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This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience.
This compelling look at the relationship between the majority of African American students and their teachers provides answers and solutions to the hard-hitting questions facing education in today's black and mixed-race communities. Are teachers prepared by their college education departments to teach African American children? Are schools designed for middle-class children and, if so, what are the implications for the 50 percent of African Americans who live below the poverty line? Is the major issue between teachers and students class or racial difference? Why do some of the lowest test scores come from classrooms where black educators are teaching black students? How can parents negotiate with schools to prevent having their children placed in special education programs? Also included are teaching techniques and a list of exemplary schools that are successfully educating African Americans.
Winner of the 2020 Society of Professors of Education Outstanding Book Award Drawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists. Drawing on her life’s work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex. To dismantle the educational survival complex and to achieve educational freedom—not merely reform—teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.
Teaching Black: The Craft of Teaching on Black Life and Literature presents the experiences and voices of Black creative writers who are also teachers. The authors in this collection engage poetry, fiction, experimental literature, playwriting, and literary criticism. They provide historical and theoretical interventions and practical advice for teachers and students of literature and craft. Contributors work in high schools, colleges, and community settings and draw from these rich contexts in their essays. This book is an invaluable tool for teachers, practitioners, change agents, and presses. Teaching Black is for any and all who are interested in incorporating Black literature and conversations on Black literary craft into their own work.
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.
This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience.
In post–World War II Canada, black women’s positions within the teaching profession served as sites of struggle and conflict as the nation worked to address the needs of its diversifying population. From their entry into teachers’ college through their careers in the classroom and administration, black women educators encountered systemic racism and gender barriers at every step. So they worked to change the system. Using oral narratives to tell the story of black access and education in Ontario between the 1940s and the 1980s, Schooling the System provides textured insight into how issues of race, gender, class, geographic origin, and training shaped women’s distinct experiences within the profession. By valuing women’s voices and lived experiences, Funké Aladejebi illustrates that black women, as a diverse group, made vital contributions to the creation and development of anti-racist education in Canada. As cultural mediators within Ontario school systems, these women circumvented subtle and overt forms of racial and social exclusion to create resistive teaching methods that centred black knowledges and traditions. Within their wider communities and activist circles, they fought to change entrenched ideas about what Canadian citizenship should look like. As schools continue to grapple with creating diverse educational programs for all Canadians, Schooling the System is a timely excavation of the meaningful contributions of black women educators who helped create equitable policies and practices in schools and communities.
“A searing and emotionally gripping account of a young black girl growing up to become a strong black woman during the most difficult time of racial segregation.”—Professor Charles Ogletree, Harvard Law School “Provides important context for an important moment in America’s history.”—Associated Press When fourteen-year-old Carlotta Walls walked up the stairs of Little Rock Central High School on September 25, 1957, she and eight other black students only wanted to make it to class. But the journey of the “Little Rock Nine,” as they came to be known, would lead the nation on an even longer and much more turbulent path, one that would challenge prevailing attitudes, break down barriers, and forever change the landscape of America. For Carlotta and the eight other children, simply getting through the door of this admired academic institution involved angry mobs, racist elected officials, and intervention by President Dwight D. Eisenhower, who was forced to send in the 101st Airborne to escort the Nine into the building. But entry was simply the first of many trials. Breaking her silence at last and sharing her story for the first time, Carlotta Walls has written an engrossing memoir that is a testament not only to the power of a single person to make a difference but also to the sacrifices made by families and communities that found themselves a part of history.
Empower black boys to dream, believe, achieve Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is "done." That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action—but that, too!—The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to: Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, "Mirrors of Privilege: Making Whiteness Visible," by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.
An oral history of black teachers that gives "valuable insight into a profession that for African Americans was second only to preaching" (Booklist).