Category: US History

Critical Race Theory – What Are the Issues? (III)

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This is the third and final part of a three-part series on what are the issues in a public debate in the United States on critical race theory (CRT). The first part explained how the right-wing campaign against CRT is aimed at preventing the teaching of essential facts of US history. The second article outlined why distortions of history by liberal academics, journalists, or others weaken the effort to place facts and evidence at the center of the study of history as well as the fight against racism. This article takes up other notions that present similar obstacles to such an effective fight, including arguments that “embracing white guilt” or “renouncing white privilege” are necessary to combat racism.

Critical Race Theory – What Are the Issues? (II)

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This is the second part of a three-part series on the issues in a public debate in the United States on critical race theory (CRT). The first part focused on the right-wing crusade against CRT aimed at preventing the teaching of essential facts of U.S. history. The second part explains how refuting this right-wing campaign has been weakened by false arguments promoted by a variety of liberals. These academics, journalists, or others make assertions that do not meet the test of evidence. Some go further to offer interpretations of history that do not stand up to careful examination. Other stalwart opponents of racism do not share these views. These arguments include erroneous claims or exaggerations of facts regarding the character of the American Revolution of 1776, and the reasons for the war for independence against the British monarchy, put forward by the New York Times 1619 Project.

Critical Race Theory – What Are the Issues? (I)

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Over the past year a sharp debate has broken out over how to teach U.S. history. At its center are virulent attacks on critical race theory (CRT). Critical race theory, which the New York Times describes as “a graduate-level academic framework that encompasses decades of scholarship,” is primarily a course of study at the university level. Its originators are not demanding it replace the curriculum in elementary schools or high schools. Nor is it the only approach on the subject at the graduate level. These facts do not matter to those who attack it. This first part of a three-part series explains how the right-wing “Stop CRT” campaign is aimed at preventing the teaching of essential facts of U.S. history; particularly those related to chattel slavery, the U.S. Civil War, Radical Reconstruction, Jim Crow segregation, the civil rights movement, and the institutionalized racism prevalent in the U.S. to this day.

Thoughts on the Emancipation Proclamation (II)

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This is part 2 of an article by Marxist scholar George Novack, written in 1963 as the civil rights movement was dismantling the Jim Crow system of segregation through the sustained mass action of Black working people and their allies. Almost 60 years later it remains relevant to today’s ongoing battles against racism as well as to understanding the vital history of the African American nationality and its indomitable battle for freedom and equality.

Thoughts on the Emancipation Proclamation (I)

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This is part 1 of an article by Marxist scholar George Novack written in 1963 as the civil rights movement was dismantling the Jim Crow system of segregation through the sustained mass action of Black working people and their allies. Almost 60 years later it remains relevant to today’s ongoing battles against racism as well as to understanding the vital history of the African American nationality and its indomitable battle for freedom and equality.

Two Lessons of Radical Reconstruction (II)

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This is the second part of an essay Marxist scholar George Novack wrote in 1950. The post-Civil War period known as “Radical Reconstruction” is among the most important in U.S. history. It receives far too little attention in the country’s educational system. Its promise of genuine democracy was enormous. The “struggle to determine whether the southern revolution would be consummated according to the needs of the masses or be manipulated and restrained by the big bourgeoisie, came to the fore during this period,” wrote Novack.

Two Lessons of Radical Reconstruction (I)

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This is the first part of an essay Marxist scholar George Novack wrote in 1950. World-Outlook is publishing it to celebrate Juneteenth (short for June 19th), an annual holiday marking the end of slavery at the conclusion of the Civil War. On June 17, 2021, more than a century and a half since African Americans began celebrating Juneteenth, the U.S. government declared it a federal holiday.

The U.S. Civil War: Its Place in History (III)

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This is part 3 of an essay Marxist scholar George Novack wrote in 1961, in the thick of the mass struggle to end Jim Crow segregation in the United States. World-Outlook is publishing it to mark the 160th anniversary of the start of the U.S. Civil War, and in celebration of Juneteenth (short for June 19th), an annual holiday commemorating the end of slavery at the conclusion of the Civil War.

The U.S. Civil War: Its Place in History (II)

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This is part 2 of an essay Marxist scholar George Novack wrote in 1961, in the thick of the mass struggle to end Jim Crow segregation in the United States. World-Outlook is publishing it to mark the 160th anniversary of the start of the U.S. Civil War, and in celebration of Juneteenth (short for June 19th), an annual holiday commemorating the end of slavery at the conclusion of the Civil War.

The U.S. Civil War: Its Place in History (I)

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This is part 1 of an essay Marxist scholar George Novack wrote in 1961, in the thick of the mass struggle to end Jim Crow segregation in the United States. World-Outlook is publishing it to mark the 160th anniversary of the start of the U.S. Civil War, and in celebration of Juneteenth (short for June 19th), an annual holiday commemorating the end of slavery at the conclusion of the Civil War.