Black Lives Matter Social Movement - Free Essay Sample

Introduction

The main reason for choosing this topic is that the movement has collected widespread awareness, but many people don't know its origins. The issue is crucial because it will help see why the hashtags, street demonstrations to community lookout that happen in the street in New York to Texas's courts. The movement eventually places in the historical stories of our time is unknown. Bit aggressive social phenomenon, the civil rights movement's role, black lives matter movement takes out on common subjects from past civil rights groups. Moreover, the black lives matter past themes had long fights for black people equality and freedom in the U.S. To clarify the movement, Opal Tomenti, one of the movement's originators, specified that the desire of the group indicates itself as a human rights and civil rights group. However, this was to recognize black people's rights fully and as citizens of America. The struggle was for civil, political, legal, cultural rights, social and economic rights as preserved in the UN global declaration of Human Rights.

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Catalyst

To better understand the movement, it is to start by examining the catalyst that leads to the creation of the group, the start of the movement, and the group's growth from the first phase and lastly into a civil rights group (Mayorga, 2018). Lastly will examine some of the problems and implications experienced by the movement. The drive of the group started with the killing of Trayvon Martin and George Zimmerman. The “BLM” group started with a response to a court case. They carried direct campaigns (Holt, pg.16-31). George killing of Trayvon and the court verdict in Zimmerman trial provoked outrage among many, and it becomes a disturbing move. The trial of Zimmerman, where media attention built up to him, the prosecution raised fear even further. However, in July 2012, George was proven not guilty to the charge of the murder.

What followed is a response to the verdict, the court's judgment was not guilty, but to many outsides, George acquittal was a failure of justice. Then Alicia, who was upset by the act and many others, viewed that it was killing for a black child (Banks, pg.709-720). It created much more devastating emotions of racially-rooted in the US justice system. Alicia started writing social posts, which she named "A Love Letter to Black People." The post showed her frustrations, and one of her messages was powerful and straightforward "black people. I love you. I love us. Our lives matter." The start of the movement began seeing Garza media posts. Others recognized the trend and came up with online space for a group to develop. Others joined and spread awareness. Many social media pages were created for people to share, and lastly, they built a universe where black lives matter.

Conclusion

Since 2014, the group has maintained its position in public. Social media, interviews, demonstrations, and conversations in traditional media origin have supported the group to the present. However, the movement has problems and pitfalls essential in the group (Lebron,2017). The issues result in leadership, as well as the group tries to media. To keep the group alive and adaptive, the founders emphasized the group to remain decentralized. The leadership model, which is horizontal for now, finds it challenging to plan a demonstration.

Work Cited

Banks, Chloe. "Disciplining Black activism: post-racial rhetoric, public memory and decorum in news media framing of the Black Lives Matter movement." Continuum 32.6 (2018): 709-720.

Holt, Lanier Frush, and Matthew D. Sweitzer. "More than a black and white issue: ethnic identity, social dominance orientation, and support for the black lives matter movement." Self and Identity 19.1 (2020): 16-31.

Lebron, Christopher J. The making of black lives matter: A brief history of an idea. Oxford University Press, 2017.

Mayorga, Edwin, and Bree Picower. "Active solidarity: Centering the demands and vision of the Black Lives Matter movement in teacher education." Urban Education 53.2 (2018): 212-230.