Winter Holiday Cookbooks

Picture of festive holiday drinks
Happy Holidays!

Traditionally, holidays are times when families, friends, and communities come together, with food playing an essential role in celebrations. In New York City, people from many different cultures celebrate the winter holidays with unique foods. It is impossible in a short blog post to even “give a taste” of the diverse dishes being served this season. Here are just a few holiday highlights, as well as a selection of e-cookbooks available through the library.

Christmas:

Many New Yorkers from different cultural backgrounds will soon celebrate Christmas Eve and Christmas with big, multi-course feasts. One of the most elaborate is The Feast of the Seven Fishes, an Italian-American Christmas Eve celebration. It may include seven or more specific fish dishes, such as whiting in lemon, clams in spaghetti, or baccalĂ  (dried, salted cod). If you ever want to try to create your own feast, there are several pesci recipes in Canal House Cooking: Pronto! for you to try.

Filipinos celebrate Christmas from December 16 until the first Sunday of January and the Feast of the Three Kings. After Christmas Eve midnight mass, preparation begins for Noche Buena, when family, friends, and neighbors drop by for an open house celebration. Food is often served in buffet style. Among the typical foods prepared are lechon (roasted pig), queso de bola, ham, spaghetti, and fruit salad. Filipino Family Cookbook : A Treasury of Heirloom Recipes and Heartfelt Stories is a great resource if you’d like to learn more.

For many Latinos in the United States, the holiday season is synonymous with tamales. Mexican Americans often opt for corn-husk-wrapped tamales, while those from Central America typically wrap theirs in banana leaves. And while most Mexican and Central American tamales contain corn-based masa, Puerto Rican pasteles don’t use any, instead using a combination of ground yautía (yuca) and green plátanos (plantains). Tamales, Comadres, and the Meaning of Civilization is filled with family recipes and stories. It also celebrates tamaladas, large family gatherings to prepare the Christmas tamales.

There are many special desserts traditionally made at Christmas, such as German Stollen, Spanish Turrón, French Bûche de Noël, and Italian Panettone and Struffoli. The United States is best known for its varied Christmas cookies that reflect America’s immigrant heritages. City Tech Professor Michael Krondl is a culinary historian and the author of Sweet Invention: A History of Dessert. You can listen to his interview on The Takeaway about the history of Christmas cookies. For your own holiday cookie baking, take a look at The Great Minnesota Cookie Book : Award-Winning Recipes from the Star Tribune’s Holiday Cookie Contest.

Kwanzaa:

Kwanzaa is not a religious holiday nor a substitute for Christmas, and many people celebrate both across North America and the Caribbean. Maulana Karenga founded the weeklong festival in 1966 as a way for African-Americans to celebrate their families and communities, while honoring ancestors. The holiday is based on seven guiding principles, one for each day of the observance: unity, self-determination, collective work and responsibility, cooperative economics, purpose, creativity, and faith.

Celebrations begin by lighting candles, giving gifts, and decorating with the African colors of red, green, and black. Throughout the week, favorite African-American dishes, as well as traditional African and Caribbean favorites, are served.

The largest meal—Karamu Ya Imani—is held on December 31. The main dish served tends to be a stew, such as Ghanaian groundnut stew, Cajun jambalaya, Creole gumbo, or West Indian curry. Other classics include Hoppin’ John, Nigerian jollof rice, fritters, catfish, collard greens, fried okra, spoonbread, plantains, and (are you hungry yet?) sweet potato pie. Celebrate Vegan: 200 Life-Affirming Recipes for Occasions Big and Small offers delicious vegan versions of traditional soul food dishes. The Real Jerk : New Caribbean Cuisine provides recipes for Caribbean classics like jerk chicken, sorrel punch, and rum cake. Desserts might include soul food favorites like sweet potato pie, peach cobbler, or caramel cake. Global Bakery has recipes for delicious cakes from Africa and the Caribbean perfect for Kwanzaa, including Ginger Cake, Rum Cake, and Semolina Cake.

Michael Twitty is a wonderful food historian and writer who identifies as “an African American who happens to be Jewish, or a Jew who happens to be African American.” He writes a little about Christmas but he writes much more about Hannukah and Kwanzaa. His blog is a rich resource for both recipes and food histories.

Hannukah 

Hannukah occurred in late November in 2021 due to the Jewish calendar’s use of a leap month, which is needed since it is a lunar calendar. Although Hannukah has passed, it’s not too late to enjoy the delicious traditional dishes served in Jewish communities.

Hannukah is an eight-day festival of lights commemorating the miracle when—after the Second Temple was desecrated then rededicated—one day’s worth of sacred oil for the altar’s eternal lamp lasted eight days. The eight-night celebration of Hanukkah is therefore supposed to include fried foods at the festive meal that is preceded by lighting the menorah, a eight- or nine-branched candelabrum. In Central and Eastern Europe, latkes (potato pancakes) were fried in schmaltz (poultry fat) because potatoes were plentiful while December was the season for slaughtering goose and ducks. Today, many people choose to make their latkes with vegetable oil.

Other Hanukkah foods reflect the ethnic diversity of Judaism. For example, Sephardic Jews (Mediterranean Jews) prepare elaborate vegetarian dishes with cheese while many Ashkenazi (Eastern European) Jews eat roasted brisket as a main dish.

Jelly donuts, or sufganiyot, another food deep-fried in oil, are a Hanukkah tradition from Israel popular with Americans. Jalebi, a treat enjoyed by Iraqi Jews, is basically a funnel cake, made out of a flour-based dough then deep fried and soaked in a sugar syrup. One exception to fried desserts is rugelach, an Eastern European pastry, which are crescent-shaped dough cookies filled with fruit preserves, poppy seeds, or chocolate and nuts. Hanukkah Sweets and Treats is a kid-friendly introduction to making these and more. The Kosher Baker is an excellent resource for dairy-free desserts.

Happy Winter Holidays!

This post was co-authored by Monica Berger.

 

Native American History Month in Lenapehoking

November is Native American History Month, and a good time for New Yorkers to acknowledge and honor the indigenous peoples who lived here before us. The Lenape thrived for thousands of years before the arrival of Europeans. They called their homeland Lenapehoking, and their territory included portions of New York, New Jersey, Pennsylvania and Delaware.

In Brooklyn, the Lenape had settlements in what are now the neighborhoods of Bushwick, Canarsie, Flatlands, Fort Hamilton, Gowanus, and Sheepshead Bay. 

Indian Villages, Paths, Ponds, and Places in Kings County 1946 Map
Center for Brooklyn History, Brooklyn Public Library 1946

The concept of shared land use was fundamental to Lenape society. Lenape peoples lived in fixed settlements, and their lives revolved around communal hunting and planting. Planting was managed by women, who cultivated corn, squash, beans, and tobacco. The men cleared the field and broke the soil. During the rest of the year, they would fish and hunt.  

The arrival of Europeans was devastating to the Lenape. By the 17th century, Europeans were setting up colonies to extract resources from Lenapehoking. They pushed the Lenape out of the East Coast and pressed them to move west. In 1626, the Lenape “sold” the island of Manahatta to the Dutch. The Dutch were of course deceptive in their dealings, as the concept of private land-ownership was not recognized by the Lenape. 

The loss of land led to a scarcity of essential resources, as the Lenape peoples could not farm and were forced to over-hunt. Their population fell sharply, due to infectious diseases brought by Europeans, such as measles and smallpox. Between 1600 and 1700, the Lenape were decimated by diseases and war. By 1750, they had lost an estimated 90% of their people.

The Treaty of Easton, signed in 1758 between the Lenape and the English, forced the Lenape to move westward into Pennsylvania and Ohio. Other deceptive land treaties and forced migrations followed, and the Lenape were pushed further and further west. In the 1860s, the federal government sent Lenape remaining in the eastern United States to the Indian Territory (present-day Oklahoma) under the Indian removal policy. Today, Lenape communities are found in Oklahoma, Kansas, Missouri, Wisconsin, Ontario, and New Jersey.

Land acknowledgements, or statements serving as offerings of honor and respect, are one way to pay respect to the Lenape and other tribes who were killed and displaced by European settlers.  Land acknowledgements are not a substitute for substantial reparative justice but they can raise awareness about histories that are often suppressed or forgotten.

The acknowledgement process involves asking: “Who lived here before us?” “What happened to them?” “Who should be accountable for their displacement?” “What can be done to repair the harm done to them?”

The U.S. Department of Arts and Culture (not a real government agency but a “people-powered department”) offers a resource called Honor Native Land: A Guide and Call to Acknowledgement.

Here are their answers to the question: “Why practice Land Acknowledgement?”:

  •     Offer recognition and respect
  •     Share the true story of the people who were already here
  •     Create a broader public awareness of history  
  •     Begin to repair relationships with Native communities  
  •     Support larger truth-telling and reconciliation efforts
  •     Remind people that colonization is an ongoing process
  •     Opening up space with reverence and respect
  •     Inspire ongoing action and relationships

And here is their step-by-step guide to acknowledgment:

  1. Identify: “The first step is identifying the traditional inhabitants of the lands you’re on. . . it is important to proceed with care, doing good research before making statements of acknowledgement.”
  2. Articulate: “Once you’ve identified the group(s) who should be recognized, formulate the statement.. . . Beginning with just a simple sentence would be a meaningful intervention in most spaces.”
  3. Deliver. “Offer your acknowledgement as the first element of a welcome to the next public gathering or event that you host . . . Consider your own place in the story of colonization and of undoing its legacy.”

How can we do reparative work with Native communities who still live in New York? What role can an educational space like City Tech, on occupied Lenape land, play in reparative justice?

Spotlight: Open Education Resources

For many City Tech students, the high cost of textbooks may be an insurmountable obstacle. Students may not register–or may end up withdrawing or failing classes–because they cannot afford required materials. City Tech Faculty can reduce financial strain on students by designing their courses around Open Educational Resources (OERs).

Open Educational Resources are freely accessible teaching, learning, and research materials. Traditionally, textbooks are published under copyright, with strict limitations. But the OER model is more flexible; it uses Creative Commons licenses that allows educators to retain, reuse, revise, remix, or redistribe (the 5Rs) educational resources.

The 5 Rs:

  • Retain – make, own, and control a copy of the resource
  • Reuse – use original, revised, or remixed copy of the resource  
  • Revise – edit, adapt, and modify copy of the resource
  • Remix – combine original or revised copy of the resource with other existing material to create something new
  • Redistribute – share copies of original, revised, or remixed copy of the resource with others.

City Tech’s OER program is a CUNY success story. Since its launch in 2015, City Tech librarians have collaborated with professors to create course materials through the City Tech OpenLab, leading to the development of free and open resources for classes across the curriculum. City Tech professors, with library support, have created outstanding low-cost, high-quality OERs for students. 

Here are a few examples of OER materials created by faculty in our Social Science departments through the OER program. 

For US History Since 1865, Dr. Ryan McMillen uses The American Yawp, augmented with other materials. Instructions for the class on Reconstruction asks students to: “Read Chapter 15, Reconstruction…the text of the Mississippi Black CodesJourdon Anderson Writes His Former Master, 1865…Pick out one part of the Codes that strikes you as problematic, in that its main justification would be to criminalize the activities of former slaves in defending their freedom, and analyze it.”

Professor Diana Mincyte’s Environmental Sociology OER “examines the complex interactions between societies and the natural environments on which they depend. Special emphasis is placed on the link between the deepening ecological crisis and the operation of the capitalist socio-economic system.” For the first class, to introduce the subject, she assigns: The environment and society. The perfect conditions for coronavirus to emerge, Pangolins and pandemics: The real source of this crisis is human, not animal and What is Deep Ecology.

Dr. Jinwon Kim’s Urban Sociology is a course that encourages students to explore issues in Downtown Brooklyn, from gentrification to the new economy, and to use the neighborhood as a laboratory. Dr. Kim created her OER with links to open access readings, videos, and photo collections. For Class 4, Modernity and Modern Cities, he asks students to, “First, read The era of industrialization…in order to learn more about the historical background of modern cities. Second, read Industrial Manchester, 1844 in The Condition of the Working-Class in England in 1844. Third, learn more about New York City context by reading Jacob Riis’ How the Other Half Lives: Studies Among the Tenements of New York…Watch The Tenement Museum in the Lower East Side. See Photos provided by Museum of the City of New York.”

More information about the OER program at City Tech

Questions/comments? Contact Cailean Cooney, Assistant Professor, Library at: ccooney@citytech.cuny.edu.

NYC Public Libraries: A Resource for City Tech Students

As you may know, the City Tech Library has re-opened, and on-site services are available for students, faculty, and staff. However, many students are still studying or attending classes at home at least some of the time. Coming to campus may not be convenient for community members for a variety of reasons. If you need an alternative space for study, research, wifi, and computer access, consider locating your closest public library branch, and signing up for a card. Our public library systems have amazing (and free!) resources for City Tech Students to tap into. City Tech librarians consider public librarians to be our partners, and encourage students to view them as part of their academic support team.

The New York Public Library is one of three separate and independent public library systems in New York City. The other two library systems are the Brooklyn Public Library and the Queens Public Library. You just need one card to use all three systems. 

The New York Public Library has more than six million items in its circulating collections; the Brooklyn Public Library holds almost three million items; the Queens Public Library’s collection includes more than five million items. The three systems also collectively offer around 15 million items, as well as housands of free educational, cultural, and civic programs every month.

Signing up for a card

Do you live in Brooklyn? Brooklyn Public Library’s cards are free for people who live, work, pay property taxes or go to school in New York state. 

First step: apply online for a library card

Next step: Find your closest branch library here.Once you apply for a library card, you must visit a branch within 30 days and validate your card by showing a government-issued ID with your name and present address.

Acceptable government issued IDs include:

  • Current New York State Driver’s License
  • Current New York State Driver’s Permit
  • Current New York State Identification Card
  • Current IDNYC Municipal Card

The other systems have the same policies and similar procedures. Are you in Queens? Apply for a card here. Find your closest branch library here. Locations of NYPL branches are here. You can apply for a card online here

Maybe you stop using your public library because of fines? Guess what! All three local public library systems have eliminated all late fines going forward—and all existing fines and fees in patron accounts have been cleared. This is great news!

Our NYC public library systems combined have millions of print and digital resources in their collections, all accessible with one card. They also have librarians on staff who provide reference support in person or by chat or phone. They offer free wifi, as well as computer and printing equipment for library patron use. This November, take a tip from Library Buzz and visit your local library branch to look around, say hello to the staff, and get that library card!

The Extraordinary Educators of the SEEK Program

Insurgent Knowledge: The Poetics and Pedagogy of Toni Cade Bambara, June Jordan, Audre Lorde, and Adrienne Rich in the Era of Open Admissions is a wonderful dissertation, soon to be book, written by CUNY grad Danica B. Savonick. This post is based on her work.

In 1965, CUNY established the Search for Education, Elevation, and Knowledge Program (SEEK) to recruit and prepare “economically and educationally disadvantaged” students to matriculate at City College. SEEK provided students not only with free tuition and free books, but also a stipend that addressed the material conditions of students’ lives beyond the classroom.

By 1968, four extraordinary women were teaching basic writing classes for SEEK down the hall from one another. Audre Lorde, June Jordan, Toni Cade Bambara, and Adrienne Rich all taught for SEEK in the late 1960s and early 1970s. These writers/activists/teachers shared a belief in the teaching of writing as a transformative, political, and creative process.

Lorde, Jordan, Bambara, and Rich observed how students who entered the university through SEEK at first distrusted them, and how many had been mistreated by previous educators. All of them saw the oppressive dynamics inherent in traditional classroom set-ups. They shared a fundamental respect for their students, and they understood that many of them had been disempowered in previous classrooms. They listened to students and changed their approaches to teaching based on what they heard. They sought to be allies for their SEEK students, not saviors there to liberate oppressed students.

Together, they experimented with how the classroom might be a space of collective social change. Together, they explored how education can contribute to building a more just and equitable world. They believed in the transformative power of education and saw how their teaching could contribute to the Women’s Movement, the Civil Rights Movement, and the movement for Black Power.

Lorde, Jordan, Bambara, and Rich created a collaborative environment for teaching and writing. They exchanged syllabi, lesson plans, and assignments and sat in on each other’s classes. They deliberately researched and invented teaching strategies that would help working class students, first-generation students, and students of color. Their groundbreaking collaborative work at SEEK has had a profound impact on the teaching of writing, and is now considered of great theoretical importance.

“I teach myself in outline,” Notes, Journals, Syllabi, & an Excerpt from Deotha, is a collection of Audre Lorde’s teaching materials from her time at CUNY.

June Jordan: “Life Studies,” 1966-1976 includes texts from her time at SEEK.

June Jordan

A photograph of June Jordan

June Jordan was a powerhouse poet, activist, journalist, and educator. One of the most widely-published and highly-acclaimed writers of her time, Jordan was active in the civil rights, feminist, antiwar, and gay and lesbian rights movements. Through her poetry, essays, plays, and children’s literature, she spoke passionately about race, class, sexuality, and political struggles around the world.

Jordan was born in Harlem in 1936, the child of Jamaican immigrants who raised her in Bedford-Stuyvesant. A gifted student, she began writing poetry in elementary school. She attended boarding school in New England, where her teachers encouraged her writing but never shared the work of any Black writers with her. After earning a BA from Barnard College, Jordan began teaching at the City College of New York in 1966. She published her first book of poetry, Who Look at Me, in 1969. She went on to teach at Yale University, Sarah Lawrence College, and the State University of New York at Stony Brook, before becoming Professor of African-American Studies at the University of California, Berkeley, where she founded Poetry For the People.

Jordan’s essays were published in magazines and newspapers around the world. She also published more than twenty-five major works of poetry, fiction, and children’s books before her death in 2002. In an interview shortly before her death, Jordan said that “the task of a poet of color, a black poet, as a people hated and despised, is to rally the spirit of your folks…I have to get myself together and figure out an angle, a perspective, that is an offering, that other folks can use to pick themselves up, to rally and to continue or, even better, to jump higher, to reach more extensively in solidarity with even more varieties of people to accomplish something. I feel that it’s a spirit task.”

Jordan’s books of poetry include the collections Kissing God Goodbye: Poems, 1991-1997, Haruko/Love Poems, Naming Our Destiny, Living Room: New Poems 1980-1984, and Things That I Do in the Dark. Her essay collections include Affirmative Acts: Political Essays, June Jordan’s Poetry for the People: A Revolutionary Blueprint, Technical Difficulties, and Civil Wars: Selected Essays 1963-1980.

You can access several online, full text works by Jordan in the City Tech Collection, including:

Life as Activism: June Jordan’s Writings from the Progressive

Some of Us Did Not Die: New and Selected Essays of June Jordan.

Invisible Women in Women’s History Month

It’s March, which means it is Women’s History Month, a commemoration of “the specific achievements women have made over the course of American history in a variety of fields”…with one notable exception: the field of domestic labor.

Domestic labor—cooking, cleaning, childcare, and other activities related to household maintenance—remains largely invisible and undervalued. Domestic labor is mostly done by women, and particularly women of color, who keep those around them fed, safe, clean, and cared for. It is essential work, without which no other economic activity could take place, but it is considered unworthy, for example, of being an achievement to celebrate during Women’s History Month.

Photograph of Wages for Housework supporters at an International Women’s Day march in New York City,
Wages for Housework supporters at an International Women’s Day march in New York City, 1977. Photo by: Freda Weinland.

Silvia Federici, who was one of the organizers of the Wages for Housework movement, has described domestic labor as “a form of gendered economic oppression and an exploitation upon which all of capitalism rests.” Domestic labor enables others to work outside the home, and to enjoy higher status jobs and better wages. It is the invisible work that makes all other work possible.

If women in the United States earned minimum wage for their unpaid domestic labor, they would have made $1.5 trillion last year, according to a recent article in the New York Times. Imagine what would happen if women either refused to do any domestic labor or insisted on being paid for it. Our entire economy would be transformed.

Of course, some people are paid for doing domestic labor. During the past three decades, as more and more women entered the workforce, those with enough income (usually white, college-educated, and middle to upper class) began to pay others to help care for their children or clean their homes or even buy their groceries for them. The majority of domestic workers in the United States are low-waged women of color and immigrants. Women with privilege working outside the home have depended on outsourcing domestic labor to women with less privilege. Even though there have been efforts to organize and protect domestic workers from exploitation, they don’t have much protection, and are often denied formal benefits and time off to care for their own families.

During the last year, with schools and offices closed and an New York State executive order that classified most domestic workers as “inessential”, more people had to perform their own domestic labor rather than outsourcing it. Many women with privilege have been forced to quit their jobs, as they can no longer hire domestic workers to help them. Because of the pandemic, some have become more aware that their careers and comfortable lifestyles depend on the underpaid labor of undervalued domestic workers. It seems like a good moment to reevaluate the low value assigned to life-maintaining labor and to start celebrating women for all of the kinds of work they do.

Want to learn more about women and work? Check out these ebooks from the City Tech Library!

[This post was co-authored with City Tech Librarians Nora Almeida and Wanett Clyde.]

Controlled Digital Lending and the Open Library

Controlled Digital Lending

Loaning materials to patrons is a fundamental role of any library. The current COVID-19 pandemic has created an urgent need for libraries to find new ways of providing access to their collections. With many libraries now closed, patron demand for digital materials is higher than ever. As a result, many libraries have turned to Controlled Digital Lending in order to provide materials that their communities cannot access in any other way. 

City Tech Library is one of 18 CUNY libraries partnering with the Open Library, a project of the Internet Archive, to provide Controlled Digital Lending access to our collections.  Controlled Digital Lending (CDL) is the digital equivalent of traditional library lending. Under CDL, libraries own physical materials but make them available as digital copies. Libraries can digitize their books and lend out digital versions in place of print items. CDL has three core principles:

  1. A library must own a legal copy of the physical book.
  2. The library must maintain an “owned to loaned” ratio, lending no more copies than it legally owns.
  3. The library must use technical measures to ensure that the digital file cannot be copied or redistributed. 

The “fair use” section of copyright law allows libraries to responsibly lend materials through CDL. As long as the terms of loans are limited, and digitized books are locked so borrowers can’t download or otherwise copy them, libraries using CDL are within the boundaries of the law.

Michelle Wu, an attorney and law librarian, developed the concept of CDL. Her model of CDL had several goals, including:

  • Making print materials easier to discover;
  • Providing more efficient delivery of library resources;
  • Creating digital formats that are more accessible to those with disabilities; and/or
  • Preserving and protecting library collections, providing access to materials during natural disasters, severe weather, and health emergencies.

This short video is a fantastic explanation of CDL. 

Open Library  

Eighteen CUNY libraries, including City Tech, have partnered with the Open Library, a book digitization project of the Internet Archive that provides access to millions of books. Over 770,000 print books in CUNY collections across are now linked in OneSearch to electronic versions freely available in the Open Library. 

The browseable list of subjects can be found at http://openlibrary.org/subjects and the advanced search can be found at https://openlibrary.org/advancedsearch.

Once you create a free account, you may borrow up to ten books at a time for browsing (1 hour) or borrowing (14 days).  To borrow materials, please register for an account at: http://openlibrary.org/account/create and then go directly to the Borrowing landing page at http://openlibrary.org/borrow

Titles that are available will have the “Read in Browser” link, where users can borrow, download, and read in a variety of formats such as BookReader, Adobe Digital Editions, PDF, text, ePub, and Kindle editions. Most ebook reading platforms are available online for free download. Books with a lock icon are available to persons who are blind or with vision loss.

Anti-Racism Resources

A tintype portrait of a woman from Weeksville, Brooklyn

“A white ally acknowledges the limits of her/his/their knowledge about other people’s experiences but doesn’t use that as a reason not to think and/or act. A white ally does not remain silent but confronts racism as it comes up daily, but also seeks to deconstruct it institutionally and live in a way that challenges systemic oppression, at the risk of experiencing some of that oppression. Being a white ally entails building relationships with both people of color, and also with white people in order to challenge them in their thinking about race. White allies don’t have it all figured out, but are deeply committed to non-complacency.”  White Allyship 101 by the Dismantle Collective

February is Black History Month in the United States. As 2020 demonstrated, the situation of Black people in the US is still challenging, often unfair and discriminatory. One way we can honor the historical struggles of Black Americans is to invest in the ongoing work to make our society and ourselves (if we are not Black) less racist. For nonBlack people, February 2021 is a good opportunity to educate ourselves on how to be better allies to our Black family, friends, and neighbors. There are many excellent educational online materials on Anti-Racism free and open to all:

Films

The PBS website offers several films about racism in America, adding historical context to racial issues. PBS’ programs include profiles of police departments, documentaries that cover the treatment of African Americans since slavery, and films about both past and current civil rights activism.

Readings

The case for reparations

“I used to lead tours on a plantation. You wouldn’t believe the questions I got about slavery.”

Allyship and accountability glossary

Podcasts

1619  An audio series on how slavery has transformed America, connecting past and present through the oldest form of storytelling.

Code Switch: “fearless conversations about race…hosted by journalists of color, our podcast tackles the subject of race head-on. We explore how it impacts every part of society — from politics and pop culture to history, sports and everything in between.”

Seeing White: “Just what is going on with white people? Police shootings of unarmed African Americans. Acts of domestic terrorism by white supremacists. The renewed embrace of raw, undisguised white-identity politics. Unending racial inequity in schools, housing, criminal justice, and hiring. Why? Where did the notion of ‘whiteness’ come from? What does it mean? What is whiteness for?”

Uncivil: “Uncivil brings you stories that were left out of the official history of the Civil War, ransacks America’s past, and takes on the history you grew up with. We bring you untold stories about resistance, covert operations, corruption, mutiny, counterfeiting, antebellum drones, and so much more. And we connect these forgotten struggles to the political battlefield we’re living on right now. The story of the Civil War — the story of slavery, confederate monuments, racism — is the story of America.”

Other Online Resources

The Color Line: “A lesson on the countless colonial laws enacted to create division and inequality based on race.” from the Zinn Education Project

Facing History and Ourselves: “Facing our collective history and how it informs our attitudes and behaviors allows us to choose a world of equity and justice. Facing History’s resources address racism, antisemitism, and prejudice at pivotal moments in history; we help students connect choices made in the past to those they will confront in their own lives.”

Talking About Race is a comprehensive, multimedia site produced by the National Museum of African American History & Culture, with rich offerings.

Weeksville Heritage Center is an historic site in Central Brooklyn that preserves the history of Weeksville, one of the largest free Black communities in pre-Civil War America.

Our own wonderful African American Studies Department has its own list of recommended resources, well worth checking out. Beyond the City Tech campus, there are hundreds of CUNY events celebrating Black History Month.

African-American Studies Department hosts Black Feminist Project and Black Panther events for Black History Month

The African-American Studies Department is hosting two events for Black History Month. See below for more details.

Tanya Denise Fields Keynote Event on Tuesday, Feb. 16. For more information visit https://www.citytech.cuny.edu/african-studies.
Tanya Denise Fields Keynote Event on Tuesday, Feb. 16. For more information visit https://www.citytech.cuny.edu/african-studies.

Tuesday, February 16
2021 BLACK HISTORY MONTH KEYNOTE EVENT

“Black Lives Lead: We, Too, Sing America!” Tanya Denise Fields, Founder & Executive Director of the Black Feminist Project, in conversation with Dr. Emilie Boone View Virtual Event on http://www.citytech.cuny.edu/african-studies/

Black Panther screening on 2/17 with a roundtable discussion on 2/18. Register at http://tiny.cc/va2etz .
Black Panther screening on 2/17 with a roundtable discussion on 2/18. Register at http://tiny.cc/va2etz .


Wednesday, February 17 at 7:00pm
Black Panther Movie Screening with cast member Q&A afterward  

Thursday, February 18 at 7:00pm “Black Panther: The Women Warriors of Wakanda” roundtable conversation with cast members of Avengers: Infinity War and Black Panther