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The Life and Confessions of a Black Studies Teacher is a poignant account of the experiences of a Black female growing up in the segregated South. Arrington describes how she overcome poverty and racism to be selected by The Black Panther Party to head the first Black studies in Oakland, CA. She discusses techniques to assist African American teachers with developing a curriculum that addresses the unique academic needs of inner city Blacks. She provides the reader with reasons why it is important to maintain Ethnic Studies as a separate department.
Super Sistahs is a teachers dream comes true. It provides teachers with the unique opportunity to incorporate this invaluable book into their curriculums to teach inner city and suburban students about the accomplishments of African-American women. It is a quick read for all parents with school-age children. It is a necessity for all students in elementary and middle schools. Mr. Turner provides readers with historical information on well-known contemporary African-American women and past African-American women who have made significant contributions in their chosen professions. Every student should have the opportunity to read about women who overcame the legacy of slavery to achieve greatness in this society.
Be a part of the radical transformation to honor and respect Beautiful Brilliant Black Girls! This book is a collective call to action for educational justice and fairness for all Black Girls – Beautiful, Brilliant. This edited volume focuses on transforming how Black Girls are understood, respected, and taught. Editors and authors intentionally present the harrowing experiences Black Girls endure and provide readers with an understanding of Black Girls’ beauty, talents, and brilliance. This book calls willing and knowledgeable educators to disrupt and transform their learning spaces by presenting: Detailed chapters rooted in scholarship, lived experiences, and practice Activities, recommendations, shorter personal narratives, and poetry honoring Black Girls Resources centering Black female protagonists Companion videos illustrating first-hand experiences of Black Girls and women Tools in authentically connecting with Black Girls so they can do more than survive – they can thrive.
"Brought to light at last--the fourth volume in the famous History of Sexuality series by one of the most influential thinkers of the twentieth century, his final work, which he had completed, but not yet published, upon his death in 1984 Michel Foucault's philosophy has made an indelible impact on Western thought, and his History of Sexuality series--which traces cultural and intellectual notions of sexuality, arguing that it is profoundly shaped by the power structures applied to it--is one of his most influential works. At the time of his death in 1984, he had completed--but not yet edited or published--the fourth volume, which posits that the origins of totalitarian self-surveillance began with the Christian practice of confession. This is a text both sweeping and deeply personal, as Foucault--born into a French Catholic family--undoubtedly wrestled with these issues himself. Since he had stipulated "Pas de publication posthume," this text has long been secreted away. However, the sale of the Foucault archives in 2013--which made this text available to scholars--prompted his nephew to seek wider publication. This attitude was shared by Foucault's longtime partner, Daniel Defert, who said, "What is this privilege given to Ph.D students? I have adopted this principle: It is either everybody or nobody.""--
This volume follows eleven Black male teachers from an urban, predominantly Black school district to reveal a complex set of identity politics and power dynamics that complicate these teachers’ relationships with students and fellow educators. It provides new and important insights into what it means to be a Black male teacher and suggests strategies for school districts, teacher preparation programs, researchers and other stakeholders to rethink why and how we recruit and train Black male teachers for urban K-12 classrooms.
In What the Village Gave Me, the contributors—all women of color—present their varied experiences regarding the conceptualizations of womanhood, beauty, and gender roles. The goal of this book is to illuminate how these issues intersect with the transmission of cultural norms, marriage rates, and the development of professional self-efficacy. What the Village Gave Me illuminates topics relevant to women of color and touches upon careers, relationships, gender role understanding and subscription, ethnic identity, and cultural representation. This collection addresses how women who self-identify as “women of color” see themselves and manage their location in their work-life, families, and communities. By giving voice to the contributors, readers are afforded glimpses into the lives of these women and are provided with a valuable tool in the broader discourse on womanhood. This collection will help them see how race, class, and ethnicity work to divide or unite women.
How has our higher education system become so corrupt and unsustainable while undermining our freedom behind closed doors? Imagine sending your conservative daughter off to your state’s flagship university. After six long years, not the four years you expected, she returns home with a bachelor’s degree in one of the “studies.” She returns home to live because she can’t find employment sufficient to support herself. As heartbreaking as that is, you soon discover she is now a socialist, hates America, and blames men for a patriarchal society she believes ruined her life. She left home full of love but returned filled with hate. Unfortunately, that is not imaginary, and there is no place to turn. Our 4,000 independent universities act as one, and their 1.5 million professors hold homogenous views. This single-mindedness has eliminated free speech and critical thinking by students and faculty alike. Confessions of a Professor provides an insider’s in-depth analysis of our universities’ destructive actions in three broad areas. First, it details their failure to educate students to contribute to society. Second, it exposes academia’s politicized research that helps form government policy. Finally, it documents academia’s actions to undermine us at home and betray us abroad. Beyond those issues, it explains academic research in an easily understood manner. It shows how academic studies align with the new Socialist-Democrat party and drive regulations that control our lives. As bad as their politicized science is and their students’ experiences can be, this book also exposes the extent of racism in the name of diversity. Similarly, it reveals how the war on men has led to 50% more women attending universities and much worse. But even if all these issues were rectified, academia’s traitorous relationship with China is enough alone to condemn the institution. As this book shows, we cannot maintain an advanced society without a higher education system, but ours is failing America and actively undermining us internationally. The author provides over 500 references to support these findings.
In Stigma and Culture, J. Lorand Matory provocatively shows how ethnic identification in the United States—and around the globe—is a competitive and hierarchical process in which populations, especially of historically stigmatized races, seek status and income by dishonoring other stigmatized populations. And there is no better place to see this than among the African American elite in academia, where he explores the emergent ethnic identities of African and Caribbean immigrants and transmigrants, Gullah/Geechees, Louisiana Creoles, and even Native Americans of partly African ancestry. Matory describes the competitive process that hierarchically structures their self-definition as ethnic groups and the similar process by which middle-class African Americans seek distinction from their impoverished compatriots. Drawing on research at universities such as Howard, Harvard, and Duke and among their alumni networks, he details how university life—while facilitating individual upward mobility, touting human equality, and regaling cultural diversity—also perpetuates the cultural standards that historically justified the dominance of some groups over others. Combining his ethnographic findings with classic theoretical insights from Frantz Fanon, Fredrik Barth, Erving Goffman, Pierre Bourdieu and others—alongside stories from his own life in academia—Matory sketches the university as an institution that, particularly through the anthropological vocabulary of culture, encourages the stigmatized to stratify their own.
In the 21st century, issues around diversity and social justice have become popular buzz words in the educational discourse. This volume moves beyond “popular buzz” to critically explore issues of diversity and social justice through research studies that capture the complexity of educating in the 21st century. Drawing from a wide range of topics such as race, gender, sexual orientation, social class, language, parental involvement and special needs along with other issues; this volume pushes the boundaries of exploring diversity and social justice through the lens of intersectionality. It will be helpful for scholars and practitioners seeking to transform the educational experiences of historically underserved students.
Schweitzer?s goal in this book is to explore what postmodernity actually means for theology and how theology and the church may respond to its challenges. He focuses on the life cycle as it is changing with the advent of postmodernity, looking sequentially at segments of the life cycle using different lenses: modernity, postmodernity, and responses from church and theology. Schweitzer concludes with a theology of the life cycle.