DIASPORIC LIBERATION EPISTEMOLOGIES:

Integrating Ancient and Indigenous Histories Curriculum / A Dismal Swamp Narrative;

Global Forum 2026; Our partners, the World Education Research Association, the Seshat Global History Databank, and the Global Centre for Pluralism
Jim Hargett Runaway Deed Notice from Thomas T Gooding, September 12, 1839

This Researcher’s search for Heritage and Diasporic Understanding on the Patriarchial side led to the Discovery of a DISMAL SWAMP NARRATIVE that not only led to discovering Abolistionish “Samuel Mars” but a Rich DIASPORIC CULTURE AND HERITAGE OF SELF leading to inclusive curriculum Matriculation and LMS Development!

Abusua Diasporic Liberation and Dibia Harambee Initiative!

Abusua – Good Unity
Diasporic Memory Theory Circle Map Branches
Diasporic Memory Theory — Circle Map Branches
Taino Lineage Lines
Taino Lineage Lines
ANKH Family of Liberation
ANKH Family of Liberation

How Systemic Education Theories Were Implemented Every 100 Years it is now buried in pages of “PROJECT 2025”

Argument: DEI has not sufficiently benefited the Black & Indigenous populations in education

  • Persisting achievement gaps: Critics point to the continued existence of racial achievement gaps in K–12 and higher education, suggesting that DEI initiatives have not effectively closed them. Despite the presence of DEI programs, national test scores show that Black students continue to lag behind their white peers in math and reading proficiency.
  • Focus on representation over performance: Some argue that the emphasis on diversity metrics such as increasing minority enrollment has overshadowed the core mission of improving academic outcomes. This focus can lead to a lowering of academic standards and a failure to address the fundamental issues affecting students who are furthest behind.

VANN v. HARGETT the case of SARAH & TILLA DEEDS 1839 Your right to Own Property!!! and all Class action Law Suits needing only 1 viable Party

The Dismal Swamp Narrative (cont.): Sam & Jim H then led The Researcher futher into an Intreging Adventure of Discovery

  • Persisting “Historical Paper Genocide gaps: Critics point to the continued existence of sytemic of Diasporic and Indigenous cultures, Histories, and stories.
  • But the 1 %: Kept Excellent Horistorical records, thus, the continous need to insure “illiterate Members of Societies underclass!

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Center for Black Digital Research description

New Research on Diasporic Education and Learning Tools; from the Diasporic Maroon Memory Theoretical Families

Presented by Assoc. Prof. Meya E. Hargett, M.A.

FBA/ADOS vs Black Indigenous
AspectFBA/ADOSBlack Indigenous
Primary focusPolitical advocacy for reparations specifically for U.S. descendants of enslaved people.Intersectional identity rooted in shared Black and Native American heritage and history.
LineageExclusively traced to those enslaved within the United States.Combines Black (African) and Native American ancestry.
InclusivityDefines a boundary that excludes Black immigrants from its reparations claim.Inclusive of multiple ancestries and challenges monolithic racial categories.
Critique of each otherSome proponents express hostility toward other Black groups, including those claiming Indigenous heritage, viewing them as competitors for resources or as undermining an exclusive claim.Often view the exclusionary, lineage arguments as continuing settler colonial and xenophobic thinking that creates division within the broader Black community.
Relationship to landFrames Black Americans as foundational in the U.S. but typically does not emphasize ties to pre-colonial land claims the way Indigenous sovereignty movements do.Direct connection to land through Native American ancestry and tribal affiliations, aligned with Indigenous sovereignty and Land Back movements.

Commons & Freedom Economies — Practice Ledger

Ledger NodeDefinition / PracticeEvidence of Freedom EconomyReparative Verification
Diasporic Witnessing through AffirmationsRecorded affirmations shared as kernels of collective dignity and verification of communal repair.Transparent records of redistribution and equity actions acknowledged through communal validation.Validates restoration and equity in motion through collective acknowledgment across diasporic lines.
Diasporic GuardianshipsMutually pledged care entries reflecting communal oversight and protection of shared intellectual and material resources.Documentation reflecting shared outcomes, stewardship, and collective uplift.Ensures balance, continuity, and protection through cultural lineage.
Attestations of ReciprocityReciprocal labor, knowledge, and care acknowledgments marked by moral integrity and ancestral accountability.Evidence of shared authorship, labor exchange, and mutual empowerment within learning ecosystems.Serves as verification of integrity and reciprocity across diasporic frameworks.
Cultural AmbitsCultural Ambits and Attestations of Reciprocity recorded as qualitative markers of Diasporic Epistemological Liberations.Reflective ledgers showing human-centered transformations and communal advancement.Confirms liberation through diasporic epistemic frameworks and shared cultural sovereignty.

© Assoc. Prof. M. E. Hargett, M.A. 2025–2028

COLONIALISM TRIZ EFFECT

“Where improving one aspect causes a negative effect” defines a technical contradiction. It describes an inherent and mutually dependent conflict between two opposing cultures within a system, the Oppressor vs. the Oppressed, where a positive change to one parameter simultaneously degrades another.

Unlike a simple trade-off, which accepts compromise, a Diasporic Contradiction is treated as a problem to solve without sacrificing one aspect for another.

White Indentured Servant to Black Hargett, most likely Passing Hargett need to verify
Followed the money of Abolitionist in “Autographs For Freedom.”

Pedagogy of Illuminous Care — Lesson Objects

Lesson ObjectPurpose & Theoretical RootImplementation Steps
Ritual Opener – “Return to Light” Opens the learning space with communal presence
Chrono-Coded Memory + Ancestral Stewardship		 Reflection Rubric (5 pts)
– Presence & respect for communal voices (0–2)
– Depth of ancestral connection into study
Dialogue Protocol – “Circle of Illumination” Facilitates equitable voice rotation through Vernacular Archives & Method.
Centers dialogue as illumination: the act bringing silenced knowings to light.		 Reflection Rubric (5 pts)
– Equal voice distributive (0–2)
– Depth of connection to memory (0–2)
– Communal reciprocity
Assessment Rhythm – “Regenerative Rhythm” Replaces traditional grading with reflective rhythms of communal growth
Commons & Freedom Economies		 Rhythm Integrity Rubric (5 pts)
– Authenticity of care reflections (0–2)
– Evidence of mutual support (0–1)

© Assoc. Prof. M. E. Hargett, M.A. 2025_2028

Why Teaching for Black & Indigenous Lives is Essential in ALL Programs!!!

Why Teaching for Black & Indigenous Lives is Essential in ALL Programs!!!

Sovereignty, Liberation, and Acceptance

Ultimately, “The Monster” is a song about Sovereignty, Liberation, and Acceptance. The chorus, with its powerful acceptance of the inner monster, provides a path forward. The song doesn’t offer a clean resolution, but rather a way to coexist with one’s demons. The final message is one of learning to navigate the chaos rather than trying to completely erase it. It’s an acknowledgement that some battles are internal and ongoing, and that true strength lies in befriending, rather than defeating, the monsters inside.