“If you are silent about your pain, they’ll kill you and say you enjoyed it.”
Zora Neale Hurston
3-THE TECHNOLOGICAL DIFFERENTIAL
Dr. Amos Wilson teaches us that–To maintain their economic power, Europeans must have a technological edge. They hire all sorts of people to maintain their technological edge; your brilliance will be used against your own people. So now they educate these Koreans and Asians so they can maintain the technological edge over the same Koreans and Asians. The integration of Black people in the so-called economic and technological arena is to maintain the economic power of Europeans. We have become addicted to technological advances in the US
My brothers and sisters who read and support SCOOP every week–never forget that a highly technologically advanced society doesn’t necessarily make it a highly civilized society.
4-CONTROL OVER THE POWER OF DEFINITION
Control over definition is the power to define. It is the power to create. In essence, they determine reality. When you let a people have the power over definition, you give them the power of creation. Definition brings out reality. The ability to define is to say what is real, and when we accept their definition, we give up our power to defend our interests as a people. As you rob Black people of the ability to reason, rob Black people of their history, and rob Black people of culture, you end up robbing Black people of our basis of reality based on our own experiences. We end up believing the people who have lied to us the most. The very group that has lied to us, re-written our history, enslaved our ancestors, and economically exploited us is the very group we go to validate reality, what is real, and what is the truth.
5-CONTROL OVER INFORMATION
The control of information is the control of consciousness. Where do we get the information from? The monopoly of information sources has enabled the Europeans to dictate thoughts, perspectives, attitudes, emotions, viewpoints, and behaviors. After being kicked, we are taught through the information that we accept how to react to the kick.
-CONTROL OVER THE DOMAIN OF DISCOURSE
Who chooses what’s important to talk about? Who decides what is newsworthy? Who decides what is acceptable? Who decides what shall be taught and what shall not be taught? Who decides what people should learn and not learn within the curriculums that are legally mandated? What educational experiences should people undergo or not undergo?
All of these questions are related to power and power relations. Therefore, if the Europeans intend to maintain power and control of the world, they must seek to maintain control over the domain of discourse. Everything we allow them to teach us is relevant to their continuation of dominance. The educational degrees are not designed for you to have any control over your economic system. Education is designed to keep you in servitude.
-DEGRADATION OF THINGS AFRICAN
Making those things African secondary to those things European.
We must continue to be de-Africanized to serve the master. Black people must be made to be as individualistic as possible through the education and indoctrination we are receiving.
At the beginning of the school year, I am confronted with the reality of racial inferiority within many of my students. Most begin my class with the notion of white as the standard of beauty.
Today, within the psyche of Black children, dark skin, full lips, wide nose, and nappy hair are still considered degrading features. Most Black children who don’t like what they see in the mirror come from parents who feel the same way when they peer at the reflection of themselves in the mirror. Unfortunately, inferiority complexes are passed down through generations. When a young Black daughter continually witnesses her mother wear long blonde wigs and straighten her hair, she concludes that her mother does not like her natural hair.
The addiction to Black self-hate has crumbled families, communities, and African nations.
In America, the degradation of things African has resulted in historically elevated levels of Black-on-Black crime and fratricide levels that even surpass the number of fatalities in certain wars.
Dr. Wilson informs us that “despite the elevation of Blacks to high-level jobs, despite some amounts of assimilation, despite some amounts of multi-culturalism in schools, and despite all of that, these intentions remain the same. It becomes very important for us to watch the changes in society and how Europeans maintain this power through these (7) constants.
Khabyr Hadas is a teacher, historian, and author of numerous books on Pan-African Nationalism.
Brother Khabyr is a graduate of Cheyney University and the founder of the Marcus Garvey Archive and History Foundation (MGAHF), which helps to restore, preserve, and educate about the Legacy of Marcus Garvey and the UNIA. khabyrhadas@gmail.com 267.531.8789
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