A 2022 SPE Outstanding Book Award Winner We Be Lovin' Black Children is a pro-Black book. Pro-Black does not mean anti-white or anti anything else. It means that this little book is about what we must do to ensure that Black children across the world are loved, safe, and that their souls and spirits are healed from the ongoing damage of living in a world where white supremacy flourishes. It offers strategies and activities that families, communities, social organizations, and others can use to unapologetically love Black children. This book will facilitate Black children's cultural and academic excellence. Meet the editors: https://youtu.be/q21_yZCblk8 Perfect for courses such as: Multicultural Education | Black Education | Urban Education | Culturally Relevant Teaching
_Drop That Knowledge is a profound contribution to our understanding of contemporary youth. The authors craft an elegant and energetic narrative that is incisive and inspiring. This is an important work!__Sam M. Intrator, Smith College, co-director of Project Coach "Drop That Knowledge is a landmark contribution to our understanding of media and youth movements in the US. It's at the cutting-edge in telling the story of how young people are creating breadth and depth of diversity in the broadcast, cable, and satellite media. Innovative and engaging!" _Toby Miller, author of Makeover Nation: The United States of Reinvention _Drop That Knowledge draws deftly on the words, ideas, and passions of the young people it studies, locating them within broader contexts of contemporary education, policing and the media. This book is well written and full of accessible, poignant and entertaining vignettes.__George Lipsitz , University of California, Santa Barbara "The phrase 'drop that knowledge' becomes title and frame for a dazzling journey through the world of Youth Radio, an 18-year-old youth development organization and independent media production company in Oakland, Calif... While too many academics pontificate about the potential of the new digital media, Soep and Chávez write without pose or posture. Their message is earthshaking." _Rick Ayers, University of California, Berkeley, and William Ayers, University of Illinois, Chicago, Rethinking Schools "...dares to declare that young people really matter, what they think matters, what they say and do matters, and we should listen up and get out of the way...Drop that Knowledge is a must-read, especially for those of us who work in public media, who are coming to recognize that young people will lead our institutions to the holy grails of both diversity and innovation." _Julie Drizin, founding producer of "Democracy Now!" and NPR's "Justice Talking" "Provides a fascinating look behind the scenes at [a] youth media education and production powerhouse. . . . While much has been written about the power of youth media, not all analyses are as thoughtful and nuanced as what Soep and Chavez present in Drop That Knowledge. This book is _not a rhetorical call to celebrate youth voice_ but a comprehensive overview of the complex issues that arise in intergenerational media production." _Katie Donnelly, American University_s Center for Social Media
"Race, Justice, and Activism in Literacy Instruction focuses on literacy praxis that reflect how students-with the loving, critical support of teachers and teacher educators-engage in resistance work and collaborate for social change. The contents of this book feature the activism and social justice literacy work of students and critically conscious adults across multiple geographic contexts in the United States"--
Decolonizing the Academy asserts that the academy,is perhaps the most colonized space. At the same,time the academy is a place of knowledge and,transformation. As we move into the 21st century,it is becoming clear that the academy is one of,the primary sites for the production and,reproduction of ideas that serve the interests of,colonising powers. This collection of essays,argues the possibility of re-engaging the,decolonizing process at the level of knowledge and,asserts that this is an ongoing project worthy of,being undertaken in a variety of fields.
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials—including most so-called multicultural materials—obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.
The authors present the importance of this African tradition. Kindezi (the art of babysitting) and the ndezi (the babysitters) provide extensive value and service to both society and the individual child, making for a cohesive, unified community.
The Afrocentric Praxis of Teaching for Freedom explains and illustrates how an African worldview, as a platform for culture-based teaching and learning, helps educators to retrieve African heritage and cultural knowledge which have been historically discounted and decoupled from teaching and learning. The book has three objectives: To exemplify how each of the emancipatory pedagogies it delineates and demonstrates is supported by African worldview concepts and parallel knowledge, general understandings, values, and claims that are produced by that worldview To make African Diasporan cultural connections visible in the curriculum through numerous examples of cultural continuities––seen in the actions of Diasporan groups and individuals––that consistently exhibit an African worldview or cultural framework To provide teachers with content drawn from Africa’s legacy to humanity as a model for locating all students––and the cultures and groups they represent––as subjects in the curriculum and pedagogy of schooling This book expands the Afrocentric praxis presented in the authors’ "Re-membering" History in Teacher and Student Learning by combining "re-membered" (democratized) historical content with emancipatory pedagogies that are connected to an African cultural platform.
In Articulate While Black, two renowned scholars of Black Language address language and racial politics in the U.S. through an insightful examination of President Barack Obama's language use-and America's response to it.
2003 — Honorable Mention, Myers Outstanding Book Award – The Gustavus Myers Center for the Study of Bigotry and Human Rights in North America The demand of white, affluent society that all Americans should speak, read, and write "proper" English causes many people who are not white and/or middle class to attempt to "talk in a way that feel peculiar to [their] mind," as a character in Alice Walker's The Color Purple puts it. In this book, Sonja Lanehart explores how this valorization of "proper" English has affected the language, literacy, educational achievements, and self-image of five African American women—her grandmother, mother, aunt, sister, and herself. Through interviews and written statements by each woman, Lanehart draws out the life stories of these women and their attitudes toward and use of language. Making comparisons and contrasts among them, she shows how, even within a single family, differences in age, educational opportunities, and social circumstances can lead to widely different abilities and comfort in using language to navigate daily life. Her research also adds a new dimension to our understanding of African American English, which has been little studied in relation to women.
This text investigates the literate identities and practices of urban youth in rapidly gentrifying neighborhoods, with a focus on New York City's Harlem neighborhood. The author takes a participatory action approach to define and engage with new directions in youth literacies in socially constructed spaces (i.e., classrooms, gentrifying communities). The author examines connections between race and place by discussing how Harlem youth, teachers, longtime black residents, and new white residents to the area view their role within the gentrification process, with quotes from community members and stakeholders. The active response of youth, via critical literacy/storytelling, in both traditional (print) and multimodal (digital video, etc) forms is investigated, honored, and thoughtfully considered for powerful implications for in-service teaching practice, educational policy, and teacher education. Vignettes, photos, and quotes from students and community members are included throughout.
