Race, Class and Transformation: Confronting Our History to Move Forward

Katz-Fishman, Walda; Scott, Jerome; Gomes, Ralph C.

doi:10.1007/978-94-007-7101-7_26

Cited by 2 publications

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“…In this section, I will address the social construct of race from a theoretical standpoint. In my analysis from here forward, I draw significantly from the work of organic intellectuals, such as Nelson Peery (2002), Willie Baptist (2010), Claudia Jones (2011), and Jerome Scott (Katz-Fishman, Scott, & Gomes, 2014) and scholar activists such as Brooke Heagerty and Peery (2000), Walda Katz-Fishman, Scott, and Gomes (2014), Bill Fletcher (2005), Howard Zinn (2003), Bob Wing (2018), Ronald Takaki (1993), and W. E. B.…”

Section: How Do We Understand Social Constructs Such As Race?mentioning

confidence: 99%

“…Williams (1994), Du Bois (1998), Takaki (1993), Zinn (2003), Fox-Genovese and Genovese (1983), Blackburn (2013), and Stampp (1989) to list just a few. Katz-Fishman et al (2014) posit a key lesson for today’s movements that in the United States “the ruling class early on developed a strategy based on white supremacy and race to control the multiracial working class and to justify forms of wealth accumulation” (p. 267). Bill Fletcher (2005) echoes this same idea in his foreword to the book Poor Workers’ Unions when he says,the [U.S. American] colonial ruling classes had to put in place a mechanism to ensure the long-term stability of the system that we have come to know as capitalism.…”

Section: How Do We Understand Social Constructs Such As Race?mentioning

confidence: 99%

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Toward a Theory of Race, Change, and Antiracist Education

Holst

2019

Adult Education Quarterly

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This article is an effort to build on academic theories of race and antiracist education. Using a Gramscian theoretical framework that emphasizes perspectives from organic intellectuals, this article puts the academic literature on race and adult education in conversation with the theory generated on race from select U.S. working-class organic intellectuals and scholar activists. The principal argument of the article, drawn from the dialectical and materialist work of select organic intellectuals and scholar activists, is that race seen as a social construct captures the subjective aspect of race but does not capture the internal relationship of the subjective aspect with the objective aspect of race. All social constructs must be seen objectively and subjectively to consider the prospects for change and antiracist adult education in specific historical and geographical contexts.

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Section: How Do We Understand Social Constructs Such As Race?mentioning

confidence: 99%

Section: How Do We Understand Social Constructs Such As Race?mentioning

confidence: 99%

Toward a Theory of Race, Change, and Antiracist Education

Holst

2019

Adult Education Quarterly

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Race, Class, and Revolution in the Twenty-First Century

Katz-Fishman

Scott

2018

The Oxford Handbook of Karl Marx

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We analyze class, race, and revolution in the United States through Marxist theory and philosophy, and the experience and lessons from the League of Revolutionary Black Workers (League) in the auto and related plants and community in Detroit in the late 1960s and early 1970s. The League brought the black liberation movement to the point of production. They grasped the dialectics and interpenetration of class exploitation and racial oppression within capitalism, and the strategic centrality of white supremacy for ruling-class profit and control. Their struggle embodied the unity and interrelation of theory and practice and the necessity of becoming proletarian intellectuals. The League came to Marxism-Leninism as the theory most closely related to their practice as workers at the point of production. Armed with the weapon of Marxism, former League members stayed the course through the stages of capitalist development—from Detroit as the epicenter of global capitalism in the 1950s and 1960s, through the technological shift from labor-enhancing to labor-replacing automation and robotization in the plants, to the deepening capitalist crisis, economic, ecological, and social destruction, and intensifying militarism and fascism in the twenty-first century. For over fifty years, they were part of the leadership of the multiracial, multinational, and multigendered working class in the 1960s, and they remain active within the twenty-first century’s rising movement. Former League members consistently lift up the strategic direction and class unity necessary for revolutionary transformation in the interests of the working class, and for the survival of humanity and the planet.

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Race, Class and Transformation: Confronting Our History to Move Forward

Cited by 2 publications

References 2 publications

Toward a Theory of Race, Change, and Antiracist Education

Toward a Theory of Race, Change, and Antiracist Education

Race, Class, and Revolution in the Twenty-First Century

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