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Producing Knowledge for Social Transformation: Precedents from the Diaspora for Twenty-First Century Research and Pedagogy
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Producing Knowledge for Social Transformation: Precedents from the Diaspora for Twenty-First Century Research and Pedagogy
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Journal Article
Producing Knowledge for Social Transformation: Precedents from the Diaspora for Twenty-First Century Research and Pedagogy
2005
Overview
[...]praxis is learning from collective analysis of the material causes and obstacles to their transformation, such as the National Unemployment Union (1933-1935) in Trinidad and the Negro Workers Education League (1939) in Jamaica. [...]praxis procedures include verifying strategies for social transformation by direct interven tions-with the researchedagainst states supported by international investors exemplified by insurgent mobilizations in Haiti (1929), and Surinam (1933). LEARNING OUTCOMES, COMPETENCIES, COURSE CONTENTS (Twenty-first century Africana Studies map of competencies based on synthesis of predecessors] The 200 level or introductory courses will have several purposes: 1) introduce the major scholars of the field and the major debates, 2) propose a transnational perspective that identifies the questions no one else is asking, 3) present the basic concepts and how they are used in comparative studies, 4) discuss the practical applications of the major and the jobs to be obtained after graduation, 5) explore the social justice responsibilities and accountability to the stakeholders by introducing opportunities for community work or service learning, and 6) discuss the future of Africana Studies under the material conditions of a single global economy. [...]order research as in mass mobilizations reveal power inequities to be transformed, were practiced both by the bands of self-emancipated Maroons across the Caribbean (1514-1919), and updated by the small groups working with popular movements in that same region during the 1920s and 1930s (Santiago-Valles, 1998).
