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The Education of Black Males in a ‘Post-Racial’ World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools and in society. By expanding our understanding of how unequal access to productive opportunities and quality resources converge to systemically create disparate experiences and outcomes for African-American males, this volume powerfully illustrates that race still matters in 'post-racial' America. This book was originally published as a special issue of Race Ethnicity and Education.
How do we make sense of what it means to be Black in a world with room for both Michelle Obama and Precious? Tour , an iconic commentator and journalist, defines and demystifies modern Blackness with wit, authority, and irreverent humor. In the age of Obama, racial attitudes have become more complicated and nuanced than ever before. Americans are searching for new ways of understanding Blackness, partly inspired by a President who is unlike any Black man ever seen on our national stage. This book aims to destroy the notion that there is a correct or even definable way of being Black. It’s a discussion mixing the personal and the intellectual. It gives us intimate and painful stories of how race and racial expectations have shaped Tour ’s life as well as a look at how the concept of Post-Blackness functions in politics, psychology, the Black visual arts world, Chappelle’s Show, and more. For research Tour has turned to some of the most important luminaries of our time for frank and thought-provoking opinions, including Rev. Jesse Jackson, Henry Louis Gates Jr., Cornel West, Michael Eric Dyson, Melissa Harris-Lacewell, Malcolm Gladwell, Harold Ford, Jr., Kara Walker, Kehinde Wiley, Chuck D, and many others. Their comments and disagreements with one another may come as a surprise to many readers. Of special interest is a personal racial memoir by the author in which he depicts defining moments in his life when he confronts the question of race head-on. In another chapter—sure to be controversial—he explains why he no longer uses the word “nigga.” Who’s Afraid of Post-Blackness? is a complex conversation on modern America that aims to change how we perceive race in ways that are as nuanced and spirited as the nation itself.
This book explores major factors impacting on teacher education in recent times. It uses examples from a broad range of international contributors who compare larger countries such as the USA, England and Australia with their smaller partners: Canada, Scotland and New Zealand, demonstrating the substantial differences existent in all three cases. They also contrast the approaches of the countries that are members of the European Union with those that are not and discuss the special circumstances of developing countries, using Malawi as a case study. The international dimension of the book allows it to address the impact of globalisation on teacher education, with attention given to subjects such as the implications of rapid technological change, the movement of teachers and students on a global level and the drive to improve standards in various parts of the world. The book asks key questions, such as whether teaching is a craft or a profession and whether teacher educators view themselves as practitioners or researchers. The question of how the profession is viewed from outside is also addressed, highlighting the lack of trust displayed by politicians and communities towards both teachers and teacher educators. The final chapter looks to the future, and considers strategies for dealing with it. This book was originally published as a special issue of the Journal of Education for Teaching.
The primacy of education in development agendas is unquestioned. With the gradual acknowledgement of the potential benefits that migration can hold for development, the relationship between migration and education is a growing area of research. Migration, Education and Socio-Economic Mobility explores how the decisions people make in terms of both their migration choices and educational investments, mediated as they are by gender, class, caste and nationality, can potentially contribute to earning incomes, building social and symbolic capital, or reshaping gender relations, all elements contributing to the process of economic and social mobility. Much of the existing literature examining the links between migration and education focuses either on the investment of migrant remittances in the education of their children back home or on ‘brain drain’ that refers to the migration of skilled workers from the developing to the developed world. Most of these discussions are firmly rooted in materialist arguments and while undeniably important, tend to underplay the social processes through which migration and education interact to shape people’s lives, identities and status in society. Along with economic security, people also aspire to social mobility and status enhancement. The ideas presented in this book take a more varied and nuanced view of the relationship between education and migration. This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.
This book is dedicated to the prevention, treatment, and recovery of African Americans with substance use disorders. African Americans are disproportionately represented in the addictions, criminal justice, and child welfare systems. It is clear that, when their culturally specific needs are not met, they are vulnerable to continuous relapse and the revolving door syndrome. There has been little written that focuses exclusively on prevention, treatment, and recovery among African Americans. This book was written to fill this gap. It is an important contribution to the field of behavioral health, providing a much-needed treasure trove of important knowledge from specialists, including physicians, psychologists, educators, social workers, addictions counselors, public health specialists, researchers, the clergy, as well as individuals in recovery. This volume adds significantly to the knowledge base of practitioners and researchers whose work focuses on prevention, treatment, and recovery in African American communities. This book was originally published as a special issue of Alcoholism Treatment Quarterly.
This book examines the presence and effects of new technologies in the lives of young people. The rapid pace of change in the development and use of digital technologies, and the likely impact this has on youth, means that the topic has wide implications for educational institutions, theory and practice. There is a demand for a concentration on the ways in which new devices such as smart phones and tablets, as well as new platforms and recent notions such as the ‘flipped classroom’, are affecting the way education is being provided. However, there is also still a small minority who do not have full access to the internet, and the disadvantages suffered by this group must also be addressed. The internet offers a vast range of opportunities for young people, and yet for various reasons it is not always available. This can partly be attributed to the controls that schools impose on the use of digital technology, for reasons of safety and security, and can in part be explained by the fact that policy makers have contradictory attitudes to technology. While they may argue for the need to have a well-educated and well-trained workforce, they fear the threats to privacy and safety posed by the internet. This book asserts that society needs to have more open debate about the threats and opportunities of digital technology as it is a dynamic and ever-changing topic for us all. This book was originally published as a special issue of the Oxford Review of Education.
The Education of Black Males in a 'Post-Racial' Worldexamines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools and in society. By expanding our understanding of how unequal access to productive opportunities and quality resources converge to systemically create disparate experiences and outcomes for African-American males, this volume powerfully illustrates that race stillmatters in 'post-racial' America. This book was originally published as a special issue of Race Ethnicity and Education. p;lt;P>This book was originally published as a special issue of Race Ethnicity and Education.
Critical Race Theory (CRT) explains and challenges the persistence of racial discrimination throughout the world today, addressing issues such as racism, post-colonialism and systems of apartheid. Despite claims we live in a post-racial era, equality laws are under threat in the UK and evidence of racism persists in life and work. This collection is the result of ongoing work in this area by a group of UK based academics: the CRT in the UK discussion group, convened by Namita Chakrabarty, John Preston and Lorna Roberts. The aim of this book is to examine the practical application of CRT within a specifically English context. Encompassing a range of fields, from education to civil defense, it considers the tools and techniques of CRT (including CRT feminist thought), from counter-narrative to the role of political positioning, but above all it analyzes the workings of on-going racism within English institutions and structures. Key aspects of post- 9/11 culture are also critiqued and explored, including an analysis of Islamophobia and antiracism, how counter-terror measures may reinforce racist beliefs, the role of race and the BME academic, and the manipulation of race in debates surrounding education and class. These new perspectives offer greater insight into the crucial area of race without which any understanding of 21st century England is incomplete. This book was originally published as a special issue of Race, Ethnicity and Education.
This book offers a corrective to pathological and stereotypical representations of mixedness generally, and Black mixed-race men specifically. By introducing the concept of ‘post-racial’ resilience the book shows that Black mixed-race men are active and agentic as they resist the fragmentation and erasure of multiplicitous identities.
Winner of the Man Booker Prize Winner of the National Book Critics Circle Award in Fiction Winner of the John Dos Passos Prize for Literature New York Times Bestseller Los Angeles Times Bestseller Named One of the 10 Best Books of the Year by The New York Times Book Review Named a Best Book of the Year by Newsweek, The Denver Post, BuzzFeed, Kirkus Reviews, and Publishers Weekly Named a "Must-Read" by Flavorwire and New York Magazine's "Vulture" Blog A biting satire about a young man's isolated upbringing and the race trial that sends him to the Supreme Court, Paul Beatty's The Sellout showcases a comic genius at the top of his game. It challenges the sacred tenets of the United States Constitution, urban life, the civil rights movement, the father-son relationship, and the holy grail of racial equality—the black Chinese restaurant. Born in the "agrarian ghetto" of Dickens—on the southern outskirts of Los Angeles—the narrator of The Sellout resigns himself to the fate of lower-middle-class Californians: "I'd die in the same bedroom I'd grown up in, looking up at the cracks in the stucco ceiling that've been there since '68 quake." Raised by a single father, a controversial sociologist, he spent his childhood as the subject in racially charged psychological studies. He is led to believe that his father's pioneering work will result in a memoir that will solve his family's financial woes. But when his father is killed in a police shoot-out, he realizes there never was a memoir. All that's left is the bill for a drive-thru funeral. Fueled by this deceit and the general disrepair of his hometown, the narrator sets out to right another wrong: Dickens has literally been removed from the map to save California from further embarrassment. Enlisting the help of the town's most famous resident—the last surviving Little Rascal, Hominy Jenkins—he initiates the most outrageous action conceivable: reinstating slavery and segregating the local high school, which lands him in the Supreme Court.