Want statues to come down? Open MLK's sealed FBI files
- Thread starter Silver Buzzard
- Start date
Silver Buzzard
Renegade White Man
Do Earth a public service. Kill yourself.
At the very least take a remedial English class. Perhaps order Hooked On Phonics.
Silver Buzzard
Renegade White Man
evince
Truthmatters
No
you will have to come kill me your self asshole
we will fight you until we die
you will have to do the killing
IF YOU CAN
you cant because you are a fucking limp dicked rancid brained shit heap with nothin g but evil words and hate on your lips
I dont wan t you dead
I want you exposed for the stupid evil fuck you are
you dont get to see my death asshole
I will out live evil racist fucks
evince
Truthmatters
yes you do
that is your whole plan lie bag
you gonna threaten to kill me moraless assfuck?
telling people to kill themselves is the moral thing to do in your diseased brain
you are human trash
you and yours will NEVER have power again sociopath
hate and death are all evil fucks like you can muster for the world
you have no human use on this planet
but I dont want you to kill yourself
I want you alive until your natural day comes
why?
because I dont fear you like you fear me
I merely expose your evil
Silver Buzzard
Renegade White Man
Let me tell you something, cunt.
You are your ilk are a joke. No one fears you. We are disgusted by you.
Now, join us in doing the right thing and tear down the statues of this woman beating misogynist, MLK.
Silver Buzzard
Renegade White Man
Did I happen to mention that the State of Tennessee closed down Highlander Folk School because they were a subversive organization?
Here is Saint Martin, the communist, in class.
Here is Saint Martin, the communist, in class.
evince
Truthmatters
but you godly want me to kill myself
how can I do that if Im dead like your evil soul wants moraless shit head
Being flawed is one thing. Treasonous secession and killing soldiers of the United States of America does not merit a statue in your honor.
Silver Buzzard
Renegade White Man
Neither does being a subversive communist at the height of the Cold War.
Or being a wife-beater and serial adulterer.
evince
Truthmatters
http://tennesseeencyclopedia.net/entry.php?rec=630
see a link
produce them to show were you are getting this stromfront hate filled crap
there is a reason you dont use labeled sources
see a link
produce them to show were you are getting this stromfront hate filled crap
there is a reason you dont use labeled sources
evince
Truthmatters
Highlander Folk School
Home » Entries » Highlander Folk School
By John M. Glen , Ball State University
The history of the Highlander Folk School reflects the course of organized labor and Civil Rights movements in the South, as well as the struggles of southern activists between the 1930s and early 1960s. Established near Monteagle in 1932 by the Tennessee-born Myles Horton and a young Georgian named Don West, Highlander's programs were based upon the conviction that education could be used to help ordinary people build upon the knowledge they had gained from experience and work collectively toward a more democratic and humane society. This approach made the adult education center a source of inspiration and the most controversial school in modern Tennessee history.
Residential workshops at its two-hundred-acre campus played a central role in Highlander's efforts to achieve its overall goals. Workshops lasted from two days to eight weeks and attracted fifteen to forty organizational leaders of various cultural, economic, and educational backgrounds. They focused on specific, concrete subjects in order to address particular community problems.
The process of analyzing and responding to the problems was as important as the proposed solutions. The school gave no grades, credits, examinations, or degrees; the needs of the students largely determined the curriculum of the sessions. Faculty members refrained from imposing a preconceived set of ideas. Instead, they used visiting speakers, movies, audio recordings, drama, and music to identify common issues, offer broader perspectives, and introduce promising strategies. Workshop participants evaluated their findings, assessed their new understanding of their concerns, and made plans to initiate or sustain activities when they returned to their communities.
Indeed, the Highlander faculty regarded the workshops as only part of a learning process that began before students arrived at the school and continued well after they left. Once labor education, literacy training, leadership development, or voter education classes had been firmly developed, Highlander transferred responsibility for the programs to organizations with larger resources, thereby remaining both a resource and catalyst for future action.
During its early years Highlander achieved modest success in organizing and educating mine, mill, timber, and unemployed workers in the surrounding area. It also operated several community programs for Grundy County residents. The school's reputation grew as faculty members became directly involved in the southern organizing drives mounted by the Congress of Industrial Organizations (CIO) in the late 1930s. For most of the next decade, they helped unionize textile workers in Tennessee and the Carolinas, directed large-scale labor education programs in eleven southern states, and developed a residential program that promoted a broad-based, racially integrated, and politically active labor movement. But post-World War II differences over the priorities of organized labor broke up the Highlander-CIO relationship and prompted the staff to attempt a revival of the southern wing of the Farmers' Union and the formation of a regional farmer-labor coalition.
Frustrated by the continued reluctance of existing organizations to overcome racial barriers to change, Highlander's teachers began holding workshops on public school desegregation in 1953, nearly a year before the U.S. Supreme Court's momentous decision in Brown v. Board of Education and the subsequent emergence of the Civil Rights movement in the South. Residential workshops gradually encompassed the challenges of community-wide integration. The sessions attracted hundreds of black and white activists including, shortly before the Montgomery bus boycott, Rosa Parks and Martin Luther King Jr. Highlander-sponsored Citizenship Schools, first held in 1957 on the South Carolina Sea Islands, taught thousands of blacks in Tennessee, Georgia, and Alabama the literacy skills they needed to secure the right to vote. In the early 1960s, as sit-in protests erupted in Nashville and across the South, college students gathered at the folk school to explore the possible directions and goals for a new era of black protest; they also learned "freedom songs" adapted by Highlander musicians, including "We Shall Overcome." Through these programs Highlander became the educational center of the early Civil Rights movement.
The folk school's involvement in the southern labor and Civil Rights movements earned it both accolades and enmity. Even as Eleanor Roosevelt, Reinhold Niebuhr, educators, ministers, union leaders, philanthropists, and reform groups voiced their support, staff members endured a barrage of threats and denunciations from industrialists, politicians, self-styled patriotic groups, and journalists for unfriendly newspapers. As Highlander became more prominent in the struggle for racial justice, outraged southern white segregationists launched a sustained assault against what they described as a "Communist training school." Although faculty members defended the school's ideology and pedagogy eloquently and often persuasively in the face of such attacks, their understandable, but loose institutional practices made them vulnerable in the 1950s. Following a headline-grabbing investigation by state legislators, a police raid, and two dramatic trials, the state of Tennessee revoked Highlander's charter and confiscated its property in 1962.
This did not mean the end of Highlander. Before the final court decision on the folk school's fate, Highlander officers secured a charter for a new institution to be named the Highlander Research and Education Center. First based in Knoxville, and since 1972 near New Market, the center continues to pursue, in a new context, the folk school's original purpose, as given in its mission statement: to educate "rural and industrial leaders for a new social order" while enriching "the indigenous cultural values of the mountains."
Home » Entries » Highlander Folk School
By John M. Glen , Ball State University
The history of the Highlander Folk School reflects the course of organized labor and Civil Rights movements in the South, as well as the struggles of southern activists between the 1930s and early 1960s. Established near Monteagle in 1932 by the Tennessee-born Myles Horton and a young Georgian named Don West, Highlander's programs were based upon the conviction that education could be used to help ordinary people build upon the knowledge they had gained from experience and work collectively toward a more democratic and humane society. This approach made the adult education center a source of inspiration and the most controversial school in modern Tennessee history.
Residential workshops at its two-hundred-acre campus played a central role in Highlander's efforts to achieve its overall goals. Workshops lasted from two days to eight weeks and attracted fifteen to forty organizational leaders of various cultural, economic, and educational backgrounds. They focused on specific, concrete subjects in order to address particular community problems.
The process of analyzing and responding to the problems was as important as the proposed solutions. The school gave no grades, credits, examinations, or degrees; the needs of the students largely determined the curriculum of the sessions. Faculty members refrained from imposing a preconceived set of ideas. Instead, they used visiting speakers, movies, audio recordings, drama, and music to identify common issues, offer broader perspectives, and introduce promising strategies. Workshop participants evaluated their findings, assessed their new understanding of their concerns, and made plans to initiate or sustain activities when they returned to their communities.
Indeed, the Highlander faculty regarded the workshops as only part of a learning process that began before students arrived at the school and continued well after they left. Once labor education, literacy training, leadership development, or voter education classes had been firmly developed, Highlander transferred responsibility for the programs to organizations with larger resources, thereby remaining both a resource and catalyst for future action.
During its early years Highlander achieved modest success in organizing and educating mine, mill, timber, and unemployed workers in the surrounding area. It also operated several community programs for Grundy County residents. The school's reputation grew as faculty members became directly involved in the southern organizing drives mounted by the Congress of Industrial Organizations (CIO) in the late 1930s. For most of the next decade, they helped unionize textile workers in Tennessee and the Carolinas, directed large-scale labor education programs in eleven southern states, and developed a residential program that promoted a broad-based, racially integrated, and politically active labor movement. But post-World War II differences over the priorities of organized labor broke up the Highlander-CIO relationship and prompted the staff to attempt a revival of the southern wing of the Farmers' Union and the formation of a regional farmer-labor coalition.
Frustrated by the continued reluctance of existing organizations to overcome racial barriers to change, Highlander's teachers began holding workshops on public school desegregation in 1953, nearly a year before the U.S. Supreme Court's momentous decision in Brown v. Board of Education and the subsequent emergence of the Civil Rights movement in the South. Residential workshops gradually encompassed the challenges of community-wide integration. The sessions attracted hundreds of black and white activists including, shortly before the Montgomery bus boycott, Rosa Parks and Martin Luther King Jr. Highlander-sponsored Citizenship Schools, first held in 1957 on the South Carolina Sea Islands, taught thousands of blacks in Tennessee, Georgia, and Alabama the literacy skills they needed to secure the right to vote. In the early 1960s, as sit-in protests erupted in Nashville and across the South, college students gathered at the folk school to explore the possible directions and goals for a new era of black protest; they also learned "freedom songs" adapted by Highlander musicians, including "We Shall Overcome." Through these programs Highlander became the educational center of the early Civil Rights movement.
The folk school's involvement in the southern labor and Civil Rights movements earned it both accolades and enmity. Even as Eleanor Roosevelt, Reinhold Niebuhr, educators, ministers, union leaders, philanthropists, and reform groups voiced their support, staff members endured a barrage of threats and denunciations from industrialists, politicians, self-styled patriotic groups, and journalists for unfriendly newspapers. As Highlander became more prominent in the struggle for racial justice, outraged southern white segregationists launched a sustained assault against what they described as a "Communist training school." Although faculty members defended the school's ideology and pedagogy eloquently and often persuasively in the face of such attacks, their understandable, but loose institutional practices made them vulnerable in the 1950s. Following a headline-grabbing investigation by state legislators, a police raid, and two dramatic trials, the state of Tennessee revoked Highlander's charter and confiscated its property in 1962.
This did not mean the end of Highlander. Before the final court decision on the folk school's fate, Highlander officers secured a charter for a new institution to be named the Highlander Research and Education Center. First based in Knoxville, and since 1972 near New Market, the center continues to pursue, in a new context, the folk school's original purpose, as given in its mission statement: to educate "rural and industrial leaders for a new social order" while enriching "the indigenous cultural values of the mountains."
Or a pussy grabber?
evince
Truthmatters
just be proud of your racism and admitt you get your "education" from stromfront
why are you so hate filled and want people dead for not listining to stormfront ?
because you are a sociopathic racist who fears women and people of color
why ?
becuase you are a deeply flawed human being who loves to spew lies and make the world hate him
its makes your tiny nuts all tinglely
Silver Buzzard
Renegade White Man
Highlander Folk School was a communist training school. That you cannot dispute. It was a subversive organization. One you had no clue existed or that Saint Martin attended, until I brought it up. I'm actually educating you.
The photo I linked clearly has the source at the top.
Now, tear down the statues and street names of this woman beating misogynist.
Why would you want to honor a woman beater?
The photo I linked clearly has the source at the top.
Now, tear down the statues and street names of this woman beating misogynist.
Why would you want to honor a woman beater?