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Featured Article: Reading as a Subversive Act: Libraries as the Guide to Liberation

Frederick Douglass was born a slave in Maryland in the year 1818 (+1895). He wrote three accounts of his life. In each one he described how he learned to read and write. As a boy about the age of eleven, he was sent from one slave-holder on an extensive plantation on the eastern shore of Maryland to another slave holder and his wife in Baltimore. Read Full Story | Print Version

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 NBCC Featured Article

Appreciative Inquiry: Become a Positive Force for Change; In Your Parish, In Your Family, and In Your Community


What is the state of Black America? (cont.)

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Interesting, however, is how the popular media exploits discussions on how Black men and Black women articulate a belief that they must step outside their race in order to make meaningful connections because it becomes hard to find someone that shares their socio-economic grounding and backgrounds.

Yet, when we look at the jobs and educational systems that are suppose to provide us with this socio-economic grounding and advantage, we are still left on the outside, so much so, that there is a continued need to nationally debate the merits of the Affirmative Action practices within institutions of higher education.

Having worked in the corporate sector for over twenty years, I know from first hand experience that the glass ceilings for women are alive and well and the disparities with respect to opportunities between women of color and majority women is also a wide river. The blanket racism that fails to level the playing fields with respect to opportunities for African American men is also alive and well. A rhetorical question, however, I have to posit is why do we fail to recognize circular patterns of systemic behavior that separate our families, drive our youth away from us and put us at odds with one another. It becomes easy to point the blame at "them", whom ever "them" are at the moment. It becomes harder to develop a proactive and strategic stance to change these conditions, where we are leading the charge.

Adding to our woes is the fact that we face serious dilemmas in our educational systems that impact our abilities to compete in this continually changing and global environment, which also results in popular terms such as digital divide. Complicating the disadvantages we face in the educational system is another well-kept secret. You see, over 30 percent of the population in this country is economically categorized as working poor or poverty. They have jobs, but they do not pay a wage significant enough to maintain a decent standard of living, which forces people to live in communities where lack is common. However, again, this is not just an issue relative to the poor. Across all economic strata, our educational systems are despicably failing youth of color throughout major metropolises across this country.

I could go on. Unfortunately, the list of issues that face the African American community is long. However, my point is not to beat a horse dead. We already know the issues. My point today is to talk about a different paradigm for bringing forth change.

Appreciative Inquiry (Continued)


by Christopher Anne Easley, Ph.D., RODC.
Excerpts from the Keynote Address Titled
"Loving and appreciating our families, youth and communities as we define our future"

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