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 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).
This volume comprises a side-by-side combination of image scans and corresponding transcriptions of a collection of early Fall Creek Township, Madison County, Indiana documents for the years 1830 through 1855 (i.e., January 11, 1830 through February 16, 1855). The documents include various school district free holder returns, children enumerations, election returns, bonds, petitions, and other related subject matter. The transcription-scan combinations presented herein were compiled from electrostatic photocopies personally acquired by the compilers directly from original documents held by Pendleton Public Library, Pendleton, Indiana.
In this volume, Brian Charles DiPalma examines masculinities in the court tales of Daniel as a test case for issues facing the burgeoning area of gender studies in the Hebrew Bible. In doing so, it both analyses how the court tales of Daniel portray the characters in terms of configurations of masculinity in their socio-historical context, and also seeks to advance gender studies in the Hebrew Bible on theoretical, methodological, and political grounds. Masculinities in the Court Tales of Daniel is therefore of interest not only to scholars working on Daniel, but also biblical scholars studying gender in the Hebrew Bible more broadly, including those engaged in feminist criticism, queer criticism, and studies of masculinity, as well as anyone studying gender within an ancient Near Eastern context.
First settled along a tributary of the Raritan River in 1720, South River was known as Willettstown and later as Washington. Part of East Brunswick until 1898, it emerged as an independent borough in Middlesex County with the passage of the state law to incorporate it. Although comprising fewer than three square miles, South River once served as a shipping and transportation link between New York and Philadelphia and has been home to industry since the first brickyard was established in the mid-1800s. Sand and clay mining, brick and tile manufacturing, shipbuilding, and textile and clothing manufacture have played significant roles in the development of the borough, as have the numerous ethnic groups in the community. Spanning the years from 1891 to 1906, the images included in this book document a time when hotels, embroidery factories, brickyards, and small businesses flourished while the population doubled and a trolley line simplified connections with nearby communities.
This book first appeared in 1987. It focuses on the great age of witch-hunting in Europe (and also in colonial America), between 1450 and 1750. In these years more than 100,000 people - most of them women - were prosecuted by secular and ecclesiastical courts across Europe for allegedly practising harmful magic and worshipping the Devil. The book sets out to answer the major questions that this strange and terrible phenomenon evokes today. Why did the trials take place? Why did they suddenly proliferate in Europe at this time? How many trials were there, and where, and what were the outcomes? Why were more witches prosecuted in some countries than others? Who were the accused and who were their accusers? Why, after more than 200 years of vigorous activity, did the trials eventually dwindle away? What did they tell us about the social, economic and political history of early modern Europe, and, in particular, the position of women within it? In this timely Second Edition, Brian Levack now incorporates the latest scholarship on the subject.
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