AM

October 2nd

Overview of Cultural Nationalism

  • Lecture theme: Cultural nationalism, building off the previous lecture on Black internationalism.

    • Recognition of diverse power movements: Black, brown, yellow, and red power.

  • Video Introduction: 50th anniversary of the Indian Self Determination Education and Assistance Act (ISEAA).

    • Law reestablishing self-governance for federally recognized Native American tribes.

    • Interview with Chief Gary Batten, Choctaw Nation, discussing past struggles and the meaning of the act.

Historical Context of Native American Sovereignty

  • Choctaw Nation: Third largest tribe, over 225,000 members; historically forced west during the Trail of Tears.

  • Significant historical periods:

    • Termination period (1830-1975): Loss of culture, language, and autonomy; children sent to boarding schools.

    • Post-1975 with the Indian Self Determination Act: Regaining sovereignty and autonomy in governance, education, economic development, and health.

Key Concepts and Themes

  • Self-Determination:

    • Connection with the Choctaw's ancestral governance.

    • Importance of self-determination in the context of cultural pride, language, and history.

  • Cultural Nationalism:

    • Emerged in the late 1960s and 1970s, focusing on self-empowerment rather than integration into White America.

    • Emphasizes community control and cultural pride, distinguishing it from civil rights movements of the past.

    • Linked indigenous and urban communities of color, fostering independence movements.

  • Historical Reflection:

    • Young activists' rejection of nonviolence as proposed by older civil rights leaders.

The Black Power Movement

  • Definition and Origins:

    • Term popularized by Stokely Carmichael in 1966, linking it to the Student Nonviolent Coordinating Committee (SNCC).

    • Emergence led to the creation of the Black Panther Party in 1966 by Bobby Seale and Huey P. Newton in Oakland.

  • Focus and Ideology:

    • Response to police brutality; armed resistance embraced.

    • Influenced by Malcolm X; articulated new ideology of self-determination and autonomy.

  • Black Panther Party Objectives:

    • Demanded education reflecting true history, independence, and autonomy for the Black community.

    • Notable demands from the 10 Point Program:

    • Land, bread, housing, education, clothing, and full employment.

  • Community Programs:

    • Established welfare programs like free breakfast for children and health clinics, emphasizing self-sufficiency.

Chicano Movement

  • Cesar Chavez and Dolores Huerta:

    • Founders of the National Farm Workers Association; used nonviolent protests to secure labor rights for agricultural workers.

  • Brown Berets:

    • Militant group founded in 1967 by David Sanchez, similar tactics to the Black Panthers. Engaged in community patrols and responses to police violence.

    • Organized the East LA walkouts (1968) against educational inequality.

  • Radicalization of Activism:

    • Example of Reyes Lopez Tijerina seeking the return of land to Mexicans; use of armed protests.

    • Creation of El Plan de Santa Barbara highlighting the Chicano identity.

  • Impact on Identity:

    • Movement fostering pride, rejecting integration, and asserting self-determination.

Vietnam War and Its Influence

  • Opposition to war:

    • Widespread student protests arose against U.S. involvement in Vietnam, significantly correlating with cultural nationalistic movements.

    • Focus on disproportionate casualties among Black and Latino soldiers, affecting community perspectives.

  • Military Casulties:

    • Significant casualties among Black (25% of total 1965 casualties) and Latino (15-20% of total 1965 casualties) soldiers compared to their population percentages.

Asian American Movement

  • Emergence in the 1960s

    • Rapid population growth post-WWII led to increased political activism.

    • Formation of organizations like the Asian American Political Alliance (AAPA), prioritizing ethnic identity and social action.

  • Third World Liberation Front Strikes:

    • Major protests for ethnic studies led by students from various backgrounds, including Asian Americans.

    • Resulted in establishment of Ethnic Studies programs at universities.

Red Power Movement

  • Historical Relationship with U.S. Government:

    • Treaties have established obligations between indigenous tribes and the U.S.; mid-1800s removal policies devastated tribes.

  • Termination Era Policies:

    • Government attempts at terminating recognition of tribes, erasing sovereignty; response led to renewed activism.

  • Alcatraz Occupation (1969-1971):

    • Symbolic reclamation of space to demand sovereignty and visibility for Native rights, marking a crucial moment in Red Power activism.

Intersections and Common Goals

  • Common Themes in Cultural Nationalism:

    • Strong emphasis on self-determination, community control, and addressing structural inequalities.

    • Activism from various groups facing surveillance and repression, notably from the FBI.

  • Collaboration Among Movements:

    • Intersections in activism, especially through community actions and shared goals for civil rights and empowerment.

Conclusion and Future Directions

  • Anticipation of evolving the movement's legacy into formal political organizations, with a focus on diversity in political leadership and the intersections with women's rights movement to be discussed in future lectures.