Ethnic studies / Ethnicity Books

Book SynopsisIn traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-theorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (Ladson-Billings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell’s notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later Ladson-Billings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important “check and balance” in the effort toward racial equality.

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Book SynopsisThe field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators.The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

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Book SynopsisThe field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators.The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

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Book SynopsisWhile nation engages in debates concerning central issues of religion and religious diversity in education, the historic saliency of religion and spirituality in the Black community and in the education of its children continues to be largely ignored. Historically, religion and spirituality were foundational to the development and understanding of social justice issues, including, but not limited to, issues of protest, community up-lift, notions of care, and anti-oppression. Taking into account the historical significance of religion and spirituality in the Black community, it is essential for education scholars to cultivate these long-standing connections as a means for advancing contemporary struggles for social justice, religiosity in education, and counter-hegemonic praxis.The purpose of this book is to expand our understanding of spirituality and religion as related to the p-20 schooling of Black students. Educational scholarship continues to explore the workings of social justice to ameliorate inequities for those who have not been wellserved in schools. Although the concept of social justice remains a somewhat inchoate term in educational literature, this book seeks to explore the historicity of religion and spirituality while offering a scaffold that links ordinary everyday acts of justice, religion, and spirituality in education to a culture that systematically and institutionally assaults the worth of Black students. It is important to note that this book is grounded in a broad concept of religion and spirituality and the editors seek to be inclusive of all types, styles, and traditions of religiosity and spirituality.

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Book SynopsisWhile nation engages in debates concerning central issues of religion and religious diversity in education, the historic saliency of religion and spirituality in the Black community and in the education of its children continues to be largely ignored. Historically, religion and spirituality were foundational to the development and understanding of social justice issues, including, but not limited to, issues of protest, community up-lift, notions of care, and anti-oppression. Taking into account the historical significance of religion and spirituality in the Black community, it is essential for education scholars to cultivate these long-standing connections as a means for advancing contemporary struggles for social justice, religiosity in education, and counter-hegemonic praxis.The purpose of this book is to expand our understanding of spirituality and religion as related to the p-20 schooling of Black students. Educational scholarship continues to explore the workings of social justice to ameliorate inequities for those who have not been wellserved in schools. Although the concept of social justice remains a somewhat inchoate term in educational literature, this book seeks to explore the historicity of religion and spirituality while offering a scaffold that links ordinary everyday acts of justice, religion, and spirituality in education to a culture that systematically and institutionally assaults the worth of Black students. It is important to note that this book is grounded in a broad concept of religion and spirituality and the editors seek to be inclusive of all types, styles, and traditions of religiosity and spirituality.

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Book SynopsisMentoring African American Males provides important black male research and student performance data to guide the efforts of those who accept the enormous task of standing in the gap to increase black male achievement. Dr. Ross provides guidance for individuals and institutions embracing the important role of developing mentoring programs or serving as a mentor to youth. However, what makes Dr. Ross’ work such a critically important book for any individual or institution considering such a role is its insight into the social-cultural framework within which mentoring must occur at every level from elementary school through college. Equally insightful is the structure that such programs must take in response to the socio-cultural constructs of the families, communities, and institutions where they will occur.There are far more quantitative studies than qualitative on the topic of mentoring. This text addresses that discrepancy and provides the results of several qualitative studies on African American males. There is hardly any that offer a mixed method perspective that combine quantitative and qualitative methodological approaches. This text reports on the research results that are qualitative in nature in addition to some that are from a quantitative and mixed method approach.

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Book SynopsisMentoring African American Males provides important black male research and student performance data to guide the efforts of those who accept the enormous task of standing in the gap to increase black male achievement. Dr. Ross provides guidance for individuals and institutions embracing the important role of developing mentoring programs or serving as a mentor to youth. However, what makes Dr. Ross’ work such a critically important book for any individual or institution considering such a role is its insight into the social-cultural framework within which mentoring must occur at every level from elementary school through college. Equally insightful is the structure that such programs must take in response to the socio-cultural constructs of the families, communities, and institutions where they will occur.There are far more quantitative studies than qualitative on the topic of mentoring. This text addresses that discrepancy and provides the results of several qualitative studies on African American males. There is hardly any that offer a mixed method perspective that combine quantitative and qualitative methodological approaches. This text reports on the research results that are qualitative in nature in addition to some that are from a quantitative and mixed method approach.

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Book SynopsisFor most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora.Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other.With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a `successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the `newish’ Latino presence in the 41 U.S. states that have not long been the home to large, well established Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.

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Book SynopsisFor most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora.Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other.With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a `successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the `newish’ Latino presence in the 41 U.S. states that have not long been the home to large, well established Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.

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Book SynopsisToday well over two hundred museums focusing on African American history and culture can be found throughout the United States and Canada. Many of these institutions trace their roots to the 1960s and 1970s, when the struggle for racial equality inspired a movement within the black community to make the history and culture of African America more “public.”This book tells the story of four of these groundbreaking museums: the DuSable Museum of African American History in Chicago (founded in 1961); the International Afro-American Museum in Detroit (1965); the Anacostia Neighborhood Museum in Washington, D.C. (1967); and the African American Museum of Philadelphia (1976). Andrea A. Burns shows how the founders of these institutions, many of whom had ties to the Black Power movement, sought to provide African Americans with a meaningful alternative to the misrepresentation or utter neglect of black history found in standard textbooks and most public history sites. Through the recovery and interpretation of artifacts, documents, and stories drawn from African American experience, they encouraged the embrace of a distinctly black identity and promoted new methods of interaction between the museum and the local community.Over time, the black museum movement induced mainstream institutions to integrate African American history and culture into their own exhibits and educational programmes. This often controversial process has culminated in the creation of a National Museum of African American History and Culture, now scheduled to open in the nation’s capital in 2015.Trade ReviewClearly written and concisely argued, From Storefront to Monument will be of great interest to scholars in the field of museum studies. It also deserves wide readership in the broader field of African American studies, where there has been no comparable work that offers an overarching history of the black museum movement as an important political movement."" - Renee Romano, coeditor of The Civil Rights Movement in American Memory.

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Book SynopsisAmong the most influential and insightful thinkers of her generation, Audre Lorde (1934--1992) inspired readers and activists through her poetry, autobiography, essays, and her political action. Most scholars have situated her work within the context of the women's, gay and lesbian, and black civil rights movements within the United States. However, Lorde forged coalitions with women in Europe, the Caribbean, Canada, Australia, New Zealand, and Africa, and twenty years after her passing, these alliances remain largely undocumented and unexplored. Audre Lorde's Transnational Legacies is the first book to systematically document and thoroughly investigate Lorde's influence beyond the United States. Arranged in three thematically interrelated sections -- Archives, Connections, and Work -- the volume brings together scholarly essays, interviews, Lorde's unpublished speech about Europe, and personal reflections and testimonials from key figures throughout the world. Using a range of interdisciplinary approaches, contributors assess the reception, translation, and circulation of Lorde's writing and activism within different communities, audiences, and circles. They also shed new light on the work Lorde inspired across disciplinary borders. In addition the volume editors, contributors include Sarah Cefai, Cassandra Ellerbe-Dueck, Paul M. Farber, Tiffany N. Florvil, Katharina Gerund, Alexis Pauline Gumbs, Gloria Joseph, Jackie Kay, Marion Kraft, Christiana Lambrinidis, Zeedah Meierhofer-Mangeli, Rina Nissim, Chantal Oakes, Lester C. Olson, Pratibha Parmar, Peggy Piesche, Dagmar Schultz, Tamara Lea Spira, and Gloria Wekker.

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Book SynopsisWhen J. Edgar Hoover declared Herbert Aptheker “the most dangerous Communist in the United States,” the notorious FBI director misconstrued his true significance. In this first book-length biography of Aptheker (1915–2003), Gary Murrell provides a balanced yet unflinching assessment of the controversial figure who was at once a leading historian of African America, radical political activist, literary executor of W. E. B. Du Bois, and lifelong member of the American Communist Party. Although blacklisted at U.S. universities, Aptheker published dozens of books, including the groundbreaking American Negro Slave Revolts (1943) and the monumental seven-volume Documentary History of the Negro People (1951–1994).He also edited four volumes of the correspondence and unpublished writings of Du Bois, an achievement that Eric Foner, writing in the New York Times Book Review, called “a milestone in the coming of age of Afro-American history.” As Murrell shows, Aptheker the historian was inseparable from Aptheker the leading Communist Party intellectual, polemicist, and agitator. During the 1960s, his ability to rouse and inspire both black and white student radicals made him one of the few Old Leftists accepted by the New Left. Aptheker had joined the CPUSA during its heyday in the 1930s, convinced that only through the party’s leadership could fascism be defeated and true liberation be achieved: he ended his affiliation five decades later in 1991 after the collapse of socialism in the Soviet Union and Eastern Europe. In an afterword, Bettina Aptheker adds to Murrell’s narrative by illuminating her mother Fay’s vital contributions to her father’s work and by affirming the particularly devastating challenges of life in a family dedicated to radical political and social change.

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Book SynopsisDuring the Jim Crow era, African American travellers faced the prospects of violence, harassment, and the denial of services, especially as they made their way throughout the American South. Those who journeyed outside the United States found not only a political and social context that was markedly different from America's, but in their international mobility, they also discovered new ways of identifying themselves in relation to others. In this book, Gary Totten examines the global travel narratives of a diverse set of African American writers, including Ida B. Wells, Booker T. Washington, Matthew Henson, Jessie Redmon Fauset, and Zora Neale Hurston. While these writers deal with issues of identity in relation to a reimagined sense of self -- in a way that we might expect to find in travel narratives -- they also push against the constraints and conventions of the genre, reconsidering discourses of tourism, ethnography, and exploration. This book not only offers new insights about African American writers and mobility, it also charts the ideological distinctions and divergent agendas within this group of writers. Totten demonstrates how these travellers and their writings challenged dominant ideologies about African American experience, expression, and identity in a period of escalating racial violence. By setting these texts in their historical context and within the genre of travel writing, Totten presents a nuanced understanding of both popular and recovered work of the period.

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Book SynopsisFirst published in 1995, I Am Because We Are has been recognized as a major, canon-defining anthology and adopted as a text in a wide variety of college and university courses. Bringing together writings by prominent black thinkers from Africa, the Caribbean, and North America, Fred Lee Hord and Jonathan Scott Lee made the case for a tradition of ""relational humanism"" distinct from the philosophical preoccupations of the West.Over the past twenty years, however, new scholarly research has uncovered other contributions to the discipline now generally known as ""Africana philosophy"" that were not included in the original volume. In this revised and expanded edition, Hord and Lee build on the strengths of the earlier anthology while enriching the selection of readings to bring the text into the twenty-first century. In a new introduction, the editors reflect on the key arguments of the book's central thesis, refining them in light of more recent philosophical discourse. This edition includes important new readings by Kwame Gyekye, Oyèrónké Oy ewùmí, Paget Henry, Sylvia Wynter, Toni Morrison, Charles Mills, and Tommy Curry, as well as extensive suggestions for further reading.

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Book SynopsisAll Eyes Are Upon Us explores the history of racial struggles in Massachusetts, Connecticut, and New York from World War II to the present. The Northeast has long basked in its reputation as the home of abolitionism and a refuge for blacks fleeing the Jim Crow South. But its cities have also stood as strongholds of segregation and racism. At times, this region witnessed bold experiments in interracial democracy: the schools of Springfield, Massachusetts, attempted to abolish racial and religious prejudice; white fans in Brooklyn embraced Jackie Robinson; voters repeatedly supported black candidates, including Senator Edward Brooke in Massachusetts and Congresswoman Shirley Chisholm in Brooklyn. Yet during these same moments, an opposing narrative unfolded— one highlighted by worsening black poverty, hardening patterns of segregation, and exploding incidents of racial violence. All Eyes Are Upon Us probes the conflict between these two warring traditions.Trade Review“This groundbreaking history shows a civil rights movement beyond Birmingham, Selma, and Memphis. An important new voice in twentieth- century history, Sokol expands the civil rights story to include segregated schools and racial politics in the northeast.”— Daily Beast“Carefully balancing an appreciation of the symbolism of interracial politics with recognition of the forces that remain untouched by it, All Eyes Are Upon Us reminds us— if we need reminding— that the events unfolding in Ferguson, Mo., Staten island, and too many other communities are embedded in a complex and problematic history of both racial advances and obstacles to progress.” — Washington Post“All Eyes Are Upon Us is a prescient book. . . . Ambitious, engrossing, analytically lucid. . . . it is certainly possible that when this decade ends it will have confirmed the relevance of W. E. B. Du Bois’s grim prophecy about America’s everlasting racism. Jason Sokol’s exceptional All Eyes Are Upon Us prepares us for just such a possibility.” — David Levering Lewis, New York Times Book Review

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Book SynopsisIn 1707 Scotland ceased to exist as an independent country and became part of Great Britain. Yet it never lost its distinct sense of identity, history, and politics. To preserve the country's unique antiquities and natural specimens, a Scottish earl founded the Society of Antiquaries of Scotland in 1780, at the beginning of the Enlightenment's museum boom. Now numbering twelve million objects and specimens and representing everything from archaeology to applied arts and design, from social history to science and the natural world, these collections formed the foundation for what eventually became the National Museum of Scotland.In Exhibiting Scotland, Alima Bucciantini traces how these collections have helped tell the changing stories of this country for centuries and how the museum reflects the Scots' continuing negotiation of their place within modern Britain.Trade ReviewExhibiting Scotland is a fascinating case study of the creation of a national museum. Alima Bucciantini shows how collections and exhibitions capture changing ideas of history and nation. Telling the history of recent Scottish nationalism alongside the history of the National Museum of Scotland reveals the ways that national museums perform, reflect, and sustain national identity.- Steven Lubar, author of Inside the Lost Museum: Curating, Past and Present;""The collection of objects in a museum can be driven by chance, serendipity or fashion but the endeavours of a national museum founded in Scotland in 1781 are witness to a painstaking and systematic construction of a nation's history and identity. This was a nation in pursuit of redemption following Scotland's loss of statehood in 1707, and recovery of the 'ancient honours and constitution' was among the patriotic intentions of the museum's founders. Alima Bucciatini's analysis of 'Objects, Identity and the National Museum' builds on the prominence of objects today in the public consciousness and on historical studies that handle contested concepts such as nationhood and identity. In modern terms, the National Museum as symbiosis of building and collections becomes a cultural and political entity, and its custodians become architects of national identity. Exhibiting Scotland offers a vital handbook for all those contemplating the role of a national museum now and in the future.""- Professor Hugh Cheape, Sabhal Mòr Ostaig, University of the Highlands and Islands and author of Tartan: The Highland Habit;""Bucciantini offers a well-written, timely work on the important role of artifacts and historical objects?and how they are displayed?in the creation of nationalism and national identity... Highly recommended.""- CHOICE

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Book SynopsisWilliam Hardin Burnley (1780-1850) was the largest slave owner in Trinidad during the nineteenth century. Born in the United States to English parents, he settled on the island in 1802 and became one of its most influential citizens and a prominent agent of the British Empire. A central figure among elite and moneyed transnational slave owners, Burnley moved easily through the Atlantic world of the Caribbean, the United States, Great Britain, and Europe, and counted among his friends Alexis de Tocqueville, British politician Joseph Hume, and prime minister William Gladstone.In this first full-length biography of Burnley, Selwyn R. Cudjoe chronicles the life of Trinidad's ""founding father"" and sketches the social and cultural milieu in which he lived. Reexamining the decades of transition from slavery to freedom through the lens of Burnley's life, The Slave Master of Trinidad demonstrates that the legacies of slavery persisted in the new post-emancipation society.

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Book SynopsisAmiri Baraka is unquestionably the most recognized leader of the Black Arts Movement of the 1960s and 1970s, and one of the key literary and cultural figures of the postwar United States. While Baraka's political and aesthetic stances changed considerably over the course of his career, Brick City Vanguard demonstrates the continuity in his thinking about the meaning of black music in the material, psychic, and ideological development of black people. Drawing on primary texts, paratexts (including album liner notes), audio and visual recordings, and archival sources, James Smethurst takes a new look at how Baraka's writing on and performance of music envisioned the creation of an African American people or nation, as well as the growth and consolidation of a black working class within that nation, that resonates to this day. This vision also provides a way of understanding the encounter of black people with what has been called ""the urban crisis"" and a projection of a liberated black future beyond that crisis.Trade Review“Once again, with Brick City Vanguard, James Smethurst proves that he is one of the leading scholars of the Black Arts Movement, of New Left literary studies, and of one of its emblematic writers, Amiri Baraka.”- Jean-Philippe Marcoux, cofounder of the Amiri Baraka Society and author of Jazz Griots: Music as History in the 1960s African American Poem; “James Smethurst has read everything on Baraka and produced an original and important book. Brick City Vanguard is a major contribution to the field.”- William J. Harris, author of The Poetry and Poetics of Amiri Baraka: The Jazz Aesthetic; “An illuminating work about a central figure in the Black Arts Movement.”- CHOICE.Table of Contents Introduction: The Brick City Vanguard Chapter One: ""That's Where Sarah Vaughn Lives"": Amiri Baraka, Newark, and the Landscape and Soundscape of Black Modernity Chapter Two: ""Formal Renditions"": Revisiting the Baraka-Ellison Debate Chapter Three: ""A Marching Song for Some Strange Uncharted Country"": The Black Future and Amiri Baraka's Liner Notes Chapter Four: ""Soul and Madness"": Baraka's Recorded Music and Poetry from Bohemia to Black Arts Chapter Five: ""I See Him Sometimes"": William Parker Reimagines and Amiri Baraka Glosses Curtis Mayfield Conclusion: Blues People at Symphony Hall

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Book SynopsisScholars have paid relatively little attention to the highbrow, middlebrow, and popular periodicals that African Americans read and discussed regularly during the Jim Crow era -- publications such as the Chicago Defender, the Crisis, Ebony, and the Half-Century Magazine. Jim Crow Networks considers how these magazines and newspapers, and their authors, readers, advertisers, and editors worked as part of larger networks of activists and thinkers to advance racial uplift and resist racism during the first half of the twentieth century.As Eurie Dahn demonstrates, authors like James Weldon Johnson, Nella Larsen, William Faulkner, and Jean Toomer wrote in the context of interracial and black periodical networks, which shaped the literature they produced and their concerns about racial violence. This original study also explores the overlooked intersections between the black press and modernist and Harlem Renaissance texts, and highlights key sites where readers and writers worked toward bottom-up sociopolitical changes during a period of legalized segregation.Trade ReviewDahn’s palpable focus on the southern nodes in the African American periodical network furthers the recent important decentering of Harlem and the urban North as the most influential landscape for early to mid-twentieth-century African American literary and print cultural production." —Shawn Anthony Christian, author of The Harlem Renaissance and the Idea of a New Negro Reader

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Book SynopsisSometime in her twenties, Jennifer De Leon asked herself, ""What would you do if you just gave yourself permission?"" While her parents had fled Guatemala over three decades earlier when the country was in the grips of genocide and civil war, she hadn't been back since she was a child. She gave herself permission to return-to relearn the Spanish that she had forgotten, unpack her family's history, and begin to make her own way. Alternately honest, funny, and visceral, this powerful collection follows De Leon as she comes of age as a Guatemalan-American woman and learns to navigate the space between two worlds. Never rich or white enough for her posh college, she finds herself equally adrift in her first weeks in her parents' home country. During the years to follow, she would return to Guatemala again and again, meet ex-guerrillera and genocide survivors, get married in the old cobblestoned capital of Antigua, and teach her newborn son about his roots.

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Book SynopsisJournalist, activist, popular historian, and public intellectual, Lerone Bennett Jr. left an indelible mark on twentieth-century American history and culture. Rooted in his role as senior editor of Ebony magazine, but stretching far beyond the boundaries of the Johnson Publishing headquarters in Chicago, Bennett's work and activism positioned him as a prominent advocate for Black America and a scholar whose writing reached an unparalleled number of African American readers.This critical biography—the first in-depth study of Bennett's life—travels with him from his childhood experiences in Jim Crow Mississippi and his time at Morehouse College in Atlanta to his later participation in a dizzying range of Black intellectual and activist endeavors. Drawing extensively on Bennett's previously inaccessible archival collections at Emory University and Chicago State, as well as interviews with close relatives, colleagues, and confidantes, Our Kind of Historian celebrates his enormous influence within and unique connection to African American communities across more than half a century of struggle.

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Book SynopsisWhen Alexandria, Virginia's first public library was constructed just a few blocks from his home, Samuel Wilbert Tucker, a young, Black attorney, was appalled to learn that he could not use the library because of his race. Inspired by the legal successes of the NAACP in discrimination cases, he organized a grassroots protest to desegregate the library that his tax dollars supported.Public in Name Only tells the important, but largely forgotten, story of Tucker and a group of Black citizens who agitated for change in the terms and conditions of their lives. Employing the combined strategies of direct-action public protest, nonviolent civil disobedience, and municipal litigation, Tucker's initiative dovetailed with the national priorities and tactics of larger civil rights organizations. While Tucker's campaign did not end with the desegregation of the Alexandria Library, but instead resulted in the creation of a "separate-and-unequal" Jim Crow Black branch, the sit-in demonstration represents a momentous early struggle for racial equity waged through civil rights activism.

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Book SynopsisWhen African American servicemen went to fight in the Vietnam War, discrimination and prejudice followed them. Even in a faraway country, their military experiences were shaped by the racial environment of the home front. War is often viewed as a crucible that can transform society, but American race relations proved remarkably durable.In Race in the Crucible of War, Gerald F. Goodwin examines how Black servicemen experienced and interpreted racial issues during their time in Vietnam. Drawing on more than fifty new oral interviews and significant archival research, as well as newspapers, periodicals, memoirs, and documentaries, Goodwin reveals that for many African Americans the front line and the home front were two sides of the same coin. Serving during the same period as the civil rights movement and the race riots in Chicago, Detroit, and dozens of other American cities, these men increasingly connected the racism that they encountered in the barracks and on the battlefields with the tensions and violence that were simmering back home.Trade Review“Goodwin utilizes a wealth of previously unexamined sources to paint a complex and nuanced picture of the experiences of African American servicemen in Vietnam. That alone will ensure this book a spot on many shelves, specialist and non-specialist alike.”—Geoffrey W. Jensen, coeditor of Beyond the Quagmire: New Interpretations of the Vietnam War“Race in the Crucible of War expands, refines, and complicates our understanding of the African American military experience in Vietnam and how race and racism structured the U.S. military during a pivotal moment in the nation’s history. It is a towering achievement.”—Robert F. Jefferson, author of Fighting for Hope: African American Troops of the 93rd Infantry Division in World War II and Postwar America “Goodwin utilizes a wealth of previously unexamined sources to paint a complex and nuanced picture of the experiences of African American servicemen in Vietnam. That alone will ensure this book a spot on many shelves, specialist and non-specialist alike.”—Geoffrey W. Jensen, coeditor of Beyond the Quagmire: New Interpretations of the Vietnam War“Race in the Crucible of War expands, refines, and complicates our understanding of the African American military experience in Vietnam and how race and racism structured the U.S. military during a pivotal moment in the nation’s history. It is a towering achievement.”—Robert F. Jefferson, author of Fighting for Hope: African American Troops of the 93rd Infantry Division in World War II and Postwar America “Goodwin utilizes a wealth of previously unexamined sources to paint a complex and nuanced picture of the experiences of African American servicemen in Vietnam. That alone will ensure this book a spot on many shelves, specialist and non-specialist alike.”—Geoffrey W. Jensen, coeditor of Beyond the Quagmire: New Interpretations of the Vietnam War“Race in the Crucible of War expands, refines, and complicates our understanding of the African American military experience in Vietnam and how race and racism structured the U.S. military during a pivotal moment in the nation’s history. It is a towering achievement.”—Robert F. Jefferson, author of Fighting for Hope: African American Troops of the 93rd Infantry Division in World War II and Postwar AmericaTable of Contents Acknowledgments Author’s Note Introduction CHAPTER 1 “We Was Just Us”De-Racialization on the Front Lines of the Vietnam War CHAPTER 2 “Brothers as Many Brothers as They Can Find”: Prejudice, Discrimination, and Death in Vietnam CHAPTER 3 "Tearing the Services Apart”: Racial Violence and the Other War in Vietnam CHAPTER 4 “I Thought of My Own People Back Home”: African American Servicemen and Vietnamese Civilians CHAPTER 5 "You and Me—Same Same” and “They Called Me ‘Monkey’”: Conflicting African American Views of Vietnamese Civilians CHAPTER 6 “We Won’t Shoot You, but We’ll Shoot the White Guy”: African American Views of Vietnamese Communist Forces CHAPTER 7 “I Had Left One War and Come Back to Another”: African Americans Return Home Conclusion Notes Index

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Book SynopsisHow do Black women in higher education create, experience, and understand joy? What sustains them? While scholars have long documented sexism, racism, and classism in the academy, one topic has been conspicuously absent from the literature—how Black women academics have found joy in the midst of adversity. Moving beyond questions of resilience, labor for others, and coping, When Will the Joy Come? focuses on the journeys of over thirty Black women at various stages of their careers. Joy is a mixture of well-being, pleasure, alignment, and purpose that can be elusive for Black women scholars. With racial reckoning and a global pandemic as context, this volume brings together honest and vital essays that ponder how Black women balance fatigue and frustrations in the halls of the ivory tower, and explore where, when, and if joy enters their lives. By carefully contemplating the emotional, physical, and material consequences of their labor, this collection demonstrates that joy is a tactical and strategic component of Black women’s struggle.

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Book SynopsisHow do Black women in higher education create, experience, and understand joy? What sustains them? While scholars have long documented sexism, racism, and classism in the academy, one topic has been conspicuously absent from the literature—how Black women academics have found joy in the midst of adversity. Moving beyond questions of resilience, labor for others, and coping, When Will the Joy Come? focuses on the journeys of over thirty Black women at various stages of their careers. Joy is a mixture of well-being, pleasure, alignment, and purpose that can be elusive for Black women scholars. With racial reckoning and a global pandemic as context, this volume brings together honest and vital essays that ponder how Black women balance fatigue and frustrations in the halls of the ivory tower, and explore where, when, and if joy enters their lives. By carefully contemplating the emotional, physical, and material consequences of their labor, this collection demonstrates that joy is a tactical and strategic component of Black women’s struggle.Trade ReviewThe focus on joy makes this collection indispensable among books that consider Black women and women of color in higher education. Readable and engaging, When Will the Joy Come? makes a significant contribution to the intersecting fields of women’s studies, African American studies, and higher education administration."—Shanna Greene Benjamin, author of Half in Shadow: The Life and Legacy of Nellie Y. McKay"The contributors to When Will the Joy Come? offer personal perspectives on the multiple meanings of ‘joy’ for Black women working within the academy. A timely, compelling book."—Carole Boyce Davies, author of Black Women's Rights: Leadership and the Circularities of Power

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Book SynopsisA sharecropper, a warrior, and a truth-telling prophet, Fannie Lou Hamer (1917-1977) stands as a powerful symbol not only of the 1960s black freedom movement, but also of the enduring human struggle against oppression. A Voice That Could Stir an Army is a rhetorical biography that tells the story of Hamer's life by focusing on how she employed symbols-- images, words, and even material objects such as the ballot, food, and clothing--to construct persuasive public personae, to influence audiences, and to effect social change. Drawing upon dozens of newly recovered Hamer texts and recent interviews with Hamer's friends, family, and fellow activists, Maegan Parker Brooks moves chronologically through Hamer's life. Brooks recounts Hamer's early influences, her intersection with the black freedom movement, and her rise to prominence at the 1964 Democratic National Convention. Brooks also considers Hamer's lesser-known contributions to the fight against poverty and to feminist politics before analyzing how Hamer is remembered posthumously. The book concludes by emphasizing what remains rhetorical about Hamer's biography, using the 2012 statue and museum dedication in Hamer's hometown of Ruleville, Mississippi, to examine the larger social, political, and historiographical implications of her legacy. The sustained consideration of Hamer's wide-ranging use of symbols and the reconstruction of her legacy provided within the pages of A Voice That Could Stir an Army enrich understanding of this key historical figure. This book also demonstrates how rhetorical analysis complements historical reconstruction to explain the dynamics of how social movements actually operate.

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Book SynopsisToni Morrison: Memory and Meaning boasts essays by well-known international scholars focusing on the author's literary production and including her very latest works--the theatrical production Desdemona and her tenth and latest novel, Home. These original contributions are among the first scholarly analyses of these latest additions to her oeuvre and make the volume a valuable addition to potential readers and teachers eager to understand the position of Desdemona and Home within the wider scope of Morrison's career. Indeed, in Home, we find a reworking of many of the tropes and themes that run throughout Morrison's fiction, prompting the editors to organize the essays as they relate to themes prevalent in Home. In many ways, Morrison has actually initiated paradigm shifts that permeate the essays. They consistently reflect, in approach and interpretation, the revolutionary change in the study of American literature represented by Morrison's focus on the interior lives of enslaved Africans. This collection assumes black subjectivity, rather than argues for it, in order to reread and revise the horror of slavery and its consequences into our time. The analyses presented in this volume also attest to the broad range of interdisciplinary specializations and interests in novels that have now become classics in world literature. The essays are divided into five sections, each entitled with a direct quotation from Home, and framed by two poems: Rita Dove's ""The Buckeye"" and Sonia Sanchez's ""Aaayeee Babo, Aaayeee Babo, Aaayeee Babo.""

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Book SynopsisThe concept of a more perfect union remains a constant theme in the political rhetoric of Barack Obama. From his now historic race speech to his second victory speech delivered on November 7, 2012, that striving is evident. ""Tonight, more than two hundred years after a former colony won the right to determine its own destiny, the task of perfecting our union moves forward,"" stated the forty-fourth president of the United States upon securing a second term in office after a hard fought political contest. Obama borrows this rhetoric from the founding documents of the United States set forth in the U.S. Constitution and in Abraham Lincoln's ""Gettysburg Address."" How naive or realistic is Obama's vision of a more perfect American union that brings together people across racial, class, and political lines? How can this vision of a more inclusive America be realized in a society that remains racist at its core? These essays seek answers to these complicated questions by examining the 2008 and 2012 elections as well as the events of President Obama's first term. Written by preeminent race scholars from multiple disciplines, the volume brings together competing perspectives on race, gender, and the historic significance of Obama's election and reelection. The president heralded in his November, 2012, acceptance speech, ""The idea that if you're willing to work hard, it doesn't matter who you are, or where you come from, or what you look like . . . . whether you're black or white, Hispanic or Asian or Native American."" These essayists argue the truth of that statement and assess whether America has made any progress toward that vision.

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Book SynopsisBlack and Brown Planets embarks on a timely exploration of the American obsession with color in its look at the sometimes contrary intersections of politics and race in science fiction. The contributors, including De Witt D. Kilgore, Edward James, Lisa Yaszek, and Marleen S. Barr, among others, explore science fiction worlds of possibility (literature, television, and film), lifting blacks, Latin Americans, and indigenous peoples out from the background of this historically white genre.This collection considers the role of race and ethnicity in our visions of the future. The first section emphasizes the political elements of black identity portrayed in science fiction from black America to the vast reaches of interstellar space framed by racial history. In the next section, analysis of indigenous science fiction addresses the effects of colonization, helps discard the emotional and psychological baggage carried from its impact, and recovers ancestral traditions in order to adapt in a post-Native-apocalyptic world. Likewise, this section explores the affinity between science fiction and subjectivity in Latin American cultures from the role of science and industrialization to the effects of being in and moving between two cultures. By infusing more color in this otherwise monochrome genre, Black and Brown Planets imagines alternate racial galaxies with viable political futures in which people of color determine human destiny.

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Book SynopsisAnywhere But Here brings together new scholarship on the cross-cultural experiences of intellectuals of African descent since the eighteenth century. The book embraces historian Paul Gilroy's prominent thesis in The Black Atlantic: Modernity and Double-Consciousness and posits arguments beyond The Black Atlantic's traditional organization and symbolism. Contributions are arranged into three sections that highlight the motivations and characteristics connecting a certain set of agents, thinkers, and intellectuals: the first, Re-ordering Worldviews: Rebellious Thinkers, Poets, Writers, and Political Architects; the second, Crafting Connections: Strategic and Ideological Alliances; and the third, Cultural Mastery in Foreign Spaces: Evolving Visions of Home and Identity.These essays expand categories and suggest patterns at play that have united individuals and communities across the African diaspora. They highlight the stories of people who, from their intercultural and often marginalized positions, challenged the status quo, created strategic (and at times, unexpected) international alliances, cultivated expertise and cultural fluency abroad, as well as crafted physical and intellectual spaces for their self-expression and dignity to thrive.What, for example, connects the eighteenth-century Igbo author Olaudah Equiano with 1940s literary figure Richard Wright; nineteenth-century expatriate anthropologist Antenor Fermin with 1960s Haitian émigrés to the Congo; Japanese Pan-Asianists and Southern Hemisphere Aboriginal activists with Jamaican-born Marcus Garvey; or Angela Davis with artists of the British Black Arts Movement, Ingrid Pollard and Zarina Bhimji? They are all part of a mapping that reaches across and beyond geographical, historical, and ideological boundaries typically associated with the ""Black Atlantic."" They reflect accounts of individuals and communities equally united in their will to seek out better lives, often, as the title suggests, ""anywhere but here.""

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Book SynopsisAfter the 2008 election and 2012 reelection of Barack Obama as US president and the 1994 election of Nelson Mandela as the first of several blacks to serve as South Africa's president, many within the two countries have declared race to be irrelevant. For contributors to this volume, the presumed demise of race may be premature. Given continued racial disparities in income, education, and employment, as well as in perceptions of problems and promise within the two countries, much healing remains unfinished. Nevertheless, despite persistently pronounced disparities between black and white realities, it has become more difficult to articulate racial issues. Some deem ""race"" an increasingly unnecessary identity in these more self-consciously ""post-racial"" times.The volume engages post-racial ideas in both their limitations and promise. Contributors look specifically at the extent to which a church's contemporary response to race consciousness and post-racial consciousness enables it to give an accurate public account of race.

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Book SynopsisIn the spring of 1862, Lucy McKim, the nineteen-year-old daughter of a Philadelphia abolitionist Quaker family, traveled with her father to the Sea Islands of South Carolina to aid him in his efforts to organize humanitarian aid for thousands of newly freed slaves. During her stay she heard the singing of the slaves in their churches, as they rowed their boats from island to island, and as they worked and played. Already a skilled musician, she determined to preserve as much of the music as she could, quickly writing down words and melodies, some of them only fleeting improvisations. Upon her return to Philadelphia, she began composing musical settings for the songs and in the fall of 1862 published the first serious musical arrangements of slave songs. She also wrote about the musical characteristics of slave songs, and published, in a leading musical journal of the time, the first article to discuss what she had witnessed.In Songs of Sorrow renowned music scholar Samuel Charters tells McKim's personal story. Letters reveal the story of young women's lives during the harsh years of the war. At the same time that her arrangements of the songs were being published, a man with whom she had an unofficial ""attachment"" was killed in battle, and the war forced her to temporarily abandon her work.In 1865 she married Wendell Phillips Garrison, son of abolitionist William Lloyd Garrison, and in the early months of their marriage she proposed that they turn to the collection of slave songs that had long been her dream. She and her husband--a founder and literary editor of the recently launched journal The Nation--enlisted the help of two associates who had also collected songs in the Sea Islands. Their book, Slave Songs of the United States, appeared in 1867. After a long illness, ultimately ending in paralysis, she died at the age of thirty-four in 1877. This book reclaims the story of a pioneer in ethnomusicology, one whose influential work affected the Fisk Jubilee Singers and many others.

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Book SynopsisIn Jazz Transatlantic, Volume I, renowned scholar Gerhard Kubik takes the reader across the Atlantic from Africa to the Americas and then back in pursuit of the music we call jazz. This first volume explores the term itself and how jazz has been defined and redefined. It also celebrates the phenomena of jazz performance and uncovers hidden gems of jazz history. The volume offers insights gathered during Kubik’s extensive field work and based on in-depth interviews with jazz musicians around the Atlantic world. Languages, world views, beliefs, experiences, attitudes, and commodities all play a role. Kubik reveals what is most important—the expertise of individual musical innovators on both sides of the Atlantic, and hidden relationships in their thoughts.Besides the common African origins of much vocabulary and structure, all the expressions of jazz in Africa share transatlantic family relationships. Within that framework, musicians are creating and re-creating jazz in never-ending contacts and exchanges. The first of two volumes, Jazz Transatlantic, Volume I examines this transatlantic history, sociolinguistics, musicology, and the biographical study of personalities in jazz during the twentieth century. This volume traces the African and African American influences on the creation of the jazz sound and traces specific African traditions as they transform into American jazz. Kubik seeks to describe the constant mixing of sources and traditions, so he includes influences of European music in both volumes. These works will become essential and indelible parts of jazz history.

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Book SynopsisTwins Chang and Eng Bunker (1811-1874), conjoined at the sternum by a band of cartilage and a fused liver, were “discovered” in Siam by a British merchant in 1824. Yunte Huang depicts the twins, arriving in Boston in 1829, first as museum exhibits but later as financially savvy showmen. Their rise from freak-show celebrities to rich southern gentry; their marriage to two white sisters, resulting in twenty-one children; and their owning of slaves is here not just another sensational biography but an excavation of America’s historical penchant for finding feast in the abnormal, for tyrannizing the “other”—a tradition that, as Huang reveals, becomes inseparable from American history itself.Trade Review"In the follow-up to his Edgar Award-winning Charlie Chan biography, Huang uncovers ironies, paradoxes and examples of how Chang and Eng subverted what Leslie Fiedler called ‘the tyranny of the normal'." -- Jane Ciabattari - BBC"It is a fascinating story…" -- Literary Review"Yunte Huang’s book Inseparable tells [a] remarkable story." -- The Times"Yunte Huang is well placed to retell this extraordinary story of transnational celebrity and assimilation. Huang grew up in China... his Asian American focus is fresh and welcome." -- Times Literary Supplement"After retiring in a small North Carolina town, they owned as many as 32 slaves and, between them, fathered at least 21 children. If that doesn't intrigue you—wait, how can that not intrigue you?" -- The 50 Best Books of 2018 - Newsweek"The story of Chang and Eng, the original Siamese twins, has been covered before, but this extensively researched biography sheds light both on their extraordinary lives and the 19th century America in which they lived." -- The Herald

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Book SynopsisIt’s hardly a secret that mobility has always been limited, if not impossible, for African Americans. Before the Civil War, masters confined their slaves to their property, while free black people found themselves regularly stopped, questioned, and even kidnapped. Restrictions on movement before Emancipation carried over, in different forms, into Reconstruction and beyond; for most of the 20th century, many white Americans felt blithely comfortable denying their black countrymen the right to travel freely on trains and buses. Yet it became more difficult to shackle someone who was cruising along a highway at 45 miles per hour. In Driving While Black, the acclaimed historian Gretchen Sorin reveals how the car—the ultimate symbol of independence and possibility—has always held particular importance for African Americans, allowing black families to evade the many dangers presented by an entrenched racist society and to enjoy, in some measure, the freedom of the open road. She recounts the creation of a parallel, unseen world of black motorists, who relied on travel guides, black only businesses, and informal communications networks to keep them safe. From coast to coast, mom and pop guest houses and tourist homes, beauty parlors, and even large hotels—including New York’s Hotel Theresa, the Hampton House in Miami, or the Dunbar Hotel in Los Angeles—as well as night clubs and restaurants like New Orleans’ Dooky Chase and Atlanta’s Paschal’s, fed travelers and provided places to stay the night. At the heart of Sorin’s story is Victor and Alma Green’s famous Green Book, a travel guide begun in 1936, which helped grant black Americans that most basic American rite, the family vacation. As Sorin demonstrates, black travel guides and black-only businesses encouraged a new way of resisting oppression. Black Americans could be confident of finding welcoming establishments as they traveled for vacation or for business. Civil Rights workers learned where to stay and where to eat in the South between marches and protests. As Driving While Black reminds us, the Civil Rights Movement was just that—a movement of black people and their allies in defiance of local law and custom. At the same time, she shows that the car, despite the freedoms it offered, brought black people up against new challenges, from segregated ambulance services to unwarranted traffic stops, and the racist violence that too often followed. Interwoven with Sorin’s own family history and enhanced by dozens of little known images, Driving While Black charts how the automobile fundamentally reshaped African American life, and opens up an entirely new view onto one of the most important issues of our time.Trade Review"Make[s] powerfully clear the magnitude of the injustices and harrowing encounters endured by African-Americans traveling by ‘open’ road, as well as of their quiet acts of rebellion and protest, which went far beyond having to find alternative places to eat, sleep and buy gas…. Deeply researched… Driving While Black is more focused on the history of African-American car ownership and travel, exploring why both have been so important to African-American life.... A scholarly examination of the history of black mobility in this country from the antebellum period to now, including the ongoing quest by whites in power to deny or restrict that mobility." -- Bridgett M. Davis, New York Times Book Review"This excellent history illuminates how car ownership provided a measure of safety and independence and also played a vital role in the civil-rights movement." -- New Yorker"Lucidly written and generously illustrated with photos and artifacts, this rigorous and entertaining history deserves a wide readership." -- Publishers Weekly [starred review]"Unlike some of the more familiar narratives—the march from Selma to Montgomery that culminated in the Voting Rights Act, or Loving v. Virginia, which invalidated anti-miscegenation laws—the story Sorin tells does not conclude with a victory but with today’s crisis of mass incarceration. . . . Driving While Black highlights the dangers of such discrimination by describing the necessities that were denied to black Americans as they traveled. . . . Her argument raises an intriguing question: Can consumerism count as activism? . . . Had Driving While Black ended with the Civil Rights Act and Heart of Atlanta Motel, it would have hewed to traditional narratives of the civil rights movement, which typically begin with a struggle against legalized discrimination, climax with nonviolent protest, and conclude with a legislative or courtroom victory. But a triumphant history that ends with a hard-won anti-discrimination law would seem naive today, especially when poverty and injustice exact an uneven toll on people of color. Instead, Driving While Black jumps to the 1990s and continues to the present day in its epilogue." -- Sarah A. Seo, New York Review of Books"Driving While Black is a marvel. It is the work of a brilliant mind and a beautiful heart. Sorin, a professor at State University of New York at Albany, dazzles with plain language. She writes in a way that academics and laypersons will both admire. Sorin combines impeccable, exhaustive research and personal stories with a seamless elegance, somehow managing to hold the object under examination far enough away to consider it fully and close enough to really inhabit it." -- Michael Kleber-Diggs - Minneapolis Star-Tribune"The sweeping story of African Americans and automobiles—a tale of mobility and mobilization that helped fuel the Civil Rights Movement." -- Erin Blakemore, Smithsonian"A riveting story on how the automobile opened up opportunities for blacks in the U.S…. In Sorin’s work, her prose and talent for turning examples into captivating stories prevent the book from being a mere sociological study of how black travel changed the nation. Instead, she blends her own family’s history, and those who experienced the black travel revolution, to make the book enjoyable and noteworthy since it shows how the changes ushered in civil rights." -- Russell Contreras, Associated Press"Driving While Black also chronicles the rise of car culture in tandem with rock ‘n’ roll music (Chuck Berry loved his Cadillacs), as well as the vast network of black-friendly establishments outlined in the popular Green Book. Feeling gassed up yet? Grab this book to-go and get to reading." -- Matt Gifford, BookPage"Sorin’s engaging account of black motoring exposes a rough road in race relations but also a technology’s impact on black freedom. A great resource for people learning about black freedoms—and the fragility of those freedoms—in the automobile era and during the civil rights movement." -- Library Journal"An eye-opening history of the terrible discrimination practiced routinely against African American drivers. . . [A] powerful story. . . The author provides an in-depth look at the significance of Victor Green’s (literally) lifesaving The Green Book. . . A pleasing combination of terrific research and storytelling and engaging period visuals." -- Kirkus Reviews"Gretchen Sorin has spent decades exploring this deeply researched, acutely felt, and penetrating study of race, space, and mobility in America—and a lifetime thinking about the issues and experiences that underlie it. No one who reads Driving While Black can fail to be moved and wonderstruck by how far American society has come in the last century and a half in forwarding the dream of equal mobility for all, and by how far we still have to go." -- Ric Burns, documentary filmmaker"With chronological sweep and intimate detail, Gretchen Sorin takes us on an unsettling road trip, showing us how African American travelers met with indignities, discrimination, and violence, and how they fought for their basic dignity. From the famous Green Book to black-run lakeside resorts, Sorin offers a powerful revision of the romance of roadside Americana." -- Thomas J. Sugrue, author of Sweet Land of Liberty: The Forgotten Struggle for Civil Rights in the North"Driving While Black is painful, poignant, and powerful. White America cannot imagine being unwelcomed and unwanted in stopping for a meal or a motel room on a long trip. But the fact is that this was for decades the harsh reality for millions of our fellow citizens. Through compelling and extensive interviews, illustrations, and evidence, Gretchen Sorin has meticulously documented yet another disturbing aspect of racism in our national life." -- Kenneth T. Jackson, Barzun Professor of History, Columbia University"This is the first authoritative book about the actual social, economic, and political history of African-Americans and cars. Sorin’s accessible style invites the reader see how the open road looked from black people’s points of view. Interspersed with anecdotes and family stories, her history is authoritative, pungent, and personal. This volume is a ground-breaking roadmap of the black experience behind the wheel." -- Fath Davis Ruffins, Curator, National Museum of American History

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Book SynopsisLike many Pacific Northwest sheep herders, Sebastian Etulain emigrated from Europe's Basque country. He arrived in Yakima in May of 1921, convinced that hard work could overcome a lack of formal education and other shortcomings. It became his doctrine, and he advanced to ranch owner before marrying Mary Gillard Foster.The Etulain sheep ranch lay among rock ridges, carved out coulees, rounded hills, and rich grasslands twenty miles east of Ritzville and almost seventy miles south of Spokane. Isolated and sprawling across nearly ten thousand acres, it included a sturdy ranch house surrounded by hay barns, a water pump house, corrals, and pens for sheep, goats, dogs, and pigs. The spread also had a milking parlor and creamery, as well as a blacksmith shop.The Etulains adopted seasonal rhythms. For about one third of the year, their own abundant pasture grasses provided sufficient fodder. In the summer they moved most of their animals up to mountains around St. Maries, Idaho, to feast on rich grasses there. But from November to March the sheep and cattle needed purchased feed, and plenty of it.Growing up on a sheep ranch afforded Sebastian's boys a magical upbringing with magnificent memories--despite the demanding work. In Boyhood Among the Woolies, his youngest son, Richard, reveals the family's story, a rare look at life on an early eastern Washington sheep ranch. He recounts endless chores related to supplying feed and water, lambing season, sheep shearing, keeping animals safe, and fighting one of the largest dangers--grass fires. He also describes family activities, relationships with hired staff, favorite dogs, brotherly pranks and shenanigans, schooling and church in Ritzville, Basque history, and more.Table of ContentsPrefacePrologue1. The Lay of the Land and the Ranch Layout2. A Faraway Basque Dad and A Saintly Mom3. Dicky Comes on Scene4. Older Brother Kenny and Big Brother Danny5. Off to School6. Magic in Ritzville7. Going to Church8. Herders and Hired Men9. Lambing Season10. The Sheepshearers Are Coming11. Trailing--On the Road to Idaho12. Summers in St. Maries13. A Passel of Sheepdogs14. Other Animals15. Games and Pranks16. The End Is Coming17. And Then . . . 18. Back to the RanchSourcesBibliography

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Book SynopsisLatino Educational Leadership acknowledges the unique preparation and support for Latinx educational leaders and Latino communities that is needed throughout the education and policy pipeline. While leadership in communities does exist for educational purposes, this effort focuses on the institutional aspect of Latino educational leadership across K-12 schools and university settings. The purpose of this edited book is to enhance a greater collaborative focus on Latino Educational Leadership throughout the pipeline by inviting both established and up-and-coming scholars who can speak to various aspects related to developing all leaders, as well as, the preparation of Latinx educational leaders, for serving Latino communities.The impetus for this edited book focus on Latino Educational Leadership primarily stems from the changing demographics of our country. Much like the growing Latino population nationwide, the Latinx student enrollment in public elementary and secondary schools is at an all-time high and estimated to continue to grow; Latinxs comprised 26.8% of all students as of fall 2017, with this population estimated to increase to 28.9% by 2026 (Snyder, de Brey, & Dillow, 2018). In fact, as of 2014 Latinx students comprised more than half of all K-12 public school enrollment in New Mexico, California, and Texas (Snyder, de Bley, & Dillow, 2017). Given this enrollment growth, there has been an increasing urgency in the field of educational leadership to prepare and support all leaders, but also uniquely Latinx educational leaders that have rich cultural and linguistic connections to communities, who can understand and meet the needs of Latinx students and families (Murakami, Valle, & Méndez-Morse, 2013; Sanchez, Thornton, & Usinger, 2009).Additionally, the number of degrees awarded to Latinxs at all levels increased dramatically between 2003-04 and 2013-14: bachelor’s degrees more than doubled from 94,644 to 202,412, master’s degrees conferred rose from 29,806 to 55,965, and doctor’s degrees went from 5,795 to 10,665 (Musu-Gillette, et al., 2017). However, when compared to all other racial/ethnic groups, Latinxs were awarded only 11% of all bachelor’s degrees, 9% of all master’s degrees, and 7% of all doctor’s degrees in 2013-14. Thus, an urgency remains to address continued concerns related to Latino access, persistence and matriculation in higher education (Pérez Huber, Huidor, Malagón, Sánchez, & Solórzano, 2006). In particular, there has been an increasing urgency to consider how higher education institutions can better prepare, develop, and retain Latinx leaders and scholars (in K-12 and higher education), as well as develop leaders who can serve and meet the needs of Latinx college students to ensure their academic success (Castellanos & Gloria, 2007; Ponjuan, 2012; Valle & Rodríguez, 2012). Thus, the purpose of this edited book is to advance the knowledge related to serving Latino communities and preparing Latinx leaders.Table of Contents Foreword, Gerardo R. López. Evolving Latinx Educational Leadership: For Latinx Communities and Latinx Leaders Across the P–20 Pipeline, Cristóbal Rodríguez, Melissa A. Martinez, and Fernando Valle. Voices of Texas Latina School Leaders, Irma L. Almager, Sylvia Méndez-Morse, and Elizabeth Murakami. Making a Difference: Evidence from the Field, Juan Manuel Niño Encarnación Garza, Jr, and Mariela A. Rodríguez. Latino Superintendent Leadership: A Case of Texas District Leaders, Juan Manuel Niño. Educational Leadership Development: Moving from a Deficit Model to an Ecologically Strengths Based Model for Latinxs, Anthony S. Marín, Merranda Romero Marín, and Luis Vázquez. Moving toward a Reconceptualization of Latina/o Leadership in Higher Education: Testimonio on Meritocracy, Mobility, and Calluses on Our Hands, Magdalena Martínez and Edith Fernández. The Will to Finish: An Examination of Successes for Latinas in Educational Administration Doctoral Programs, Rose A. Santos. Promotoras y Politicas in the University: Developing Culturally Responsive Higher Education Leaders to Serve Latinx Communities, Josie Carmona, Vanessa A. Sansone, Leslie D. Gonzales, and Anne-Marie Núñez. A Testimonio Rooted in the Community: Three Pedagogical Approaches to Develop Equity-Minded Educational Leaders for and with the Latina/o Community, Louie F. Rodríguez. Advocacy in Practice: Factors that Influence Latina/o School Leaders’ Advocacy for Increasing Educational Access for Latina/o Students and Families, Kendra Lowery and Silvia Romero-Johnson. The GO East LA Initiative: Creating a Pipeline for Latino Leadership, Bianca L. Guzmán, Claudia Kouyoumdjian, Miguel Dueñas, Monica Garcia, and Jasmine A. Medrano. Afterword, Mónica Byrne-Jiménez.

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Book SynopsisLatino Educational Leadership acknowledges the unique preparation and support for Latinx educational leaders and Latino communities that is needed throughout the education and policy pipeline. While leadership in communities does exist for educational purposes, this effort focuses on the institutional aspect of Latino educational leadership across K-12 schools and university settings. The purpose of this edited book is to enhance a greater collaborative focus on Latino Educational Leadership throughout the pipeline by inviting both established and up-and-coming scholars who can speak to various aspects related to developing all leaders, as well as, the preparation of Latinx educational leaders, for serving Latino communities.The impetus for this edited book focus on Latino Educational Leadership primarily stems from the changing demographics of our country. Much like the growing Latino population nationwide, the Latinx student enrollment in public elementary and secondary schools is at an all-time high and estimated to continue to grow; Latinxs comprised 26.8% of all students as of fall 2017, with this population estimated to increase to 28.9% by 2026 (Snyder, de Brey, & Dillow, 2018). In fact, as of 2014 Latinx students comprised more than half of all K-12 public school enrollment in New Mexico, California, and Texas (Snyder, de Bley, & Dillow, 2017). Given this enrollment growth, there has been an increasing urgency in the field of educational leadership to prepare and support all leaders, but also uniquely Latinx educational leaders that have rich cultural and linguistic connections to communities, who can understand and meet the needs of Latinx students and families (Murakami, Valle, & Méndez-Morse, 2013; Sanchez, Thornton, & Usinger, 2009).Additionally, the number of degrees awarded to Latinxs at all levels increased dramatically between 2003-04 and 2013-14: bachelor’s degrees more than doubled from 94,644 to 202,412, master’s degrees conferred rose from 29,806 to 55,965, and doctor’s degrees went from 5,795 to 10,665 (Musu-Gillette, et al., 2017). However, when compared to all other racial/ethnic groups, Latinxs were awarded only 11% of all bachelor’s degrees, 9% of all master’s degrees, and 7% of all doctor’s degrees in 2013-14. Thus, an urgency remains to address continued concerns related to Latino access, persistence and matriculation in higher education (Pérez Huber, Huidor, Malagón, Sánchez, & Solórzano, 2006). In particular, there has been an increasing urgency to consider how higher education institutions can better prepare, develop, and retain Latinx leaders and scholars (in K-12 and higher education), as well as develop leaders who can serve and meet the needs of Latinx college students to ensure their academic success (Castellanos & Gloria, 2007; Ponjuan, 2012; Valle & Rodríguez, 2012). Thus, the purpose of this edited book is to advance the knowledge related to serving Latino communities and preparing Latinx leaders.Table of Contents Foreword, Gerardo R. López. Evolving Latinx Educational Leadership: For Latinx Communities and Latinx Leaders Across the P–20 Pipeline, Cristóbal Rodríguez, Melissa A. Martinez, and Fernando Valle. Voices of Texas Latina School Leaders, Irma L. Almager, Sylvia Méndez-Morse, and Elizabeth Murakami. Making a Difference: Evidence from the Field, Juan Manuel Niño Encarnación Garza, Jr, and Mariela A. Rodríguez. Latino Superintendent Leadership: A Case of Texas District Leaders, Juan Manuel Niño. Educational Leadership Development: Moving from a Deficit Model to an Ecologically Strengths Based Model for Latinxs, Anthony S. Marín, Merranda Romero Marín, and Luis Vázquez. Moving toward a Reconceptualization of Latina/o Leadership in Higher Education: Testimonio on Meritocracy, Mobility, and Calluses on Our Hands, Magdalena Martínez and Edith Fernández. The Will to Finish: An Examination of Successes for Latinas in Educational Administration Doctoral Programs, Rose A. Santos. Promotoras y Politicas in the University: Developing Culturally Responsive Higher Education Leaders to Serve Latinx Communities, Josie Carmona, Vanessa A. Sansone, Leslie D. Gonzales, and Anne-Marie Núñez. A Testimonio Rooted in the Community: Three Pedagogical Approaches to Develop Equity-Minded Educational Leaders for and with the Latina/o Community, Louie F. Rodríguez. Advocacy in Practice: Factors that Influence Latina/o School Leaders’ Advocacy for Increasing Educational Access for Latina/o Students and Families, Kendra Lowery and Silvia Romero-Johnson. The GO East LA Initiative: Creating a Pipeline for Latino Leadership, Bianca L. Guzmán, Claudia Kouyoumdjian, Miguel Dueñas, Monica Garcia, and Jasmine A. Medrano. Afterword, Mónica Byrne-Jiménez.

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Book SynopsisIn its totality, this book explores subjects that are rarely available in primary literature publications and brings diverging fields together that are generally addressed separately in specialty journals. The book argues that past school failures are instructive. The author identifies the structural and emotional triggers that make it difficult for educators’ to overcome the social constructs that control the progress of Black students, reproduce inequities, subvert the socio-economic progress of the nation, and threaten the legitimacy of the U.S. public school system.One failure is informative; successive school failures are chock-full of must avoid school policies and instructional practices. The book analyzes the lessons learned from a list of school-imposed policies that have molded and determined the academic progress of Black students. The author argues that much can be discerned from that which undermined the performance of schoolteachers’ and public school systems. The quantifiable outcomes of past school practices can better inform educators and future teachers and school leaders. The book carefully analyzes the organic evolution of educators’ social constructs that regenerated inequities to reveal the road map for rebuilding genuinely inclusive and equitable public school systems that serve the interests of students and society.The book also provides in-depth analysis of various disciplines that identify the best methodologies to improve the teaching and learning of Black students, homeless students, and all other students. The book aims to offer a unique perspective by carefully unfolding the built in school structures that obstruct the abilities of school administrators and teachers to bridge the student achievement gaps and meet the objectives of consecutive school reform initiatives.The author’s distinctive approach stimulates the thinking of the entire field of education, and challenges accepted propositions commonly assumed about African American students. In short, this book offers a perspective that is rarely shared or understood by educators and practitioners in the field of education.Table of Contents Preface Acknowledgment Chapter 1: Teaching Beyond the Limits of School Reforms Chapter 2: Teachers’ Expectations and Black Agency Chapter 3: District of Columbia Black Students After Brown v. Board of Education Chapter 4: Cognitive Dissonance: Breeding the Black Student Achievement Gap Chapter 5: Impartiality Protects the Quality and Performance of Schools Chapter 6: America’s Homeless Students: Perils and Potential Chapter 7: School: Homeless Students’ Precious Sanctuary Chapter 8: Reliable Homeless Student Counts are Vital Chapter 9: Caring Teachers: Transformative Agents Chapter 10: Final Thought

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Book SynopsisIn its totality, this book explores subjects that are rarely available in primary literature publications and brings diverging fields together that are generally addressed separately in specialty journals. The book argues that past school failures are instructive. The author identifies the structural and emotional triggers that make it difficult for educators’ to overcome the social constructs that control the progress of Black students, reproduce inequities, subvert the socio-economic progress of the nation, and threaten the legitimacy of the U.S. public school system.One failure is informative; successive school failures are chock-full of must avoid school policies and instructional practices. The book analyzes the lessons learned from a list of school-imposed policies that have molded and determined the academic progress of Black students. The author argues that much can be discerned from that which undermined the performance of schoolteachers’ and public school systems. The quantifiable outcomes of past school practices can better inform educators and future teachers and school leaders. The book carefully analyzes the organic evolution of educators’ social constructs that regenerated inequities to reveal the road map for rebuilding genuinely inclusive and equitable public school systems that serve the interests of students and society.The book also provides in-depth analysis of various disciplines that identify the best methodologies to improve the teaching and learning of Black students, homeless students, and all other students. The book aims to offer a unique perspective by carefully unfolding the built in school structures that obstruct the abilities of school administrators and teachers to bridge the student achievement gaps and meet the objectives of consecutive school reform initiatives.The author’s distinctive approach stimulates the thinking of the entire field of education, and challenges accepted propositions commonly assumed about African American students. In short, this book offers a perspective that is rarely shared or understood by educators and practitioners in the field of education.Table of Contents Preface Acknowledgment Chapter 1: Teaching Beyond the Limits of School Reforms Chapter 2: Teachers’ Expectations and Black Agency Chapter 3: District of Columbia Black Students After Brown v. Board of Education Chapter 4: Cognitive Dissonance: Breeding the Black Student Achievement Gap Chapter 5: Impartiality Protects the Quality and Performance of Schools Chapter 6: America’s Homeless Students: Perils and Potential Chapter 7: School: Homeless Students’ Precious Sanctuary Chapter 8: Reliable Homeless Student Counts are Vital Chapter 9: Caring Teachers: Transformative Agents Chapter 10: Final Thought

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Book SynopsisThe work presented in this volume attests to the innovative and successful educational alternatives designed and implemented by Catholic religious groups to improve educational, career, and life outcomes for urban children, adolescents, and adults placed at risk. These efforts have helped thousands of urban citizens break away from the chains of poverty and poor academic preparation to succeed in high school and beyond and secure a place of meaning and influence in adult society. In this volume, we examine the contributions of networks of schools, such as NativityMiguel and Cristo Rey schools in the U.S. and Canada and Fe y Alegría based in South America and operating in multiple countries, as well as more local initiatives. There is much to be learned from these initiatives that can improve urban education and this edited volume provides this opportunity to educators, planners, funders, and others who are inclined to invest in effective urban education.The perspectives taken in these chapters include current approaches to critical race theory, faith perspectives that promote justice, and the building of social capital and resilience to succeed academically despite considerable adversity associated with economic poverty. The chapters included here explore educational structures that communicate high expectations for student and teacher performance and provide individualized instruction, caring mentoring, and support beyond graduation in order to help develop men and women of confidence, skill, leadership, and integrity and ensure high levels of success in a world that tends to exclude them more than welcome them.Table of Contents Foreword, Robert Simmons, III. Preface, L. Mickey Fenzel Introduction, L. Mickey Fenzel, and Robert J. Helfenbein. Early Initiatives: Nativity and NativityMiguel Schools, L. Mickey Fenzel. A Critical Race Theoretical Examination of the Cristo Rey Network, Ursula S. Aldana and Sajit U. Kabadi. Transforming the Mission of St. Benedict’s Prep in Newark: The Benedictine Practice of Adaptive Re-Use, Paul E. Thornton. The Catalyst Model: Catholic Inspired Urban Charter, Mike Fehrenbach and Ed Siderewicz. Graduate Support: Ensuring High Levels of Educational Attainment for NativityMiguel Graduates, L. Mickey Fenzel and Melodie Wyttenbach. Learning to Thrive through a Coalition of Mission-Aligned Schools, Terry Shields. Notre Dame Mission Volunteers AmeriCorps: Deploying Volunteers to Improve the Education of Urban Children, Peter Litchka. Editor’s Introduction to Fe y Alegría, L. Mickey Fenzel. The System of Quality Improvement of Fe y Alegría: An Alternative View of Quality Education, Elizabeth Riveros Serrato (Translated by Holly A. Schneider). “Homeboys Is Hope”: Responding to the Call for Social Justice in Urban Education, Mauricio Arocha and Jill Bickett. About the Authors.

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Book SynopsisThe work presented in this volume attests to the innovative and successful educational alternatives designed and implemented by Catholic religious groups to improve educational, career, and life outcomes for urban children, adolescents, and adults placed at risk. These efforts have helped thousands of urban citizens break away from the chains of poverty and poor academic preparation to succeed in high school and beyond and secure a place of meaning and influence in adult society. In this volume, we examine the contributions of networks of schools, such as NativityMiguel and Cristo Rey schools in the U.S. and Canada and Fe y Alegría based in South America and operating in multiple countries, as well as more local initiatives. There is much to be learned from these initiatives that can improve urban education and this edited volume provides this opportunity to educators, planners, funders, and others who are inclined to invest in effective urban education.The perspectives taken in these chapters include current approaches to critical race theory, faith perspectives that promote justice, and the building of social capital and resilience to succeed academically despite considerable adversity associated with economic poverty. The chapters included here explore educational structures that communicate high expectations for student and teacher performance and provide individualized instruction, caring mentoring, and support beyond graduation in order to help develop men and women of confidence, skill, leadership, and integrity and ensure high levels of success in a world that tends to exclude them more than welcome them.Table of Contents Foreword, Robert Simmons, III. Preface, L. Mickey Fenzel Introduction, L. Mickey Fenzel, and Robert J. Helfenbein. Early Initiatives: Nativity and NativityMiguel Schools, L. Mickey Fenzel. A Critical Race Theoretical Examination of the Cristo Rey Network, Ursula S. Aldana and Sajit U. Kabadi. Transforming the Mission of St. Benedict’s Prep in Newark: The Benedictine Practice of Adaptive Re-Use, Paul E. Thornton. The Catalyst Model: Catholic Inspired Urban Charter, Mike Fehrenbach and Ed Siderewicz. Graduate Support: Ensuring High Levels of Educational Attainment for NativityMiguel Graduates, L. Mickey Fenzel and Melodie Wyttenbach. Learning to Thrive through a Coalition of Mission-Aligned Schools, Terry Shields. Notre Dame Mission Volunteers AmeriCorps: Deploying Volunteers to Improve the Education of Urban Children, Peter Litchka. Editor’s Introduction to Fe y Alegría, L. Mickey Fenzel. The System of Quality Improvement of Fe y Alegría: An Alternative View of Quality Education, Elizabeth Riveros Serrato (Translated by Holly A. Schneider). “Homeboys Is Hope”: Responding to the Call for Social Justice in Urban Education, Mauricio Arocha and Jill Bickett. About the Authors.

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Book SynopsisVoices of Asian Americans in Higher Education: Unheard Voices is a unique and historical book. Asian Americans are often portrayed as “model minority”, yet their personal and educational experiences are often unheard. In this book, 10 Asian American educators and scholars present realistic pictures of America’s higher education using personal narratives. The contributors in this book come from different regions and teach in different colleges and universities; and coincidentally, they all endure the “outsider” category formerly as students and now as professors and leaders. This “outsider” status can be emotionally overwhelming and psychologically unnerving. This status hampers opportunities for Asian Americans to grow and maximize their fullest potential. Though they develop different strategies to address their “outsider” label, it does not make it comfortable. But, time and time again, they have proven that they can succeed! In this technological age, we must value unending truths as we educate ourselves and others. We hope that this book will be an educational and informational resource for students, administrators, and faculty in higher education and also educational policy makers and stakeholders.Table of Contents Preface. My Journal on Multicultural Special Education, Ying Hui-Michael. Maneuvering Through the Interdepartmental Politics of Graduate School: My Hmong Voice, Tong T. Xiong. Teaching Vulnerably: My Teaching Stories, Jung-ah Choi. My Journey of Transformation in Multicultural Special Education, Shernaz B. García. Struggling to be Heard: Continued Saga, Li-Rong Lilly Cheng. East to West, and Back Again: A Personal and Academic Journey, C. N. Le. Being a Multicultural and Special Education Professor: My Story, My Voice, Hsu-Min Chiang. Invocation of Forever Foreigner Identity in Critical Multicultural Teacher Education, Jenna Min Shim. Cultural Autobiography of a Christian Foreign Educator in the United States, Lucia Y. Lu. My Multicultural Journey in America’s Higher Education, Carol Huang. Afterword: Beyond Silence in Multicultural Education, Festus E. Obiakor. About the Authors.

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Book SynopsisVoices of Asian Americans in Higher Education: Unheard Voices is a unique and historical book. Asian Americans are often portrayed as “model minority”, yet their personal and educational experiences are often unheard. In this book, 10 Asian American educators and scholars present realistic pictures of America’s higher education using personal narratives. The contributors in this book come from different regions and teach in different colleges and universities; and coincidentally, they all endure the “outsider” category formerly as students and now as professors and leaders. This “outsider” status can be emotionally overwhelming and psychologically unnerving. This status hampers opportunities for Asian Americans to grow and maximize their fullest potential. Though they develop different strategies to address their “outsider” label, it does not make it comfortable. But, time and time again, they have proven that they can succeed! In this technological age, we must value unending truths as we educate ourselves and others. We hope that this book will be an educational and informational resource for students, administrators, and faculty in higher education and also educational policy makers and stakeholders.Table of Contents Preface. My Journal on Multicultural Special Education, Ying Hui-Michael. Maneuvering Through the Interdepartmental Politics of Graduate School: My Hmong Voice, Tong T. Xiong. Teaching Vulnerably: My Teaching Stories, Jung-ah Choi. My Journey of Transformation in Multicultural Special Education, Shernaz B. García. Struggling to be Heard: Continued Saga, Li-Rong Lilly Cheng. East to West, and Back Again: A Personal and Academic Journey, C. N. Le. Being a Multicultural and Special Education Professor: My Story, My Voice, Hsu-Min Chiang. Invocation of Forever Foreigner Identity in Critical Multicultural Teacher Education, Jenna Min Shim. Cultural Autobiography of a Christian Foreign Educator in the United States, Lucia Y. Lu. My Multicultural Journey in America’s Higher Education, Carol Huang. Afterword: Beyond Silence in Multicultural Education, Festus E. Obiakor. About the Authors.

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Book SynopsisSince the late 1990s, mass school closures have reshaped urban education across the United States. Popular media coverage and research reports link this resurgence of school closures in major cities like Chicago and Philadelphia to charter school expansion, municipal budget deficits, and racial segregation. However, this phenomenon is largely overlooked in contemporary education scholarship. Shuttered Schools: Race, Community, and School Closures in American Cities (Information Age Publishing) is an interdisciplinary volume that integrates multiple perspectives to study the complex practice of school closure—an issue that transcends education. Academics, practitioners, activists, and policymakers will recognize the far-reaching implications of these decisions for school communities.Shuttered Schools features rigorous new studies of school closures in cities across the United States. This research contextualizes contemporary school closures and accounts for their disproportionate impact on African American students. With topics ranging from gentrification and redevelopment to student experiences with school loss, research presented in this text incorporates various methods (e.g., case studies, interviews, regression techniques, and textual analysis) to evaluate the intended and unintended consequences of closure for students, families, and communities. This work demonstrates that shifts in the social, economic, and political contexts of education inform closure practice in meaningful ways. The impacts of shuttering schools are neither colorblind nor class-neutral, but indeed interact with social contexts in ways that reify existing social inequalities in education.

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Book SynopsisSince the late 1990s, mass school closures have reshaped urban education across the United States. Popular media coverage and research reports link this resurgence of school closures in major cities like Chicago and Philadelphia to charter school expansion, municipal budget deficits, and racial segregation. However, this phenomenon is largely overlooked in contemporary education scholarship. Shuttered Schools: Race, Community, and School Closures in American Cities (Information Age Publishing) is an interdisciplinary volume that integrates multiple perspectives to study the complex practice of school closure—an issue that transcends education. Academics, practitioners, activists, and policymakers will recognize the far-reaching implications of these decisions for school communities.Shuttered Schools features rigorous new studies of school closures in cities across the United States. This research contextualizes contemporary school closures and accounts for their disproportionate impact on African American students. With topics ranging from gentrification and redevelopment to student experiences with school loss, research presented in this text incorporates various methods (e.g., case studies, interviews, regression techniques, and textual analysis) to evaluate the intended and unintended consequences of closure for students, families, and communities. This work demonstrates that shifts in the social, economic, and political contexts of education inform closure practice in meaningful ways. The impacts of shuttering schools are neither colorblind nor class-neutral, but indeed interact with social contexts in ways that reify existing social inequalities in education.

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Book SynopsisA Second Helping of Gumbo for the Soul is a collection of essays, stories, and narratives designed to inspire and empower women of color through the use of storytelling and narratives. This second edition is a sequel to the first Gumbo for the Soul and includes more...

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