{"@context":"http://iiif.io/api/presentation/3/context.json","id":"https://marmia.aviaryplatform.com/iiif/6h4cn7064s/manifest","type":"Manifest","label":{"en":["The Afrocentric Idea, 1988-05-21"]},"logo":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/053/original/cropped-marmia-logo-copy1.png?1586173104","metadata":[{"label":{"en":["Source Metadata URI"]},"value":{"en":["https://marmia.libraryhost.com/repositories/2/archival_objects/5282"]}},{"label":{"en":["Date"]},"value":{"en":["1988-05-21 (Creation)"]}},{"label":{"en":["Description"]},"value":{"en":["Be advised that this video may contain sensitive, triggering, and offensive language and content. (Content warning)","Digitized with funding provided by the Council on Library and Information Resources' \"Digitizing Hidden Special Collections and Archives: Amplifying Unheard Voices\" grant program. (Funding note)","Dr. Molefi Asante, professor and chairman of the African American Studies Program at Temple University and Dean Thomas Slakey of St. John's College discuss the book, \"The Afrocentric Idea.\" (Scope and Content Note)"]}},{"label":{"en":["Format"]},"value":{"en":["1 U-matic"]}},{"label":{"en":["Identifier"]},"value":{"en":["WJZ-CTYLN-008-015 (Identifier)"]}},{"label":{"en":["Series Title"]},"value":{"en":["City Line"]}}],"summary":{"en":["Be advised that this video may contain sensitive, triggering, and offensive language and content.","Digitized with funding provided by the Council on Library and Information Resources' \"Digitizing Hidden Special Collections and Archives: Amplifying Unheard Voices\" grant program.","Dr. Molefi Asante, professor and chairman of the African American Studies Program at Temple University and Dean Thomas Slakey of St. John's College discuss the book, \"The Afrocentric Idea.\""]},"provider":[{"id":"https://marmia.aviaryplatform.com/aboutus","type":"Agent","label":{"en":["MARMIA"]},"homepage":[{"id":"https://marmia.aviaryplatform.com/","type":"Text","label":{"en":["MARMIA"]},"format":"text/html"}],"logo":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/053/original/cropped-marmia-logo-copy1.png?1586173104","type":"Image"}]}],"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/206/339/small/thumbnail_206339_1710959247.jpg?1710944859","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339","type":"Canvas","label":{"en":["Media File 1 of 1 - open-uri20230817-483-xn1agm.mp4"]},"duration":1691.9,"width":640,"height":360,"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/206/339/small/thumbnail_206339_1710959247.jpg?1710944859","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/content/1","type":"AnnotationPage","items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/content/1/annotation/1","type":"Annotation","motivation":"painting","body":{"id":"https://aviary-p-marmia.s3.wasabisys.com/collection_resource_files/resource_files/000/206/339/original/open-uri20230817-483-xn1agm.mp4?1692288834","type":"Video","format":"video/mp4","duration":1691.9,"width":640,"height":360},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339","metadata":[]}]}],"annotations":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949","type":"AnnotationPage","label":{"en":["AUTO_TRINT_WJZ-CTYLN-008-015.mp4 [Transcript]"]},"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/1","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Mm. The following program is a Cityline encore presentation. Welcome to City Line. Today's subject is probably a new concept for a lot of people, but it's beginning to move in the academic circles, no question about it. It's not a new idea, but just something that's being considered more and more these days. Indeed. And our guest is one of the forerunners and spokesmen of that movement called the Afrocentric idea. He is Dr. M.F.A. Asante, professor and chairman of the African American Studies Program at Temple University. Welcome to City Life. Delighted to be here. It's a pleasure to have you here. We have been excited about the idea of discussing the concept. Tell us basically what's at the core of the Afrocentric idea. All right. Let me start that jacket by saying that essentially it is not an antagonism toward euro centricity, but it's an antagonism toward euro centricity as universality. The idea is that the imposition of the Eurocentric worldview as if that is the only worldview, and that that is the universal worldview, that what we have said and what I have said in my writings is that that is not only arrogant, but it is racist. The Afrocentric worldview simply says that ideas invents phenomena related to African people should be looked at from an African standpoint. It recognizes that it is possible for other perspectives to emerge. I mean, certainly one could say that the Asian world could certainly emerge in Asia, geocentric view of the world and probably has one. But what has happened in the world is that when we talk about eurocentrism, we are normally talking about it in the context of white people imposing it as if it were universal. For example, if you say classical music, what you immediately think of if you're not Afrocentric, you immediately think of European concert music because it has been imposed as the only classical music.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=3.19,197.13"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/2","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"So when you think of classical music in your mind, if you have it, if someone talks about this, they are talking about it in a European context. And we say that there are other ways to look at the world. So what you want is an inclusion of other cultures in the study of world culture. That is precisely what we were after. It is not it is not saying that you cannot teach European values or European about ancient and about ancient Greece. And that's perfectly fine. I mean, and certainly living in the United States of America, we should teach about Western events and Western phenomena. I mean, that is basic. And we learned that anyway. I mean, you grow up and from kindergarten own you are taught that you are reinforced by that, by the paintings you see, by the photographs, you see by the symbols of the society. So it's all there, you see. So what's the argument? Is it that the Afrocentric idea is being rejected in terms of being becoming part of the curriculum in this country, or is there just reluctance to accepting it as part of the mainstay? Normally, what we see is two things. One, and you are correct, we see a rejection of one hand, and then on the other one we see lack of knowledge. It's a sort of ignorance of the African worldview and sort of an ignorance of African people. So that what happens is that what passes for education in American society and in the culture is essentially a lack of knowledge about other people and about other cultures. And this is why, for example, as you said in the introduction, you can have people assuming that Hippocrates is the father of medicine, when in fact he was not historically known as the father of medicine before Imhotep, who was an African, you see.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=197.49,299.1"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/3","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Now, let me ask you, if we then accept the Afrocentric idea, what then do we learn about about the traditions and the behavior and the thoughts and the ideas of African descendants that we don't know, and that should be incorporated in study? I think that's a very important question, because what happens is that little black children and little white children sit in classrooms. Teacher comes in and starts any lesson, whether it's in high school or in college with Plato, where the little black kid is sort of left out of that historical tradition because he assumes and the white child assumes, because the teacher imposes it that way, that there was nothing going on anywhere else except in Greece, when in fact Greece is a child of Africa. There is, in fact, the the so-called Greek classical scholars that people normally think of. Most of them, in fact, studied in Africa. They studied in the Nile Valley civilizations. They had to go somewhere. But most of us, when we went to school, when I was in school at UCLA, I never learned, for example, but that Plato and Socrates had studied in Africa. It almost is, you know, we assume that they just dropped out of the sky and that somehow here we start. With knowledge and information. I never learned that Homer went to school. He was the first person that rises and civilization in the European world. If we take Greece as a part of the European world. And one can make the argument that Greece is not a part of the European war. But if we take that, because that is not, as has been assumed by the people of Northern Europe and Western Europe. But if we assume that, then what we learn is that Homer himself, who was the first voice in the European experience that we have any real knowledge about, Homer himself went to school in Africa before we expanded the discussion.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=299.37,409.42"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/4","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"And we just have a couple of minutes here. Can you let's talk a little bit about the practical applications. Why is this important? Why is this something that people not in the college community necessarily should be concerned about or have interest? Let me tell you a letter about a letter I received from a kid from the from the father of a child in Wilmington, Delaware. He wrote me. He said, you know, I went to my ninth grade, my son in my ninth grade science class. And I was sitting in the classroom and a little white boy said to my son said, you know, black people have never achieved anything. They have never contributed anything to civilization. And this father wrote, Man, he said, Dr. Asante, he said, And you know what happened? He said, I felt really very sad. He said, But I was sad because my son had no answer. My son didn't even know how to respond to this white boy who said, you have no civilization, you have have you have no contributions, because both the black child and the white child have been taught an incorrect history and an incorrect tradition. And that tradition has been imposed as if it's universal, when in fact, the European history and of course, culture is a very brief and a very short interlude in human history. Okay. We've got so much more to cover, and we will do that when our discussion of the Afrocentric idea continues. Welcome back to City Line. We're joined now by Thomas Lakey from Saint John's College. And I presented to the audience and give you your sense of Mr. Psyche. Let me say that that it's my understanding that one of the things that St John's is well known for is a very structured consideration of the classical philosophies of the world.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=410.08,556.46"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/5","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"And I'd like to, when you address the issue that we're talking about today, we need to perhaps expand upon that a little bit. All right. Well, well, it's a it's an unusual curriculum and and it's completely required for four years. There are no electives and no majors. It begins with Homer and Plato and winds up with Marx and Freud and so on. And so that's that's the kind of curriculum it is. It's the so called great books curriculum, no inclusion of a multi-ethnic, multicultural approach to learning and worldview, which is worldview. It's multicultural. In fact, there are no no books in the curriculum by blacks. And very few by women, as a matter of fact. And and by or by Asian. Okay. I guess basically the question is, is that providing a full interpretation or a full view of not only ancient, but even more recent, uh, conceptual conceptual views of the world? Well, I think that it's unquestionably a weakness of the curriculum that it does not include more than it does. It's not a matter of principle. For me, it's a practical question. We have an enormous amount of wonderful material which we find very effective and useful. It's good in class. People learn from it and so on. And we've we're doing we're taking on an enormous range of material as it is, including a great deal of mathematics and science. I think eventually there's no question that more books by women and by blacks and Asians will find its way into this curriculum. But at present, I have to admit, we just don't have that material. I would like to say one thing about what Dr. Sontag was saying. I think the notion of European values or African values is, uh, is an extreme oversimplification.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=556.97,680.13"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/6","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Among European writers, there's an enormous variety of opinion. Plato, for example, disagrees violently with Marx, disagrees violently with the Gospels. There are all kinds of disagreements within so-called European writers, and I presume the same thing is true among African writers. I don't see how one can speak of of an African system of values or a European system of values. There are a lot of Europeans. There are a lot of Africans and they're individuals and they have various things to say. But isn't the isn't the issue the inclusion of others that will at least give thought, give students a range of experiences and exposure? I certainly think we have things to learn from Africans, Asians. All kinds of people. There are lots of things we don't know. And I, I think that it'd be wonderful if we could find a room and a curriculum like the one that I'm responsible for. For an enormous amount of material of this kind. Well, yeah, my my response would be simply this, that it is true that there is a wide range of opinions and ideas within European writers and thinkers, as it is within any group of writers and thinkers, whether from Africa or from Asia. But the problem is that we can speak of European values and African values. In fact, that's precisely what this great books program does, because it has it encapsulates, in a sense, a European kind of presentation. The presentation at St John's is essentially a European presentation. It doesn't deal. I mean, certainly. And so the argument is with the House, I mean it is a if you talk about Marx and Plato being in disagreement, yeah, that's all within the European school. Well, we don't have, for example, the teachings of the Star Hotel, we don't have the Cape and I guess we don't have the Book of Enoch and we don't have the anthem of the decades.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=682.65,799.73"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/7","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"I mean, so there are certain kinds of things that are outside of that particular worldview in terms of great books. And what I would like, what I normally say is that what it means is really the books, the great books of the white tradition, that's essentially what that encapsulates. It does not include great books of the world, and I think it's a misnomer to call it classical, great books. That's one say, unless one says classical books of Europe. And I think that that's what we have got to do. We've got to learn to be precise in how we speak in terms of European knowledge and European adventure. I think if we're going to be precise, we've got to talk about individual authors. I don't know what you mean by the European tradition or the white tradition. There's no such thing. Well, I mean, obviously, you and I live in two different worlds. The whole educational process in America and the process which you've just described, that St John's in terms of the great books, is essentially a European white tradition. It is nothing more than that. I mean, it is not certainly a world tradition. And I think that part of what I said earlier is the imposition on the world, that this is a world tradition or a universal tradition is part of the arrogance and part of the racism. It is not a world tradition. It is not a universal tradition. It is a particular experience of a particular people in a very small part of the world that has been imposed on the rest of the world. And what we have to raise and what we have to say is, yes, that's true. Now let us look at all the other world experiences.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=800.24,895.97"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/8","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"But that is what we have been unable to get many of the universities to do. Fortunately, some of them have been able to respond to this and add more and more risk. We'll get to that. Well, I want to learn from a lot of people I haven't read, including Africans and Asians, people all over the world. What I object to and what you describe is the notion that there is some kind of monolithic European tradition or some kind of monolithic African tradition. That makes no sense to me. Well, let me ask you this slightly to respond to something that Dr. Sun mentioned earlier, and that is the instance of the children in the classroom who are taught because of the way the teachers are trained and the universities that they go to, that certain things are. So there's not the avenues given for any additions or any contrasting or additional viewpoints. Is that not limiting true knowledge? I'm all for bringing African writers and black American writers into the curriculum. Okay. We have to take a break right now. But when we come back, we'll continue our discussion, try to consider from other practical aspects. Stay with us. We'll be back in just a minute. Our discussion is a kind of, I guess, point counterpoint to the whole issue of Afrocentric versus Eurocentric worldview. Let me go back to a point to Dr. Asante. And much of the information that we have in preparing for this show about you. It says basically that you believe that the Western culture view that is now put forth, which is Eurocentric, is a kind of Western culture, chauvinism. Now, that takes on a whole different aspect as well in terms of its masculine approach to the greats of the world.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=897.02,1037.29"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/9","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"It is indeed a chauvinism and it is a chauvinism precisely because it it simply ignores the contributions of other people and it is ramrod it in an educational sense throughout the American system and indeed in the Western system, so that Western people, Europeans or white people in this country grew up also uneducated, I mean, totally ignorant of the world. And that is the and I think that the basis you see, of prejudice and racism in our society, in a practical sense, the basis of it is the lack of knowledge which people simply don't know. I mean, you tell them, look, human. The human race started in Africa. If the human race started in Africa, the first human beings that decided to cross a river, the first human beings that decided to go out and look for food also were the people who began civilization and the Nile Valley Civilizations were at one time, at least from the Greeks. The Greeks never denied their African and their black origin. I mean, Herodotus writes in his histories. He says the Egyptians are black with wooly hair. I mean, it was not until the 17th century when Europeans were involved in the slave trade. And this is brought out in a brilliant book by Sheikh and the Diop called The African Origin of Civilization. And another book by Martin Bernal called Black Athena, that in the 17th and 18th centuries with the slave trade, then you got the rise of European racism, where people tried to deny the African origin of civilization. Dr. Psyche, Stanford University has already said that as of this September that they were making changes in its freshman curriculum to include works by more minorities and by women. As a dean of St John's College, what is your feeling about that? Do you think that that then weakens the strength of the Western emphasis on great books and great learning? Look, I really object from the beginning to the way in which this whole conversation is structured, as if it's a conflict between European writers or Western writers, however you describe them and African writers.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=1037.829,1166.56"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/10","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"It seems obvious to me that any kind of education ought to be as inclusive as possible and ought to find wisdom and intelligence and information wherever it can find it. I don't think there's any disagreement between Dr. Asante and me on that issue. For me, it's a practical question as to how much time you have and the kinds of things you're going to try out and so on and explore and the things that work. I would like to say one more thing, though. It does seem to me that for an American black, it's more important that he's American than that he's black. I think the experience he has growing up in these in this country and the things he shares with other Americans are more important to his character than the fact that his skin is black. But does that not raise again, go back to the same question when we deal with the the the social issues that all types of scholars try to place on self-worth and self understanding that if there is not an understanding of that worth historically, that you do not have the basis upon which to accept that American cloak without being able to identify yourself as a subculture. I think the whole Black is beautiful movement was very important to lots of people, and I can understand that. All I'm saying is that I think in understanding a black American. It's it has more to do with his character that he's American and that he did not start in America. Can I object? I mean, these are the Irish Americans or German Americans or Italian Americans. Let me object to that and say this, that the that the that there is no such thing, number one, as an American.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=1167.58,1272.71"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/11","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"There are people with citizenship of the United States of America. Unless one talks, of course, of the Native Americans, the American. You cannot be American without having a particular heritage, culture and history. My heritage and history and culture is Africa. When we when we stopped on the shore in Virginia and North Carolina, we didn't cease being Africans. We are of African descent. And so consequently, there is an African history and heritage there. And there's no such thing as black America. I'm an African. I'm an African American, if you want to put that on there. And I think that that is the that's the case with all of us. So to deny me my African heritage by talking about black America, which is essentially what is done. The same thing that was done with the illusion that I call Negro. To deny the connection is part of the whole debate with the 17th, 18th and 19th centuries when the Europeans tried to separate Africans in the US from Africans on the continent. And by doing that, they essentially separated us from the origin of human civilization and also separated us from the origin of Western civilization. If you read Dr. Joseph Buchanan's work. I'm not denying that it's important that you're black, African or African. Yes. It's important to me that I'm Irish. I think being black is no less important and no more important than being Irish or being Italian. Those are those things are important, too. I have no question with I have no argument with that. My point is essentially this, that as as as a person of African origin, one of the things that I would love to see happen at Saint John is that in the great Books program that they include African authors from the continent as well as from America, that that would increase in terms of the great books, I think and I've said this on other programs.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=1273.79,1386.95"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/12","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"I think that Martin Luther King's letter from the Birmingham jail is probably as important as Plato's Symposium. It's very important. I've used that myself in classes. It's a very it's a wonderful text. And there are other texts. There are many others, of course, But I really respond to that issue, though. Why isn't it as simply as is easy as including the works of women, Asians and blacks, African-Americans? Why is why is that so difficult? Let me start. I think it's clearly desirable. There's no question about that. For us, the problem is anything we add has to be has to displace something else. We're doing a lot of wonderful things that are very successful, that are important and so on. We operate with an elaborate committee structure and so on. There are some members of our faculty who are pressing very hard to include works by black authors and by modern women authors and so on. But that's the kind of thing that's going on. Anything we add to this curriculum dislodges something else. Okay. But in principle, I'm not sure Dr. Assunta and I are in this agreement in principle. My thing is my my point is that it is not so difficult when you look at the fact that we normally have 16 years of education in a European way for us to add the if article. I mean, there is no there's no there's no difficulty with that. What kind of an impact then, have the African American studies programs on many university campuses had on changing the whole view of how education ought to be more inclusive? Appreciate you for asking that question. You probably don't know yet, but the board of trustees at Temple University have just approved a Ph.D. in African-American studies, the first one in the nation and the only one.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=1387.67,1505.28"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/13","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Now, the important thing about that is that it will also now we will now be able to train teachers, black and white, in the the whole notion of African history and culture, African-American history and culture in ways that we have not been able to do. And so part of the problem is that the professors who are teaching don't know this information. The teachers who are teaching our children don't know this information. So many times when you bring the information to them, they are hostile about the information. All you're doing is giving them information. You're saying, look, this is the way it was. And they are saying, oh, no, I mean, I can't use that. I mean, I was talking to someone and I told them, I said, did you not know that Ibn Battuta Ibn Battuta, recorded in 30, recorded an event in 1311 in which the Mandingo king sent ships to America in 1311. There was a before Columbus. But you get hostility when you provide the kind of information that's already in the books, and I think that's what we have got to do. We want to thank both Dr. Thomas Lakey from St John's Colleges for being here and sharing in this discussion and helping us see another point of view. And of course, Dr. Asante, we want to thank you both for being here, and I hope both of you meet common ground sometime your future. Jackie Hall's close provided by Tee Edwards of Owings Mills, Mo.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=1505.52,1587.62"}]},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949","type":"AnnotationPage","label":{"en":["English [Transcript]"]},"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/transcript/48949/annotation/14","type":"Annotation","motivation":"subtitling","body":{"type":"TextualBody","value":"https://d9jk7wjtjpu5g.cloudfront.net/file_transcripts/associated_files/000/048/949/original/open-uri20230817-2861-ibip60?1692293051","format":"text/vtt","language":"en"},"target":"https://d9jk7wjtjpu5g.cloudfront.net/file_transcripts/associated_files/000/048/949/original/open-uri20230817-2861-ibip60?1692293051"}]},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/index/82828","type":"AnnotationPage","label":{"en":["The Afrocentric Idea, 1988-05-21 03-20-2024 18:25 [Index]"]},"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/index/82828/annotation/15","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Guest interview","format":"text/plain","label":{"en":["Title"]}}],"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=77.0,548.0"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/index/82828/annotation/16","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Molefi Assante, Author, The Afrocentric Idea","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=77.0,548.0"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/index/82828/annotation/17","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Guest interview","format":"text/plain","label":{"en":["Title"]}}],"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=548.0"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339/index/82828/annotation/18","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Thomas Slakey, Dean of St. Johns College","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105571/file/206339#t=548.0"}]}]}]}