Shocked by the teenage violence she witnessed during the Rodney King riots in Los Angeles, Erin Gruwell became a teacher at a high school rampant with hostility and racial intolerance. For many of these students–whose ranks included substance abusers, gang members, the homeless, and victims of abuse–Gruwell was the first person to treat them with dignity, to believe in their potential and help them see it themselves.
Soon, their loyalty towards their teacher and burning enthusiasm to help end violence and intolerance became a force of its own. Inspired by reading The Diary of Anne Frank and meeting Zlata Filipovic (the eleven-year old girl who wrote of her life in Sarajevo during the civil war), the students began a joint diary of their inner-city upbringings.
Told through anonymous entries to protect their identities and allow for complete candor, The Freedom Writers Diary is filled with astounding vignettes from 150 students who, like civil rights activist Rosa Parks and the Freedom Riders, heard society tell them where to go–and refused to listen.
Proceeds from this book benefit the Freedom Writers Foundation, an organization set up to provide scholarships for underprivieged youth and to train teachers.
In 2004, four Latino teenagers arrived at the Marine Advanced Technology Education Robotics Competition at the University of California, Santa Barbara. They were born in Mexico but raised in Phoenix, Arizona, where they attended an underfunded public high school. No one had ever suggested to Oscar, Cristian, Luis, or Lorenzo that they might amount to much—but two inspiring science teachers had convinced these impoverished, undocumented kids from the desert who had never even seen the ocean that they should try to build an underwater robot.
And build a robot they did. Their robot wasn't pretty, especially compared to those of the competition. They were going up against some of the best collegiate engineers in the country, including a team from MIT backed by a $10,000 grant from ExxonMobil. The Phoenix teenagers had scraped together less than $1,000 and built their robot out of scavenged parts. This was never a level competition—and yet, against all odds . . . they won!
But this is just the beginning for these four, whose story—which became a key inspiration to the DREAMers movement—will go on to include first-generation college graduations, deportation, bean-picking in Mexico, and service in Afghanistan.
Joshua Davis's Spare Parts is a story about overcoming insurmountable odds and four young men who proved they were among the most patriotic and talented Americans in this country—even as the country tried to kick them out.
This unique resource has many user-friendly features, including “definition boxes” for key terms, “stop boxes” to remind readers of previously explained ideas, “perspective check boxes” to draw attention to alternative standpoints, a glossary, and a chapter responding to the most common rebuttals encountered when leading discussions on concepts in critical social justice. There are discussion questions and extension activities at the end of each chapter, and an appendix designed to lend pedagogical support to those newer to teaching social justice education.
“Sensoy and DiAngelo's book sings with insight, clarity, and humanity. This is a brilliant primer to help us consider what it means to think critically and to act for justice.”
—Bill Bigelow, Curriculum editor, Rethinking Schools magazine
“I commend the direction of this book that addresses concepts such as social and institutional power, socialization, and oppression rather than framing social and political inequality as the consequences of behavioral problems and cultural misunderstandings. The approach the authors have taken supports teachers and their students in rethinking the ways in which the problems of inequality have been normalized as everyday practices. The book will help teachers to rethink inequality in systemic terms and to find opportunities for taking action at any moment.”
—Carol Schick, Associate Professor, Faculty of Education, University of Regina
“The most accessible book on social justice I have ever read! The authors speak truth to power and in language we can all understand. I can't wait to use this text. The authors demonstrate that important concepts about social justice and political change can be both understandable and engaging. This is a huge contribution to the field.”
—Mara Sapon-Shevin, Professor, School of Education, Syracuse University
“This timely book offers a reader-friendly, unflinching approach to answering those questions on social justice that people are often afraid to ask. The authors provide clear definitions, recognizable examples, robust counterpoints, and thought-provoking activities. All critical educators need to get this text in the hands of their students.”
—Darren E. Lund, Professor, Faculty of Education, University of Calgary
Özlem Sensoy is an assistant professor of education at Simon Fraser University, Burnaby BC, Canada. Robin DiAngelo is an assistant professor of education at Westfield State University, Westfield, Massachusetts.
This book presents a comprehensive set of resources to guide students of education, faculty, higher education administrators, and student affairs leaders in creating an inclusive environment for under-represented groups on campus. It is intended as a guide to gaining a deeper understanding of the various multicultural groups on college campuses for faculty in the classroom and professional staff who desire to understand the complexity of the students they serve, as well as reflect on their own values and motivations.
The contributors introduce the reader to the relevant theory, models, practices, and assessment methods to prepare for, and implement, a genuinely multicultural environment. Recognizing that cultural identity is more than a matter of ethnicity and race, they equally address factors such as gender, age, religion, and sexual orientation. In the process, they ask the reader to assess his or her own levels of multicultural sensitivity, awareness, and competence.
The book approaches multiculturalism from three perspectives, each of which comprises a separate section: awareness; cultural populations; and cultural competence practice.
Section One defines multiculturalism and multicultural competence, considers changing student demographics, explores the impact environment has on culture, and provides the readers with criteria for assessing their cultural competence and awareness of their own racial identity.
Section Two addresses the cultural characteristics of specific ethnic or cultural populations, emphasizing their commonalities, and describing programs and practices that have successfully promoted their development. Each chapter includes discussion questions, and/or suggested activities that practitioners can undertake on their own campuses.
Individual chapters respectively cover the culture and experiences of African Americans, Asian and Pacific Island Americans, Latinas/os, Native Americans, biracial and multiracial students, the disabled, international students, non-traditional students, students of faith, women, lesbian, gay, bisexual, and transgender students, and analyze White Americans’ attitudes to issues of privilege, racial identity, and social justice. The inclusion of a chapter on the cultural characteristics of White students provides an opportunity for members of the majority culture to perceive of themselves in a cultural sense, and to appreciate their own culture as a first step in allowing them to recognize and appreciate other cultures.
The concluding section offers suggestions on how to use the book’s insights to achieve systemic change in the college environment.
The book is intended as a text for students, and as a practical guide for faculty, academic administrators, student affairs professionals, and others who want to foster an environment in which all students can succeed. It includes case studies, discussion questions, examples of best practice, and recommends resources to use in the classroom.
To Teach is a vivid, honest portrayal of the everyday magic of teaching, and what it means to be a “good” teacher—debunking myths perpetuated on film and other starry-eyed hero/teacher fictions. Illuminated by the evocative and wry drawings of Ryan Alexander-Tanner, this graphic version of To Teach will engage while it instructs. It is a much-needed reminder of how curiosity, a sense of adventure, and a healthy dose of reflection can guide us all to learn the most from this world as we educate the next generation. Teacher educators and professional developers will want to use this dynamic graphic novel alongside the traditional text for a unique teaching and learning experience.
William Ayers is a school reform activist, Distinguished Professor, and Senior University Scholar at the University of Illinois at Chicago. Ryan Alexander-Tanner is an art teacher and a Xeric Award-winning comic artist.
“This fascinating and, yes, educational book will certainly be of interest to teachers, but it will also teach, inspire, and entertain anyone else who picks it up.”
"It’s profoundly charming . . . a must for educators and highly encouraged for all."
—The Huffington Post
“An utterly original and deliciously irreverent book that is likely to be passed from hand to hand by tens of thousands of our nation’s teachers out of the sheer joy that they will take in reading it.”
—From the Foreword by Jonathan Kozol
“To Teach is hilarious serious and fabulous! A broad manifesto that will change many people’s lives.”
—Laurie Anderson, artist and musician
“Bill Ayers’s theories about teaching reform rest on at least two foundations. One is that the hierarchical relationship between the student and teacher should be moved out of the way, followed by simultaneous learning by teacher and student. The second is to demonstrate how some subjects blend with others (math with science) and all should be taught with their relationship in mind. Sounds good to me. A serious book, but laced with humor. It will strike most readers as a novel approach. Required reading for all educators.”
—Harvey Pekar, author, American Splendor series
“This book is a treasure chest of insight. It represents what dedicated, imaginative teaching is all about and is a blueprint for everyone who wants to explore the intimate connection between teaching and learning. Bill Ayers’ thoughtful text is illuminated by Ryan Alexander-Tanner’s picture-perfect cartoons, creating an added dimension of wit and wisdom that brings comics another step forward in their evolution.”
—Peter Kuper, cartoonist and educator, books include Sticks and Stones, and Diario De Oaxaca
“To Teach is great reading not only to student teachers but to anyone who has a vested interest in our education system. . . . It also is a great example of how comic art is a very efficient way to communicate complex ideas.”
—Peter Bagge, comics journalist and author of the Buddy Bradley series
“Weaving in inspirational anecdotes and playful visual metaphors, To Teach takes us through one school year with a delightful group of young learners. In the process, Ayers and Alexander-Tanner’s collaboration cleverly illustrates the vital importance—and moral necessity—of teaching.”
—Josh Neufeld, writer/artist of A.D.: New Orleans After the Deluge
“ I wish I’d read this book before I started teaching and making comics a decade ago; it’s chock full of practical and philosophical advice.”
—Lauren Weinstein, cartoonist and teacher, writer/artist, Girl Stories
Contributors including Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera describe concrete ways to analyze classroom interactions that may or may not be “racial,” deal with racial inequality and “diversity,” and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the “n-word” to valuing students’ home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools.
For educators and parents determined to move beyond frustrations about race, Everyday Antiracism is an essential tool.
Children, who often attended schools at great distances from their communities, suffered from homesickness, and their parents from loneliness. Parents worried continually about the emotional and physical health and the academic progress of their children. Families clashed repeatedly with school officials over rampant illnesses and deplorable living conditions and devised strategies to circumvent severely limiting visitation rules. Family intimacy was threatened by the school's suppression of traditional languages and Native cultural practices.
Although boarding schools were a threat to family life, profound changes occurred in the boarding school experiences as families turned to these institutions for relief during the Depression, when poverty and the loss of traditional seasonal economics proved a greater threat. Boarding School Seasons provides a multifaceted look at the aspirations and struggles of real people.
Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research.
With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.
Most people avoid discussion of race-related topics because of the strong emotions and feelings of discomfort that inevitably accompany such conversations. Rather than endure the conflict of racial realities, many people choose instead to avoid the topic altogether, or remain silent when it is raised. Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race puts an end to that dynamic by sharing strategies for smoothing conversations about race in a productive manner.
A guide for facilitating and participating in difficult dialogues about race, author Derald Wing Sue – an internationally recognized expert on multiculturalism, diversity, and microaggressions – explores the characteristics, dynamics, and meaning behind discussions about race as well as the hidden "ground rules" that inhibit honest and productive dialogue. Through emotional and visceral examples, this book explains why conversations revolving around racial issues are so difficult, and provides guidelines, techniques, and advice for navigating and leading honest and forthright discussions. Readers will develop a stronger ability to build rapport with people unlike themselves, and discover how not talking about race impacts society as a whole.Overcome and make visible the fears associated with race talk Learn practical ideas for talking openly about race Facilitate and navigate discussion with expert strategy Examine the hidden rules that govern race talk Understand the benefits of successful conversations
Discussions about race do not have to result in disastrous consequences, and can in fact be highly beneficial to all parties involved. It's important that people have the ability to converse openly and honestly with their students, colleagues, children, and neighbors, and Race Talk provides the path for achieving this goal.
Just 16 percent of female students, Black girls make up more than one-third of all girls with a school-related arrest. The first trade book to tell these untold stories, Pushout exposes a world of confined potential and supports the growing movement to address the policies, practices, and cultural illiteracy that push countless students out of school and into unhealthy, unstable, and often unsafe futures.
For four years Monique W. Morris, author of Black Stats, chronicled the experiences of black girls across the country whose intricate lives are misunderstood, highly judged—by teachers, administrators, and the justice system—and degraded by the very institutions charged with helping them flourish. Morris shows how, despite obstacles, stigmas, stereotypes, and despair, black girls still find ways to breathe remarkable dignity into their lives in classrooms, juvenile facilities, and beyond.
The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and "selective admission enhancement strategies"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status.
No Longer Separate, Not Yet Equal offers valuable insights into the intricate workings of America's elite higher education system.
In a radical analysis of contemporary classrooms, MacArthur Award–winning author Lisa Delpit develops ideas about ways teachers can be better “cultural transmitters” in the classroom, where prejudice, stereotypes, and cultural assumptions breed ineffective education. Delpit suggests that many academic problems attributed to children of color are actually the result of miscommunication, as primarily white teachers and “other people’s children” struggle with the imbalance of power and the dynamics plaguing our system.
A new classic among educators, Other People’s Children is a must-read for teachers, administrators, and parents striving to improve the quality of America’s education system.
Helps English Language Learners Improve Their Skills
A fun guide to everything American for the English language learner!
Authored by seasoned ESL instructors, this handy guidebook is perfect for people who already have a good grasp of English, but want to improve how they speak the language as it is spoken in the United States.
Written in a lighthearted and easy-to-follow style, this book is a great resource for people of all ages and all nationalities. Each unit introduces commonly used phrases, vocabulary, and verbs, and offers sample dialogs to illustrate everyday American life. Sentence completions, quizzes, tips, and illustrations make learning fun.
Individual units cover topics essential to the mosaic of American life: making friends, basic skills, driving, dining out, dealing with money, home life, emergency situations, doctor visits, handling a job interview, and more.
To improve your pronunciation, listen to the embedded audio that accompanies this e-book or download the Mp3. The audio contains all the dialogues and pronunciation pointers found in the book so you can listen along and practice your speaking skills as you read. The dialogues are read by native speakers and are a great way to work on accent reduction.
If you’re looking for a fun and easy way to improve your English language skills, this is the book for you!
There are essays on the Neoclassical architect Sir John Soane, Sigmund Freud and Kurt Schwitters, one of the masters of collage. Others examine imperialist encounters with remote cultures – the consquitadors in America in the sixteenth century, and the British in the Pacific in the eighteenth – and the more recent collectors of popular culture, be they of Swatch watches, Elvis Presley memorabilia or of packaging and advertising.
With essays by Jean Baudrillard, Thomas DaCosta Kaufmann, Nicholas Thomas, Mieke Bal, John Forrester, John Windsor, Naomi Schor, Susan Stewart, Anthony Alan Shelton, John Elsner, Roger Cardinal and an interview with Robert Opie.
"A lively and controversial symposium ... thought-provoking"—The Sunday Times (Paperbacks of the Year, 1989)
"The essays are all distinguished by their topicality and lucidity."—MuseumNews
"A welcome addition to the library of Museology"—Art Monthly
"The New Museology is essential reading for all those seeking to understand the current debate in museum ideologies."—International Journal of Museum Management and Scholarship
In this dramatic first-person narrative, Greg Mortenson picks up where Three Cups of Tea left off in 2003, recounting his relentless, ongoing efforts to establish schools for girls in Afghanistan; his extensive work in Azad Kashmir and Pakistan after a massive earthquake hit the region in 2005; and the unique ways he has built relationships with Islamic clerics, militia commanders, and tribal leaders. He shares for the first time his broader vision to promote peace through education and literacy, as well as touching on military matters, Islam, and women—all woven together with the many rich personal stories of the people who have been involved in this remarkable two-decade humanitarian effort.
Since the 2006 publication of Three Cups of Tea, Mortenson has traveled across the U.S. and the world to share his vision with hundreds of thousands of people. He has met with heads of state, top military officials, and leading politicians who all seek his advice and insight. The continued phenomenal success of Three Cups of Tea proves that there is an eager and committed audience for Mortenson’s work and message.
From the Trade Paperback edition.
ESL certification is attainable if one understands the domains and competencies represented in the test and masters test prep skills. Dr. Elaine Wilmore, known for her popular TExES preparation seminars, synthesizes her knowledge and experiences and gives readers a practical approach to passing the ESL Supplemental Exam. Written in a conversational tone, the book uses real examples to help readers connect theory with actual practice and offers:Thorough discussions of relevant concepts related to domains and competencies Tables and graphics for visual and kinesthetic learners Chapter summaries highlighting “Important Points” and the author’s “Guess My Favorites” learning tips Test-taking strategies and sample exam questions
This much-anticipated revised edition includes two full new chapters, one on white women and another extending the discussion on race. It continues the important work of the first, deepening our knowledge of the recurring history on which cross-race relationships issues exist. Kendall’s book provides readers with a more meaningful understanding of white privilege and equips them with strategies for making personal and organizational changes.
Book Features:The principles, guidelines, and strategies needed for school- and program-wide transformation. Activities for working with teachers and families to integrate an anti-bias approach. Strategies for supporting and strengthening the leader’s ability to initiate and sustain anti-bias education change, including resources to increase staff skills for implementing anti-bias education with children. Tools for assessing anti-bias education progress and managing mandated standards and assessments.
“A concise and powerful message for anti-bias leaders in early childhood education everywhere. A truly inspired gift of lessons from the movement, for the movement.”
—Carol Brunson Day, President of the Board, National Association for the Education of Young Children
“If you are an educator wanting to see more equity and inclusiveness in the world, at times discouraged confused, or overwhelmed with how to manage the conflict that always emerges in the change process, you’ll find reassurance, resources, and strategic thinking to engage in this anti-bias work.”
—Margie Carter, author, The Visionary Director, and international early childhood consultant
"It is never too early to prepare children to deal effectively with issues of race, class, gender, family, and ability and equity. This book is a tool box for building early childhood programs that foster sentiments of justice and fairness in leaders, teachers, and young children, and help them to act on these values.”
—Herbert Kohl, educator and bestselling author of The Herb Kohl Reader: Awakening the Heart of Teaching
This breakthrough book shows educators how to create culturally relevant RTI models that meaningfully engage African American students. You’ll learn to skillfully apply 4 core characteristics critical to culturally responsive instruction: communalism, movement expressiveness, orality, and verve. Richly detailed case studies and evidence-based, process-focused strategies will help you to:Understand how and why culture mediates learning Dispel cultural biases and appreciate the variability among all student groups Address all tiers of the RTI model across grade levels Work collaboratively with African American parents and communities
A few years back, children's-book writer Sam Swope gave a workshop to a third-grade class in Queens. So enchanted was he with his twenty-eight students that he "adopted" the class for three years, teaching them to write stories and poems. Almost all were new Americans (his class included students fom twenty-one countries) and Swope was drawn deep into their real and imaginary lives, their problems, hopes, and fears. I Am a Pencil is the story of his years with this very special group of students. It is as funny, warm, heartbreaking, and hopeful as the children themselves.
Swope follows his colorful troop of resilient writers from grades three to five, coaxing out their stories, watching talents blossom, explode, and sometimes fizzle, holding his breath as the kids' families brave new lives in a strange big city. We meet Susie (whose mom was a Taoist priestess), Alex (who cannot seem to tell the truth), and Noelia (a wacky Dominican chatterbox). All of the children have big dreams. Some have big problems: Salvador, an Ecuadorian boy, must cope with a strict Pentecostal father; Soo Jung mystifies Swope with sudden silences - until he discovers that her mother has left the family. Preparing his students for a world of adult dangers, Swope is astonished by their courage, humanity, but most of all by their strength.
Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting.
Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point.
Research Focus – All chapters include an extensive review of current research.
Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today.
This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.
This is the first book specifically to engage with the absence of Latinas/os in doctoral studies. It proposes educational and administrative strategies to open up the pipeline, and institutional practices to ensure access, support, models and training for Latinas/os aspiring to the Ph.D.
The under-education of Latina/o youth begins early. Given that by twelfth grade half will stop out or be pushed out of high school, and only seven percent will complete a college degree, it is not surprising so few enter graduate studies. When Latina/o students do enter higher education, few attend those colleges or universities that are gateways to graduate degrees. Regardless of the type of higher education institution they attend, Latinas/os often encounter social and academic isolation, unaffordable costs, and lack of support.
This historic under-representation has created a vicious cycle of limited social and economic mobility. There is a paucity of the Latina/o faculty and leaders whom research shows are essential for changing campus climate and influencing institutions to adapt to the needs of a changing student body. As a result, Latina/o graduate students often have few role models, advocates or mentors, and limited support for their research agendas.
By reviewing the pipeline from kindergarten through university, this book provides the needed data and insights to effect change for policy makers, administrators, faculty, and staff; and material for reflection for aspiring Latina/o Ph.D.s on the paths they have taken and the road ahead.
The book then addresses the unique experiences and challenges faced by Latina/os in doctoral programs, and offers guidance for students and those responsible for them. Chapters cover issues of gender and generational differences, the role of culture in the graduate school, mentorship, pursuing research, and professional development opportunities for Latina/os.
The book closes with the voices of by Latina/o students who are currently pursuing or recently completed their doctoral degree. These narratives describe their cultural and educational journeys, providing insight into their personal and professional experiences. These stories bring alive the graduate experience for anyone interested in successful recruitment, retention, and graduation of Latina/o doctoral students - an inspiration and guidance to those aspiring to the doctorate.
This practical volume provides teacher educators and professional development personnel with a framework for:Inspiring challenging and productive discussions about diversity in education.Using content-specific, research-based strategies for discussing diversity issues in deep and complex ways.Understanding how teacher candidates develop as culturally competent educators.Addressing conflicts that might arise when talking about diversity and self-awareness.
Contributors: Vonzell Agosto, Sylvia Celedón-Pattichis, Kathryn B. Chval, Deirdre Cobb-Roberts, Bárbara C. Cruz, Cheryl Ellerbrock, Elaine V. Howes, Zorka Karanxha, Deoksoon Kim, Miyoun Lim, Patricia Alvarez McHatton, Adam Schwartz, Roseanne K. Vallice, Anete Vásquez, Eugenia Vomvoridi-Ivanovic, and Eric Williams
“The stories in Talking Diversity are both instructive and inviting, affirming and empowering. They encourage and entice other teacher educators to join in promoting diversity in action as well as ideology, and they provide some reasonable and viable windows of opportunity for how these participations can occur successfully. In this sense, the style of this volume is as enriching, enlightening, and insightful as diversity is itself. It is a conversation of necessity and significance, and certainly one worth joining!”
—From the Foreword by Geneva Gay, professor of education, University of Washington–Seattle
“Delightful and horrible, a singular book.” —Choice
“An extraordinarily honest and revealing book that poses the issue: loyalty to one’s ethnic group or loyalty to conscience.” —Publishers Weekly
The second edition addresses new theoretical and empirical developments since its initial publication, including the burgeoning influence of globalization and the relentless rise of English as the current world language. May’s broad position, however, remains largely unchanged. He argues that the causes of many of the language-based conflicts in the world today still lie with the nation-state and its preoccupation with establishing a 'common' language and culture via mass education. The solution, he suggests, is to rethink nation-states in more culturally and linguistically plural ways while avoiding, at the same time, essentializing the language-identity link. This edition, like the first, adopts a wide interdisciplinary framework, drawing on sociolinguistics, applied linguistics, sociology, political theory, education and law. It also includes new discussions of cosmopolitanism, globalization, the role of English, and language and mobility, highlighting the ongoing difficulties faced by minority language speakers in the world today.
New for the Third Edition:A revised Introduction that places the book in the context of the 50th anniversary of the 1963 march on Washington.An updated analysis of White social dominance, bringing in Critical Race Theory and reflecting on the racist reaction to the election of our first Black President.More detail to the White Identity Orientations model, bringing in the personal life experiences of several contemporary White racial-justice activists.A new section, “The Whiteness of School Reform,” demonstrating how White social dominance drives much of the corporate school reform movement.A richer discussion of the seven principles for Culturally Responsive Teaching, drawing lessons from the author’s transformative work with school districts throughout the country.An expanded Reflection and Discussion Guide authored by two educators who have been using the book in professional development sessions for many years.
“More teachers need to read this book, more schools need to make sure it is in their libraries, and more colleges of education need to include it as mandatory reading.”
—From the Foreword by Sonia Nieto, University of Massachusetts at Amherst
“This Third Edition deepens the critically conscious framework it provides to support the development of highly effective, culturally relevant, and responsive educators.”
—Christine Clark, University of Nevada, Las Vegas
Critical Acclaim for We Can’t Teach What We Don’t Know!
“Offers a healing vision for the future of education in pluralistic nations.”
“An indispensable resource for anyone struggling to understand the role that Whites play in multicultural education.”
“This work clearly deserves the enthusiastic praise it receives from major multicultural thinkers such as James Banks, Sonia Nieto, and Christine Sleeter.”
—Journal of Moral Education
"They put him to death by hanging him on a tree." Acts 10:39
The cross and the lynching tree are the two most emotionally charged symbols in the history of the African American community. In this powerful new work, theologian James H. Cone explores these symbols and their interconnection in the history and souls of black folk. Both the cross and the lynching tree represent the worst in human beings and at the same time a thirst for life that refuses to let the worst determine our final meaning. While the lynching tree symbolized white power and "black death," the cross symbolizes divine power and "black life" God overcoming the power of sin and death. For African Americans, the image of Jesus, hung on a tree to die, powerfully grounded their faith that God was with them, even in the suffering of the lynching era.
In a work that spans social history, theology, and cultural studies, Cone explores the message of the spirituals and the power of the blues; the passion and of Emmet Till and the engaged vision of Martin Luther King, Jr.; he invokes the spirits of Billie Holliday and Langston Hughes, Fannie Lou Hamer and Ida B. Well, and the witness of black artists, writers, preachers, and fighters for justice. And he remembers the victims, especially the 5,000 who perished during the lynching period. Through their witness he contemplates the greatest challenge of any Christian theology to explain how life can be made meaningful in the face of death and injustice.
In Polynesia we set sail with navigators whose ancestors settled the Pacific ten centuries before Christ. In the Amazon we meet the descendants of a true lost civilization, the Peoples of the Anaconda. In the Andes we discover that the earth really is alive, while in Australia we experience Dreamtime, the all-embracing philosophy of the first humans to walk out of Africa. We then travel to Nepal, where we encounter a wisdom hero, a Bodhisattva, who emerges from forty-five years of Buddhist retreat and solitude. And finally we settle in Borneo, where the last rainforest nomads struggle to survive.
Understanding the lessons of this journey will be our mission for the next century. For at risk is the human legacy -- a vast archive of knowledge and expertise, a catalogue of the imagination. Rediscovering a new appreciation for the diversity of the human spirit, as expressed by culture, is among the central challenges of our time.
The history of Jews in the United States is one of racial change that provides useful insights on race in America. Prevailing classifications have sometimes assigned Jews to the white race and at other times have created an off-white racial designation for them. Those changes in racial assignment have shaped the ways American Jews of different eras have constructed their ethnoracial identities. Brodkin illustrates these changes through an analysis of her own family's multi-generational experience. She shows how Jews experience a kind of double vision that comes from racial middleness: on the one hand, marginality with regard to whiteness; on the other, whiteness and belonging with regard to blackness.
Class and gender are key elements of race-making in American history. Brodkin suggests that this country's racial assignment of individuals and groupsconstitutes an institutionalized system of occupational and residential segregation, is a key element in misguided public policy, and serves as a pernicious foundational principle in the construction of nationhood. Alternatives available to non-white and alien "others" have been either to whiten or to be consigned to an inferior underclass unworthy of full citizenship. The American ethnoracial map-who is assigned to each of these poles-is continually changing, although the binary of black and white is not. As a result, the structure within which Americans form their ethnoracial, gender, and class identities is distressingly stable. Brodkin questions the means by which Americans construct their political identities and what is required to weaken the hold of this governing myth.
Featuring new and engaging essays by noted anthropologists and illustrated with full color photos, RACE: Are We So Different? is an accessible and fascinating look at the idea of race, demonstrating how current scientific understanding is often inconsistent with popular notions of race. Taken from the popular national public education project and museum exhibition, it explores the contemporary experience of race and racism in the United States and the often-invisible ways race and racism have influenced laws, customs, and social institutions.
Interestingly, there’s clearly a trend of Asian women looking for foreign men, not only inside Asia but outside as well. However, when talking about Asians, there’s something we must clarify in advance, related to the fact that Asia is a combination of different countries and cultures, in some cases extremely different from each other. We tend to refer to a majority when mentioning Asian culture, which is typically represented by big countries like China, Japan and Korea. These countries clearly show a preference towards men from The United States, England, France and Spain.
This, easily observed trend, doesn’t concern foreigners in general because there’re misunderstandings about the concept. When Asians mention foreigners, they’re usually referring to North Americans and Europeans. When the topic is specified, regarding South Americans and Africans, we can notice unbalanced answers and confused reactions. Asian women cannot easily imagine a marriage with an African or a South American. These marriages do exist but we can’t call it a trend, as they’re rather a natural result of cultural interactions.
As the world opens more and we can travel to the opposite side of the globe in just a few hours on a shoestring, it’s natural that we may become more acquaint of people from different countries. This exchange between nations leads to mixed couples, for even though we may look different, deep down we’re all the same. When socializing, it’s only normal that sometimes it may end up in love, even when the initial preference and self-image doesn’t allow seeing such outcome. Life simply happens in this way; and, by understanding how it leads people from different cultures to marriage, we can find answers to any related question about this section of our reality.
We believe our world is very distinctive, when in fact can be easily comprehended with an acknowledgment of perspectives and self-awareness, as well as a choice regarding personal observations. Therefore, we may see several happily mixed couples, but they represent an evolution in the world that have existed before, was somehow forgotten in the last centuries and is currently being rediscovered. This is and has always been just a natural part of life.
It was with this principle in mind that the author has shared his insights with Voice of America, in a Radio Interview that reflected the content presented in this book.
During that time, the U.S. has seen the most dramatic demographic and cultural shifts in its history, what can be called the colorization of America. But the same nation that elected its first Black president on a wave of hope—another four-letter word—is still plunged into endless culture wars.
How do Americans see race now? How has that changed—and not changed—over the half-century? After eras framed by words like "multicultural" and "post-racial," do we see each other any more clearly? Who We Be remixes comic strips and contemporary art, campus protests and corporate marketing campaigns, Martin Luther King, Jr. and Trayvon Martin into a powerful, unusual, and timely cultural history of the idea of racial progress. In this follow-up to the award-winning classic Can't Stop Won't Stop: A History of the Hip-Hop Generation, Jeff Chang brings fresh energy, style, and sweep to the essential American story.
Puar combines transnational feminist and queer theory, Foucauldian biopolitics, Deleuzian philosophy, and technoscience criticism, and draws from an extraordinary range of sources, including governmental texts, legal decisions, films, television, ethnographic data, queer media, and activist organizing materials and manifestos. Looking at various cultural events and phenomena, she highlights troublesome links between terrorism and sexuality: in feminist and queer responses to the Abu Ghraib photographs, in the triumphal responses to the Supreme Court’s Lawrence decision repealing anti-sodomy laws, in the measures Sikh Americans and South Asian diasporic queers take to avoid being profiled as terrorists, and in what Puar argues is a growing Islamophobia within global queer organizing.
What caused the Almighty Latin King and Queen Nation of New York City to make this remarkable transformation? And why has it not happened to other gangs elsewhere? David C. Brotherton and Luis Barrios were given unprecedented access to new and never-before-published material by and about the Latin Kings and Queens, including the group’s handbook, letters written by members, poems, rap songs, and prayers. In addition, they interviewed more than one hundred gang members, including such leaders as King Tone and King Hector. Featuring numerous photographs by award-winning photojournalist Steve Hart, the book explains the symbolic significance for the gang of hand gestures, attire, rituals, and rites of passage. Based on their inside information, the authors craft a unique portrait of the lives of the gang members and a ground-breaking study of their evolution.
Contributors. Rina Cáceres Gómez, Lowell Gudmundson, Ronald Harpelle, Juliet Hooker, Catherine Komisaruk, Russell Lohse, Paul Lokken, Mauricio Meléndez Obando, Karl H. Offen, Lara Putnam, Justin Wolfe