a job, more frequently than not poisons our individual and collective aspirations of national liberation and self determination as an Arikan people.

Historically poetry/ rap, literature and music have been combined to play a pivotal role in black progress and power in the Americas. It all goes back to the power and central role of the Afrikan oral tradition. For example, our ancestors communicated with drums. “Because of the perceived potential of the talking drum to “speak” in a tongue unknown to slave traders and thus to incite rebellion, revolt, resistance and revolution, in 1838 these and other drums were banned from use by African in the United States.

RBG Street Scholars Think Tank intends to serve as a premier

“New-Age Talking Drum”

There are several main reasons for the school’s audio-visual (Radio and TV driven) primacy:

1. We believe that the ultimate end of intellectual growth and development for students of Afrikan decent in 21st America is, first and foremost, a deeper overstanding and a fuller appreciation of Afrikan peoples continuing struggle for individual and collective liberation. Reading, thinking, looking and listening with close attention to the curricula’s scholastic guidance you learn to see more, understand more and uncover more, thus preparing for a richer, more selfless and more meaningful contributions to self and kind.

2. Secondly, as music and videos use artful combinations of language and images, the essential processes of meaning-making, to formulate ideas in the minds of the participants, critical analysis can lead to a more astute and powerful use of Black music and images (espically that of the hip-hop / rap music genre ) as tools of Africentric cultural development and leadership training.

3. Thirdly, critical analysis of RBG’s audio-visual content and methods very efficiently teaches us to be aware of the cultural delineations of popular / white corporate media, including its ideological elements and psyops motivations.

4. Finally, please remember, education is not eternal and timelessly written in stone, but should be situated historically, socially, intellectually, written and read at particular times, with particular intents, under particular historical conditions, with particular cultural, personal, gender, racial, class and other perspectives at center. Through multimedia learning we can see ideology in operation. We think this new style of teaching is of particular use in an age where so many of us, sad to say, don’t read, but use popular media as a sole source of information. Thus, RBGz curricula are designed to encourage and enhance critical reading, thinking and writing.


Link to full discussion forum version

A RBG Bonus

This week’s Jazz and Justice “redux*” features the return of Dr. Mark Bolden to discuss The Fanon Project. In an effort to encourage that the “work of Fanon be done” Bolden leads a team whose efforts are to honor that call. Hear that discussion and much more by downloading parts 1 and 2 separately or by streaming the entire “redux” below.

* the program is excerpted and airs in full live every Monday from 1-3p EST in the Washington, DC area on 89.3 FM and around the world online at wpfw.org

RBGz New Afrikan Education Link Table:

The Master Keys to the Study of Ancient Kemet/Dr. Asa G. Hilliard, III


Dr. Molefi Kete Asante: Foundations of Afrikan Pedagogy

Afrikan History and Culture Lessons: Our Scholars, Historians and Educators Teach

Tony Brown’s Afrocentric Education Conference…more

Dr. Chancellor Williams On “The Destruction of Black Civilization”

Dr. Cheikh Anta Diop On the Origins of Civilization

Oyotunji Village: “A Spiritual and Cultural Re-Awakening”

Dr. Carter G. Woodson On Education and Mis-Education..more

The American Indian Holocaust

The Science of the Moors, Dr. Ivan Sertima Lecture…and more

Racism: A History (3 Part Video and RBG Notes)

Dr. Leonard Jefferies on the Afrikan Mind and 10 Areas of conflicts with White Supremacy

Dr. Amiri Baraka On Dr. Du Bois’s Double Consciousness Precept and more

A People’s History Of The United States / by Howard Zinn : RBGz Audio and History Is A Weapon e-Books

Robert F. Williams: The Man They Don’t Want You To Know About

“From Jim Crow to Civil Rights to Black Liberation?”

Malcolm X / Make It Plain: The Classic Documentary and A Timeline

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