Traces the history of African Americans from the arrival of the first slaves to the civil rights movement of the 1960's and beyond and discusses their influence on America's history and culture.
Performing Race and Torture on the Early Modern Stage provides the first sustained reading of Restoration plays through a performance theory lens. This approach shows that an analysis of the conjoined performances of torture and race not only reveals the early modern interest in the nature of racial identity, but also how race was initially coded in a paradoxical fashion as both essentially fixed and socially constructed. An examination of scenes of torture provides the most effective way to unearth these seemingly contradictory representations of race because depictions of torture often interrogate the incongruous desire to substitute the visible and manipulable materiality of the body for the more illusive performative nature of identity. In turn, Performing Race and Torture on the Early Modern Stage challenges the long-standing assumption that early modern conceptions of race were radically different in their fluidity from post-Enlightenment ones by demonstrating how many of the debates we continue to have about the nature of racial identity were engendered by these seventeenth-century performances.
What does it mean to teach Shakespeare with purpose? It means freeing teachers from the notion that teaching Shakespeare means teaching everything, or teaching “Western Civilisation” and universal themes. Instead, this invigorating new book equips teachers to enable student-centred discovery of these complex texts. Because Shakespeare's plays are excellent vehicles for many topics -history, socio-cultural norms and mores, vocabulary, rhetoric, literary tropes and terminology, performance history, performance strategies - it is tempting to teach his plays as though they are good for teaching everything. This lens-free approach, however, often centres the classroom on the teacher as the expert and renders Shakespeare's plays as fixed, determined, and dead. Teaching Shakespeare with Purpose shows teachers how to approach Shakespeare's works as vehicles for collaborative exploration, to develop intentional frames for discovery, and to release the texts from over-determined interpretations. In other words, this book presents how to teach Shakespeare's plays as living, breathing, and evolving texts.
In Veil and Vow, Aneeka Ayanna Henderson places familiar, often politicized questions about the crisis of African American marriage in conversation with a rich cultural archive that includes fiction by Terry McMillan and Sister Souljah, music by Anita Baker, and films such as The Best Man. Seeking to move beyond simple assessments of marriage as "good" or "bad" for African Americans, Henderson critically examines popular and influential late twentieth- and early twenty-first-century texts alongside legislation such as the 1996 Defense of Marriage Act and the Welfare Reform Act, which masked true sources of inequality with crisis-laden myths about African American family formation. Using an interdisciplinary approach to highlight the influence of law, politics, and culture on marriage representations and practices, Henderson reveals how their kinship veils and unveils the fiction in political policy as well as the complicated political stakes of fictional and cultural texts. Providing a new opportunity to grapple with old questions, including who can be a citizen, a "wife," and "marriageable," Veil and Vow makes clear just how deeply marriage still matters in African American culture.
Your guide to grow and flourish as a science teacher! The past two decades have seen a paradigm shift in science education, thanks in large part to the Next Generation Science Standards (NGSS), which advocate a move away from procedural lab investigations and direct instruction and toward increased emphasis on reasoning, sensemaking, phenomena exploration, problem solving, and collaboration. Under this new paradigm, students are learning real science as scientists practice it, so that more and more students are actively investigating questions and pursuing solutions of their own making. As part of the Five to Thrive series for early-career educators, this comprehensive guide provides those who are new to teaching science, as well as seasoned teachers looking to enhance their practice, the fundamentals to develop best teaching practices that reflect their students’ experiences and requirements. Written by experienced science educators, Answers to Your Biggest Questions About Teaching Secondary Science provides practical guidance on successful strategies and techniques for teaching science in a way that gives every student the opportunity to learn, grow, and achieve at high levels, while providing opportunities to develop their agency and authority in the classroom, ultimately resulting in a positive science identity. The book is organized around five overarching questions and answers that will help you most thrive in your secondary science classroom: How do I build a positive science community? How do I structure, organize, and manage my science class? How do I engage my students in science? How do I help my students talk about science? How do I know what my students know and how can I use that information to plan and move them forward? The book concludes with a sixth question—Where do I go from here?—that provides guidance for growing your practice over time, including discussions on self-care, advocating for students, and an extensive discussion on growing your professional network. Woven throughout, you′ll find helpful sidebar notes on fostering identity and agency; access and equity; teaching in different settings; and invaluable resources for deeper learning.Strive to become the best science educator you can be; your students are counting on it!
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