Imagined communities: Reflections on the origin and spread of nationalism

My study investigates the often obscured connections between the emergence of Eu ro pean liberalism, settler colonialism in the Americas, the transatlantic African slave trade, and the East Indies and China trades in the late eigh teenth and early nineteenth centuries. In Cuban Counterpoint (1940), Fernando Ortiz described " peoples from all four quarters of the globe " who labored in the " new world " to produce tobacco and sugar for Eu ro pean consumption. Observing that sugar linked the histories of colonial settlers, native peoples, and slave labor, followed by Chinese and other migrants, Ortiz commented that sugar was " mulatto " from the start. C. L. R. James asserted in The Black Jacobins (1938), that the eighteenth-century slave society in San Domingo connected Eu rope, Africa, and the Americas. He declared that the fortunes created by the slavery-based societies in the Americas gave rise to the French bourgeoi-sie, producing the conditions for the " rights of man " demanded in the Revolution of 1789. 2 These understandings that the " new world " of Eu ro-pean settlers, indigenous peoples, Africans, and Asians in the Americas was intimately related to the rise of liberal modernity are the inspiration for my investigation. 3 Yet I work with the premise that we actually know little about these " intimacies of four continents, " despite separate scholarship about single societies, peoples, or regions. The modern division of knowledge into academic disciplines, focused on discrete areas and objects of interest to the modern national university, has profoundly

The Intimacies of Four Continents

Harvard Civil Rights: Civil Liberties Law Review

Bilingual education in universities and colleges is viewed as an effective and feasible measure to develop talented graduates more competent in the international market.Considering the present situation of bilingual teaching in Modern Control Theory,we pointed out the current problems restricting the teaching method in the four aspects: teaching mode in class,teacher training,teaching materials and English proficiency of students.To improve the efficiency of bilingual teaching in Modern Control Theory,we proposed some constructive and available approaches after we presented and analyzed each of these problems.

The bilingual education of

With Empire of Cotton, Sven Beckert provides an expansive framework for thinking about the definitive role of one commodity in the creation, maintenance, and decline of the global economic order si...

Empire of cotton: a global history

Derrick Bell's interest convergence thesis is a seminal framework to analyze social change within critical race theory. While interest convergence's influence has grown, two foundational questions have been raised: do interest groups act rationally; does interest convergence also offer a change prescription or only an explanation of prior events. By revisiting Bell's early influences, via the concept of hegemony, the article intervenes in these two formative debates by offering a reimagined analytic framing that I term “hegemonic interest convergence.” The article then applies this concept to analyze how broader political economic shifts shaped the struggles within which the 1968 Bilingual Education Act arose. I demonstrate that support for bilingual education stemmed from a seeming interest convergence among policymakers and Latino activists based on economic, rather than cultural, concerns regarding poor urbanizing Latino communities. In doing so, policymakers promoted the bill as a concession to redire...

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“Accentuate the Positive; Eliminate the Negative”: Hegemonic Interest Convergence, Racialization of Latino Poverty, and the 1968 Bilingual Education Act

Based on a qualitative study of an urban middle school, this article examines student perceptions of shifting tracking structures following the dismantling of a school’s bilingual education program

Raciolinguistic ideology of antiblackness: bilingual education, tracking, and the multiracial imaginary in urban schools

As the 1968 Bilingual Education Act (BEA) reaches its 50th anniversary, we provide a critical historical review of its contradictory origins and legacy. By distilling the BEA’s history into three p...

Critically assessing the 1968 Bilingual Education Act at 50 years: Taming tongues and Latinx communities

coming to consciousness. What I have been telling you about-the atmosphere in which we lived, an atmosphere of assimilation in which Negro people were ashamed of themselveshas great importance. We lived in an atmosphere of rejection, and we developed an inferiority complex. I have always thought that the black man was searching for his identity. And it has seemed to me that if what we want is to establish this identity, then we must have a concrete consciousness of what we are-that is, of the first fact of our lives: that we are black; that we were black and have a history, a history that contains certain cultural elements of great value; and that Negroes were not, as you put it, born yesterday, because there have been beautiful and important black civilizations. At the time we began to write, people could write a history of world civilization without devoting a single chapter to Africa, as if Africa had made no contributions to the world. Therefore we affirmed that we were Negroes and that we were proud of it, and that we thought that Africa was not some sort of blank page in the history of humanity; in sum, we asserted that our Negro heritage was worthy of respect, and that this heritage was not relegated to the past, that its values were values that could still make an important contribution to the world.”). 225 Baldwin, supra note 211. 226 See supra Part III. 227 See supra Part IV. 228 Id.; see supra Part V.

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Contradictory Origins and Racializing Legacy of the 1968 Bilingual Education Act: Urban Schooling, Anti-Blackness, and Oakland’s 1996 Black English Language Education Policy

Educational researchers and practitioners have cited the need for new directions in youth leadership studies as it relates to globalization. Globalization is considered one of the most important economic, cultural, and social trends of the last century, yet there is much debate about the educational curricula that best support the development of global leadership in youth. Most existing global-focused programs (i.e. IB/AP) engender grave inequities in access and opportunities, particularly for urban youth, and do not often allow youth to critically interrogate the myriad injustices that plague the world. There is, however, a burgeoning body of scholarship centered on critical youth studies as a transformative process for youth development. This phenomenological case study shares the findings from the Urban Youth Scholars program, an after-school program focused on cultivating the global leadership development of five youth in the program. This study utilized a Social Justice Youth Development framework to explore the development of the youth’s self, social/community, and global awareness through critical consciousness building and critical social analysis. Findings depict youth perceptions of global leadership development and include implications for scholars and practitioners for centering youth-led justice-oriented research as a tool for global leadership development.

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Kenzo K. Sung

Papers

“Accentuate the Positive; Eliminate the Negative”: Hegemonic Interest Convergence, Racialization of Latino Poverty, and the 1968 Bilingual Education Act

Raciolinguistic ideology of antiblackness: bilingual education, tracking, and the multiracial imaginary in urban schools

Critically assessing the 1968 Bilingual Education Act at 50 years: Taming tongues and Latinx communities

Contradictory Origins and Racializing Legacy of the 1968 Bilingual Education Act: Urban Schooling, Anti-Blackness, and Oakland’s 1996 Black English Language Education Policy

Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research