The primary objective of this thesis is to advocate for Black Nationalism's full inclusion in the academic field of political philosophy. By bringing the thinkers in the Black Nationalist tradition into this discourse, the field of philosophy stands to gain important insight into the prejudices and unexamined assumptions that plague academia. I will flesh out the nature of these assumptions using the works of Black Nationalists like Angela Davis, George Jackson and Joy James. This will show that reading Black Nationalists as social theorists enables philosophers to unveil sources of knowledge about political economies by looking at the history of imperialism in a comprehensive manner. The second section is devoted to an examination of how the Black Panther Party's relationship to the state reveals the role of white violence in maintaining racial hierarchies. That the Black Panthers were targeted so systematically by the state indicates that they were perceived to be a threat to the white power structure, which gives us insight into how challenging state terror is a revolutionary act in intellectual and concrete ways. I show that the mainstream academic discourse on racism in American society assigns higher credibility to white philosophers even when Black thinkers have been producing relevant scholarship for centuries on the subject in question. The third section examines the philosophy of the Enlightenment in terms of how it relates to the domestic colonization of African Americans and to the abuse of people of color around the globe by European and American imperialists. The purpose of this section is to show how scholars' confidence in white canonized philosophers predisposes them to overlook Enlightenment philosophy's structurally racist approach to political societies. The fourth section provides a detailed overview of the key principles in Anti-Colonial and Critical Race Theory as they intersect with Black Nationalism. Important issues addressed in this section include the role of prisons in keeping African Americans in a state of neo-slavery. In order to situate Black Nationalist thought within a broader intellectual history, I will discuss how Black Nationalism represents the culmination of radical American and Anti-Colonial political theory.

This thesis aims to read James Baldwin¡¦s Another Country to examine why and how he uses this novel to interrogate black nationalist discourses that inform the sexist and heterosexist biases in mid-century America. I would argue that Baldwin, in writing this novel, adopts an ambivalent narrative strategy both to ostensibly compromise on the heterosexual matrix politically and culturally scripted by black activists, and to critique the black hyperbolic masculinism endorsed and performed by them as itself a tragic consequence of white racism. Whereas black nationalists carry the Black Macho agenda into practice to redeem their manliness, Baldwin suspects that the heterosexist imperative of black machismo may end up infringing the rights of gender and sexual minorities. I thus argue, in Chapter One, that Baldwin writes Another Country to negotiate an oblique response to the conundrum he feels as both an artist and a black leader. To explain how his conundrum takes shape, I attempt in Chapter Two to lay bare the hegemonic masculinist ideologies embedded in anti-racist discourses. Drawing on this historical and theoretical investigation as my interpretive scaffold, I would in the following three chapters elaborate on how the novelist exemplifies his narrative technique via his male figures in Another Country. In doing so, Baldwin can, I would propose, assert that racial justice and sexual freedom must concur to effectuate blacks¡¦ autonomy. As such, I conclude my thesis by suggesting that Baldwin never intends ¡§another country¡¨ to be an idyllic landscape wherein Eric ostensibly plays out as a ¡§sexual savior¡¨ and betters other characters¡¦ self-recognition. Another Country instead illustrates a contested site where discourses on black nationalism, black male sexuality, and black masculinity come into a productive dialogism. Another Country, that is, can be best interpreted as Baldwin¡¦s investigation into the intersection of race, gender, and sexuality in the sixties, and his consistent reformulation of individual identity as fluid, labile, and multiple.

Thesis (Ph. D.)--University of California, Los Angeles, 2008. / Vita. Includes bibliographical references (leaves 379-411).

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 144-155).

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 260-274).

Thesis (Ph. D.)--University of California, Santa Cruz, 1994. / Typescript. Includes bibliographical references (leaves 211-254).

Almost 20 years after the white Nationalist government was voted out, some black South Africans believe that black solidarity is still necessary in South Africa. These people argue that since post-apartheid South Africa is still marred with racial injustice, it makes sense for blacks to advocate for black solidarity. Although it is true that black solidarity played an important role in the struggle against apartheid, in this thesis I argue that the struggle against current forms of racial injustice does not necessarily require black solidarity. This is not to deny the prevailing racialized oppression in the post-apartheid era, nor to deny the importance of black solidarity in the past; rather the point I am making is that the current form of racial oppression is somewhat different from the one before 1994. Hence I argue in this thesis that the current form of racial oppression requires us to do certain things differently. Doing things differently means improving upon the strategies of the past. For this to happen, I argue that every human being who believes in and is committed to racial justice ought to be included in the struggle for justice. Change, after all, is brought about when committed human beings work together for liberation and justice.

Magister Educationis - MEd / Ideology reveals itself in the commonly shared ideas and ideals which act as the driving force responsible for group formation underlying nationalist aspirations in society. It reveals itself in various ways with politics as the most visible and education as the most powerful, yet unobtrusive, manifestation. In South Africa Afrikaner Nationalism and Black Nationalism have been involved in a titanic battle for the last fifty years. The ideology of Afrikaner Nationalism developed as a striving for political, cultural and educational freedom from British imperialist domination. An important part of this struggle was waged in the field of education, leading to the development of the sub-ideology of Christian National Education. The tenacity with which the Afrikaner pursued his nationalist aspirations was rewarded with the recognition of Afrikaans as official language in 1925, the National Party gaining political power in 1948 and the establishment of the Afrikaner educational ideology, Christian National Education, as state education policy in 1967. The Afrikaner Broederbond, under the cover of an Afrikaner cultural society, exercised a tremendously strong influence in the political, economic and social spheres. With the support of the extremely influential Dutch Reformed Church hegemonic rule was further consolidated. In order to attain its ideals and maintain its position of power, Afrikanerdom engaged in suppressing the Black sector of the population. This manifested in the denial of political and human rights to Blacks, and was reinforced by an education system which offered Blacks inferior education to that of Whites to ensure that they would not become a threat to Afrikaner power. The Afrikaner Broederbond, under the cover of an Afrikaner cultural society, exercised a tremendously strong influence in the political, economic and social spheres. With the support of the extremely influential Dutch Reformed Church hegemonic rule was further consolidated. In order to attain its ideals and maintain its position of power, Afrikanerdom engaged in suppressing the Black sector of the population. This manifested in the denial of political and human rights to Blacks, and was reinforced by an education system which offered Blacks inferior education to that of Whites to ensure that they would not become a threat to Afrikaner power tendency towards communalism in Black society resulted in Black Nationalism adopting the ideology of Black Liberation Socialism, under whose banner many former colonies had attained independence from their European mother countries. The educational sub ideology of People's Education served the Black Nationalist ideal by adopting in its curricula, syllabi and organisational structure an approach which supported Black liberation from the apartheid regime. The South African state (government, the police, the legal system, etc.) acted in a repressive manner under the influence of the Afrikaner ideology. The oppression Afrikaners suffered at the hand of British imperialism was repeated when Afrikaner Nationalism assumed power under the Nationalist government. It subjected Blacks to oppression and totally negated Black nationalist aspirations. Education always serves the dominant ideology - a concept clearly manifested in Christian National Education as it served the Afrikaner Nationalist ideology. In the same manner People's Education proved to be an extension of the Black Liberation Struggle. Ideology is thus in the service of power. Ample evidence exists that Afrikaner Nationalism and Christian National Education served to entrench Afrikanerdom in a position of seemingly unassailable power for an extended period of time after it had discarded the British imperialist yoke. This dominant position was maintained despite being a minority group. Should the same pattern prevail one would expect the African National Congress to abuse its present position of power to oppress the White minority and take revenge for the suffering that the latter had inflicted on Blacks for so many years. Both the Oppressed and the Oppressor are dehumanised in the process of oppression. Although the Afrikaner was in a dominant, powerful position and seemingly free, he became enslaved to his own ideology. He was deprived of independent opinion and thought by the prescriptive ideology of Afrikaner Nationalism and its educational ideology of Christian National Education. Non-compliance was frowned upon and deviants ostracised. It is ironic that, by ousting the Afrikaner nationalist regime, the African National Congress actually became the agent which liberated the Afrikaner from his self inflicted ideological oppression. Oppression thus seems to follow a vicious circle with both the Oppressor and the Oppressed suffering dehumanisation. Unless the Oppressed is rehumanised the oppressive role model presented by the Oppressor is emulated and the former Oppressed become the new Oppressor. The necessity for the process of rehumanisation to occur in the postapartheid South African society can not be over-emphasised and thus various steps that can be taken to effect rehumanisation are suggested.

There is a common assertion and consensus among scholars that Malcolm X was the voice of Black Americans during the 1960s and a key leader of the Civil Rights Movement. Not as much scholarly attention has been paid to other components of his World view such as: 1) his goal of uniting all people of African descent using Pan Africanism as the guiding tool; 2) the shared political identity of Black Americans and Africans; and 3) the political, economic, and social potential for Black Nationalism in both the United States and Africa. In particular, very little research has been conducted on the significance of Malcolm X's perspectives in these three areas for present-day college students. The purpose of this research is therefore to examine the magnitude of Malcolm X's impact on present-day college students' political awareness about, and related perceptions of: Pan-Africanism; shared Black and African political identities; and Black Nationalism. It can be argued that surely a man playing such a key leadership role has affected subsequent generations - either directly or indirectly. For this investigation, focus groups based on a convenience sample of college students, age 18 to 27, were conducted. Using a pre-test/post-test experimental and control group design, students were exposed to the speeches and beliefs of Malcolm X. Changes in students' knowledge and perceptions about the three topics listed above were assessed. From these analyses, the actual and potential influence of Malcolm X on today's college students can American society and attempting to place his contributions in context, this research on the effects of his ideas on college students can be instrumental and informative. be better understood. For scholars continuing to examine the impact of Malcolm X on American society and attempting to place his contributions in context, this research on the effects of his ideas on college students can be instrumental and informative.

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