Asked by Michael
The study of politics first grabbed my attention when I started to pursue my own examination of the Civil Rights Movement. Examining the methods employed by the Eisenhower, Kennedy, and Johnson administrations to achieve “order over justice” at various points in the movement always bothered me. However, these same methods that I deplored with the advantage of hindsight that I now enjoy through the works of many scholars such as Taylor Branch and David Garrow led to my fascination with international and comparative politics. Particularly, Pan-Africanism and its effect on Black American political thought and activism. My study of civil rights was originally intended to be a personal examination of the people, places and events that were so critical in shaping my African-American experience. During undergrad, I found myself enchanted with classes such as Turning Points in U.S. History #1 which examined the Black slave from colonial times to the beginning of reconstruction, Turning Points in U.S. History #2 which examined the Black man during the height of the second freedom struggle know as the Civil Rights Movement, and Africana Studies which examined the modern African-American experience today in America – and was taught by a professor with a professed Pan-Africanist point of view. This Pan-Africanist prospective opened my eyes not only to Pan-Africanism, but also to having a more internationalist perspective of current events. Coincidentally, the semester I was enrolled in Africana Studies, I was also privileged to be enrolled in The History of South Africa and Middle East 2: The Modern Period simultaneously. Looking back, The History of South Africa course reinforced Ian Bremmer’s theory on “The J Curve.” I saw how domestic pressure from an increasingly unhappy but politically powerless Black majority combined with sanctions and isolation from the international community eventually hastened the inevitable breakdown of apartheid. However, I was more impressed by how President Mandela had the vision and political savvy to use his political capital to transition his country to the upper right side of the J-Curve through the combination of reconciliation, openness, and sound economic policies (However, I firmly believe that to keep South Africa from the same fate as Zimbabwe or other African countries he had no choice but to pursue the policies that he did. Mandela was thinking for the long term rather than short term, just as the Whites who voted for the transitional government were thinking.) Just as President Mandela was planning for the long term, Middle East 2: The Modern Period also taught me Theodore Herzl’s long term strategies for Zionism and the establishment of the modern nation of Israel. This was particularly fascinating for me because I was able to compare and contrast Pan-Africanism with Zionism. Although the two philosophies aren't identical, a sharp comparison of the two demonstrates when, where and how an idea is likely to take hold and evolve into a movement and why great movements don't always make for great administration and state building. As a social studies education major I was often forced to substitute courses I was eager to take in the fields of international relations and Africana studies for courses that "were required" for my major. Originally I viewed this as a negative aspect, but once again hindsight has proved that taking the required social studies education curriculum which stressed breadth (geography, history, political science, economics, sociology) over depth (single discipline) has placed me ahead of some of my peers when it comes to understanding politics and contemporary history from multiple perspectives, which is an even bigger advantage in the interdisciplinary fields of Africana studies and international relations. This was confirmed in the summer prior to my senior year of undergrad. I finally got my opportunity to take two courses that induced me to consider a change of career plans, U.S. Foreign Policy and Comparative Politics. These two courses challenged the typical American citizen's thinking of foreign affairs by requiring us to go beyond our perceptions of the policy by examining a policy's messy domestic formulation, its comparative perception overseas, and the policy's resulting consequences at home and abroad. Each course challenged mythmaking by examining harsh realities due to history, geography, economics, and sociology - not just politics. Everything plays a role seen and unseen. Although graduate school was never my intention three years earlier as I first entered college, I had now given it enough thought over the course of two years (sophomore & junior) to know that it was something I definitely wished to pursue. I knew I wanted to combine my interests in Africana studies, history, and political science/international affairs in a way that both advanced knowledge and challenged social norms and values in ways that could bring about fundamental change through practical pursuits. I needed creativity combined with hard facts, solid statistics, and in-depth analysis. I needed to study Africana studies with an emphasis in political science (international/comparative) and contemporary history. I saw this as the best path for myself because I would be able to use my breadth of studies to analyze issues from multiple angles, as well as my strong desire for in-depth analysis to dig deep into the heart/root of any issue. Coincidentally, I had been a member of the legislative body of the student government for two years. This granted me the opportunity to participate in researching issues, conducting opinion polls, and most importantly test my knowledge, judgment and interpersonal communication skills in choosing the best options and alternatives for the student body. This experience was extremely helpful in my understanding of legislative politics by providing a practical application to my theory based knowledge. In the same manner my three years spent as a resident assistant in the residence halls on campus induced me into good time management skills as well as opening my senses and sensibilities to people with different backgrounds, ideals and habits from my own. Talking with residents and learning their values and interests forced me to see each situation that arose from multiple perspectives, be they right or wrong. Being away from school for two years has been a huge advantage for me. Moving to metro N/A from central Pennsylvania (raised)/northeast Ohio (college) has also allowed me to bring the Civil Rights Movement to life through visiting museums and historic sights. Also, my southern experience has allowed me to experience life in a different region of the country which in turn has taught me just how diverse African-American thought can range on similar issues. I've invested my time in reading history, politics, old college textbooks (which seem to make even more sense now), The Washington Post, and scholarly journals such as Foreign Affairs, The Fletcher Forum of World Affairs, and Policy Review. I also used my degree in education to teach tenth grade World History Honors at a local high school in N/A. This experience gave me (my last semester in undergrad I also student taught American government and Economics to high school seniors) the honor of disseminating knowledge to young intellectuals striving to push ahead in life. However, this isn't a path that can cure my intellectual hunger and curiosity. Even though I love teaching, I also love researching and creating knowledge as well. Teaching in an inner-city high school reinforced and even expanded upon my deep beliefs in "learning for learning’s sake" and keeping an open mind. Not only has my experience exposed weaknesses in me that I previously could only recognize in other people, but it also focused my graduate studies on African Americans within the African Diaspora. Growing up in Williamsport, PA, a conservative predominately white town in central Pennsylvania, I often experienced subtle (but noticeable) racism hidden under a veil of generosity. African-American history, culture and activism were 'melted' rather than 'solidified'. My college and subsequent job experience has provided me with a greater realization of my place within the African Diaspora. Naturally, my intense interest in the Civil Rights movement, international relations, and African Diaspora studies has revealed that my deepest desire is to increase communication, openness and cohesion among members of the Diaspora throughout the world. I realize that politics is what helps create history and should be taken more seriously by citizens and scholars alike. In graduate school I intend to focus on African American studies with an emphasis in contemporary history and politics (primarily international/comparative). I intend to research how the African-American "double-consciousness" (Dubois) can effectively promote U.S. foreign policy (and global stability) in ways that will strengthen Pan-Africanism. In part of this study I intend to examine contemporary African-American members of the federal government to examine their "views and proceeding actions" towards U.S. foreign policy and Pan-Africanism. This is necessary in order to examine whether African-American policy makers have "adopted" a mainstream view of foreign affairs and why. I also intend to expand upon African-American participation in foreign policy to include new African immigrants and the effect they could have on U.S. foreign policy and their former countries by empowering democracy from abroad through American soft power, particularly the media. Do we need more "African" politicians in so called "Black" communities in order to diversify thinking on both sides and foster a better working coalition among both groups? If so, what compromises will have to be made on each side? In speaking of Africa, I would love to examine the question, "Does a shared view of history decrease violence and promote cooperation between rival groups within Africa and among the African Diaspora?"