A leading educator, writer, and strategist sheds a timely and powerful light on American public schools, their miseducation of marginalized students of color and the action required to make tangible changes and reforms to a failing and racialized educational system. In a polarizing and racially divided America, what do children of color learn about themselves before they even go to school? How do they see themselves and is that image only exacerbated by spending twelve years in a public education system that perpetrates negative stereotypes? Brian Rashad Fuller personally knows that the impact of low expectations can be devastating, as proved by the “school to prison” pipeline that so many students have experienced. He aims to make a difference in this humanizing and very personal portrayal of what it means to be Black in America’s schools. As a Black man who has spent his life as a student and educator, Brian shares his own story of navigating the world, overcoming his family struggles, and eventually entering an educational system that he believes is inherently racist, damaging, and disserving. He exposes the challenges Black students face in elite and predominantly white universities and spaces, dissects “Black exceptionalism” in the schooling experience, and offers a firsthand account of the emotional and psychological impact made by teachers, administrators, policies, practices, lessons, and student interactions. Most Americans are looking for answers on how to improve our education system—as illustrated by the critical race theory debate—but have not fully understood the lived Black experience, until now. With powerful insight into a thoroughly American institution, Brian offers present-day solutions, and liberating hope, for a centuries-long issue, as well as a galvanizing and radical step forward. It is a book essential to our challenging times.
In 1996, a groundbreaking television drama debuted on the Fox network. Created by Chris Carter, Millennium tells the story of Frank Black (Lance Henriksen), a legendary forensic profiler gifted with the ability to see into the minds of killers. Through his work as a consultant with the F.B.I. and the mysterious Millennium Group, the series offers a thoughtful exploration of the nature and manifestations of evil in the modern world. Back to Frank Black offers an unprecedented volume of material exploring this landmark series. With forewords from Lance Henriksen and Frank Spotnitz and an introduction by series creator Chris Carter, the collection features interviews with cast and crew as well as in-depth essays analyzing Millennium's characters, themes, and enduring legacy. Inspired by the growing movement to return this iconic hero to the screen, Back to Frank Black finds its focus in an incomparable figure of hope: Frank Black. We need him now more than ever.
This book examines the formation of a black cultural front by looking at the works of poet Langston Hughes, novelist Chester Himes, and cartoonist Ollie Harrington. While none of these writers were card-carrying members of the Communist Party, they all participated in the Left during their careers. Interestingly, they all turned to creating popular culture in order to reach the black masses who were captivated by movies, radio, newspapers, and detective novels. There are chapters on Hughes's "Simple" stories, Himes's detective fiction, and Harrington's "Bootsie" cartoons. Collectively, the experience of these three figures contributes to the story of a "long" movement for African American freedom that flourished during the 1930s, 1940s, and 1950s. Yet this book also stresses the impact that McCarthyism had on dismantling the Black Left and how it affected each individual involved. Each was radicalized at a different moment and for different reasons.
This book of matrices with Black boys as the main character is designed to help gifted and talented education teachers leverage Black boys’ identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom. Ford and colleagues (2005) spoke to the notion of and need for ‘self-reflective instruction.’ We argue that all teachers must want to and learn how to legitimize the “everyday” experiences that are learned and cultivated in the homes and communities of Black boys, and how these experiences shape their self-identities and contribute to agency (Wright, Counsell, & Tate 2015). We, therefore, advocate for the rethinking of literacies by repositioning White-centered texts that often reflect and represent power and privilege toward centering the brilliance of Black identities of Black children in general, Black boys in particular. Black boys (of all ages) want to and need to physically see positive images of themselves in books reflected at them. This representation, we argue, has the potential to become an example of a compelling counter-narrative to the history of the “all-White world” (Larrick, 1965) of children’s books that only presented Black characters as “objects of ridicule and generally inferior beings” (Sims Bishop 2012, p. 6). When Black boys see themselves portrayed visually, textually, and realistically in children’s books, vital messages of recognition, value, affirmation, and validation are conveyed. Recognition of the sociocultural contexts in which they live is celebrated. Books for and about Black boys must be rigorous, authentic, multicultural, and developmentally appropriate to allow them to synthesize what they have read, heard, and seen during literacy instruction in authentic and meaningful ways. Multicultural books must introduce children to information about the values of justice, fairness, and equity. Developmentally appropriate books should vary with and adapt to the age, experience, and interests of gifted and talented Black boys to allow them the opportunity to demonstrate critical thinking, textual analysis skills and convey conceptual knowledge. These stories must expose Black boys to culturally relevant counter stories -- stories that counteract the dominant discourse that has primarily depicted Black boys as “at risk” versus placed at risk; “without hope” versus hopeful; or “out of control and dangerous” (Tatum, 2005, p. 28) versus developing self-control like all other children (Wright et al., 2018).
A new branch of physics, black hole gravitohydromagnetics (GHM) is developed from the rudiments to the frontiers of research. GHM describes plasma interactions that combine the effects of gravity and a strong magnetic field, in the vicinity (ergosphere) of a rapidly rotating black hole. This topic was created in response to the astrophysical quest to understand the central engines of radio loud extragalactic radio sources. The theory describes a "torsional tug of war" between rotating ergospheric plasma and the distant asymptotic plasma that extracts the rotational inertia of the black hole.
This much-needed book will help schools and, by extension, society to better understand and identify the promise, potential, and possibilities of Black boys. Drawing from their wealth of experience in early childhood education, the authors present an asset- and strengths-based view of educating Black boys. This positive approach enables practitioners and school leaders to recognize, understand, and cultivate the diversity of social skills of Black boys in the early grades (pre-K–3rd grade). Each chapter begins with a vignette to illustrate what is lost when Black boys are prevented from participating freely in boyhood, having to instead attend to adult and peer interactions and attitudes that view them as “bad boys” and “troublemakers.” This accessible book provides teachers with classroom strategies to help young Black boys achieve their highest potential, along with other resources for supporting their social-emotional development, such as a reading list of authentic multicultural children’s books with Black boys as protagonists. “The Brilliance of Black Boys claims new ground to advance knowledge and practice that can change the narrative about Black boys and their early schooling.” —From the Foreword by James Earl Davis, Temple University “Wright’s uncommon insight into the world of Black boys unveils a new narrative and gives educators a formula for turning opportunity into advantage.” —Carol Brunson Day, past president, NAEYC “The Brilliance of Black Boys provides counter-stories, theories, paradigms, and resources to skillfully illustrate the strengths of Black boys. Readers will not be disappointed.” —Donna Y. Ford, Vanderbilt University
This book brings into dramatic relief the dilemma, or devil's bargain, that faced the black press in first building up black baseball, then crusading for the sport's integration and, as a result of that largely successful campaign, ultimately encouraging and even ensuring the demise of those same black leagues. Taking a thematic approach, this book focuses each of its chapters on a singular event or phenomenon from and for each decade of the period covered, a period that spans the roughly four decades of the black leagues' existence. Thus, the book drills down on a handful of representative events and phenomena to present a history of the black press and black baseball. Themes include the many ways team owners and the weekly newspapers' editors and writers worked in concert to build up the leagues, the paired fortunes of black players and black writers, the desperation to save the Negro leagues when it became clear integration threatened their survival, and finally the black press’s response to the residues of baseball's decades of segregation.
An excellent book.' Irish Voice (New York)Ties between political activists in Black America and Ireland span several centuries, from the days of the slave trade to the close links between Frederick Douglass and Daniel O'Connell, and between Marcus Garvey and Eamon de Valera. This timely book traces those historic links and examines how the struggle for black civil rights in America in the 1960s helped shape the campaign against discrimination in Northern Ireland. The author includes interviews with key figures such as Angela Davis, Bernadette McAliskey and Eamonn McCann.
Based on the longest-running one-man show in San Francisco history -- now coming to Off-Broadway -- a hilarious, poignant, and disarming memoir of growing up black in an all-white suburb In 1972, when Brian Copeland was eight, his family moved from Oakland to San Leandro, California, hoping for a better life. At the time, San Leandro was 99.4 percent white, known nationwide as a racist enclave. This reputation was confirmed almost immediately: Brian got his first look at the inside of a cop car, for being a black kid walking to the park with a baseball bat. Brian grew up to be a successful comedian and radio talk show host, but racism reemerged as an issue -- only in reverse -- when he received an anonymous letter: "As an African American, I am disgusted every time I hear your voice because YOU are not a genuine Black man!" That letter inspired Copeland to revisit his difficult childhood, resulting in a hit one-man show that has been running for nearly two years -- which has now inspired a book. In this funny, surprising, and ultimately moving memoir, Copeland shows exactly how our surroundings make us who we are.
This book has taken many years and has caused a lot of sweat, blood, and tears. The poems in this book will shine like gold and illuminate the dark corners of your heart, mind, and soul. Some of the poems will make you laugh, some will make you cry, some will make you glad, and there are even a few that may make you very mad. Open this book to take a look. Make sure you open your mind, and I'm sure the treasures inside you'll find. I didn't mean for this to rhyme, but I found I had the time. Now begins the fun, and I hope your reading has begun.
An unheralded military hero, Charles Young (18641922) was the third black graduate of West Point, the first African American national park superintendent, the first black U.S. military attachÉ, the first African American officer to command a Regular Army regiment, and the highest-ranking black officer in the Regular Army until his death. Black Officer in a Buffalo Soldier Regiment tells the story of the man who-willingly or not-served as a standard-bearer for his race in the officer corps for nearly thirty years, and who, if not for racial prejudice, would have become the first African American general.
Examines the life of Charles Young, whose hard work, intellect, focus, and humor allowed him to overcome hazing, social ostracism, and academic difficulties to become the third black graduate of West Point and a colonel.
The Red and the Black covers the major stages in the history of Greek pottery production, both figured and plain, as they are understood today. It provides an up-to-date evaluation of ways of studying Greek pottery and encourages new approaches. There is a detailed analysis of the subject matter of figured scenes covering some of the main preoccupations of ancient Greece: myth, fantasy and everyday life. Furthermore, it sets the artefacts in the context of the societies that produced them, highlighting the social, art historical, mythological and economic information that can be revealed from their study. This volume also covers a hitherto neglected area: the history of the collecting of Greek pottery through the Renaissance and up to the present day. It shows how market values have gradually increased to the high prices of today and goes on to take a closer look at the enthusiasm of the collectors.
As a race, we can no longer hold the entire Caucasian race responsible for what their parents and grandparents did to our parents and grandparents because they had nothing to do with it. Through the actions of many men and women who happened to be white, I have learned that love has no color. Only racism, prejudice, and hate recognize color. We can't change the prejudice and attitudes of other people; we can change their attitudes by not living up to their prejudice. If we, as a human race, would forgive others just one-third of how much Jesus forgives us, there would be very little prejudice, racism, jealousy, and envy. As a race, many of must get out of this poverty mentality and realize that speaking proper English, getting an education and becoming successful are not limited to one race but open to all races. Many African Americans feel like they have to be defined by their race when in actuality, we should all be defined by our individuality. We have to come to the conclusion that we are one race; before we were defined by our color, we were the human race. We must understand that the best way to prove you are a man is to simply be a man. A real man doesn't feel like he has to prove he's a man, because he already knows he's a man.
Pulitzer Prize winning author Leon Litwack calls Brian Willingham's Soul of a Black Cop A scream from the bottom... a compelling and often unnerving documentary portrait of an urban war zone... the day to day experiences of America's interior exiles. The author is a black city cop in the Flint, Michigan, of Michael Moore fame. His beat is the ghetto, where a decaying city has imprisoned its downtrodden. There's no where else to go, and Willingham illustrates this through story after heartwrenching story and his profound comprehension of the human condition. It is a story of eight months in hell. Some say racism doesn't exist; others blame the suffering. A must-read book for all those in any type of social work, indeed a book for all America
Singing Tongue Twisters A-Z contains 50 fun filled wacky warm-ups to improve pronunciation, vocal range, and technique. Perfect for teachers and kids, this fun sing-a-long book contains musical tongue twisters of variable difficulty levels, read-a-long worksheets, and a 50 track sing-a-long CD. Singing Tongue Twisters A-Z is an excellent warm-up tool for choral groups and fun practice workbook for individual singers.
This new edition of Popular Music and Society, fully revised and updated, continues to pioneer an approach to the study of popular music that is informed by wider debates in sociology and media and cultural studies. Astute and accessible, it continues to set the agenda for research and teaching in this area. The textbook begins by examining the ways in which popular music is produced, before moving on to explore its structure as text and the ways in which audiences understand and use music. Packed with examples and data on the contemporary production and consumption of popular music, the book also includes overviews and critiques of theoretical approaches to this exciting area of study and outlines the most important empirical studies which have shaped the discipline. Topics covered include: • The contemporary organisation of the music industry; • The effects of technological change on production; • The history and politics of popular music; • Gender, sexuality and ethnicity; • Subcultures; • Fans and music celebrities. For this new edition, two whole new chapters have been added: on performance and the body, and on the very latest ways of thinking about audiences and the spaces and places of music consumption. This second edition of Popular Music and Society will continue to be required reading for students of the sociology of culture, media and communication studies, and popular culture.
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