She shows how contemporary surveillance technologies and practices are informed by the long history of racial formation and by the methods of policing black life under slavery, such as branding, runaway slave notices, and lantern laws. Placing surveillance studies into conversation with the archive of transatlantic slavery and its afterlife, Browne draws from black feminist theory, sociology, and cultural studies to analyze texts as diverse as the methods of surveilling blackness she discusses: from the design of the eighteenth-century slave ship Brooks, Jeremy Bentham's Panopticon, and The Book of Negroes, to contemporary art, literature, biometrics, and post-9/11 airport security practices. Surveillance, Browne asserts, is both a discursive and material practice that reifies boundaries, borders, and bodies around racial lines, so much so that the surveillance of blackness has long been, and continues to be, a social and political norm.

    Tracing how these ideas evolved, and drawing from history, the authors disrupt long-held and enduring myths such as:"Columbus Discovered America""Thanksgiving Proves the Indians Welcomed Pilgrims""Indians Were Savage and Warlike""Europeans Brought Civilization to Backward Indians""The United States Did Not Have a Policy of Genocide""Sports Mascots Honor Native Americans""Most Indians Are on Government Welfare""Indian Casinos Make Them All Rich""Indians Are Naturally Predisposed to Alcohol"Each chapter deftly shows how these myths are rooted in the fears and prejudice of European settlers and in the larger political agendas of a settler state aimed at acquiring Indigenous land and tied to narratives of erasure and disappearance. Accessibly written and revelatory, "All the Real Indians Died Off" challenges readers to rethink what they have been taught about Native Americans and history.

    Her nuanced analysis of intersecting systems of oppression goes deep to reveal the complicated truths of a multiply-marginalized experience. McKenzie tackles the hardest questions of our time with clarity and courage, in language that is accessible to non-academics and academics alike. She is both fearless and vulnerable, demanding and accountable. Hers is a voice like no other. "One of the most provocative and insightful writers of our generation." -Aura Bogado, Colorlines "A fierce voice among a generation of queer and trans folk of color." -Janet Mock, New York Times Bestselling Author of "Redefining Realness" "Tough-love activism at its best-straightforward, challenging, whip-smart, and uncompromising." -Andi Zeisler, Bitch Magazine

    Board of Education that America’s schools could no longer be segregated by race. Novelist Jim Grimsley was eleven years old in 1966 when federally mandated integration of schools went into effect in the state and the school in his small eastern North Carolina town was first integrated. What Jim did not realize until he began to meet these new students was just how deeply ingrained his own prejudices were and how those prejudices had developed in him despite the fact that prior to starting sixth grade, he had actually never known any black people. Now, more than forty years later, Grimsley looks back at that school and those times--remembering his own first real encounters with black children and their culture. Jim takes readers into those classrooms and onto the playing fields as, ever so tentatively, alliances were forged and friendships established. And looking back from today’s perspective, he examines how far we have really come.

    In this combination of memoir, historical narrative, and contemporary political and social analysis, he investigates the struggle for black voting rights from Reconstruction through the civil rights movement, leading up to the election of Barack Obama as president.Interspersed throughout the historical narrative are Pinckney’s own memories of growing up during the civil rights era, his unsure grasp of the events he saw on television or heard discussed, and the reactions of his parents to the social changes that were taking place at the time and later to Obama’s election. He concludes with an examination of the current state of electoral politics, the place of blacks in the Democratic coalition, and the ongoing efforts by Republicans to suppress the black vote, with particular attention to the Supreme Court’s recent decision to strike down part of the Voting Rights Act of 1965 and what it may mean for the political influence of black voters in future elections.

    This is the moving and powerful account of two remarkable boys struggling to survive in Chicago's Henry Horner Homes, a public housing complex disfigured by crime and neglect.

    The act enfranchised millions of Americans and is widely regarded as the crowning achievement of the civil rights movement. And yet, fifty years later, we are still fighting heated battles over race, representation, and political power, with lawmakers devising new strategies to keep minorities out of the voting booth and with the Supreme Court declaring a key part of the Voting Rights Act unconstitutional.Berman brings the struggle over voting rights to life through meticulous archival research, in-depth interviews with major figures in the debate, and incisive on-the-ground reporting. In vivid prose, he takes the reader from the demonstrations of the civil rights era to the halls of Congress to the chambers of the Supreme Court. At this important moment in history, Give Us the Ballot provides new insight into one of the most vital political and civil rights issues of our time.A National Book Critics Circle Award Finalist, NonfictionA New York Times Notable Book of 2015A Washington Post Notable Nonfiction Book of 2015A Boston Globe Best Book of 2015A Kirkus Reviews Best Nonfiction Book of 2015An NPR Best Book of 2015Countless books have been written about the civil rights movement, but far less attention has been paid to what happened after the dramatic passage of the Voting Rights Act (VRA) in 1965 and the turbulent forces it unleashed. Give Us the Ballot tells this story for the first time.

    in 1982 at the age of 12, she was asked to "self-report" her race. Never identifying with a race previously, she rejects her new "not quite white" designation, and spends much of her life attempting to become "white" in the American sense. After her teen years trying to adapt to American culture, including watching General Hospital and The Jeffersons and perfecting recipes with Campbell's soup or Jell-O, Sen is forced to reckon with hard questions: what does it mean to be "white," who is allowed to be white, why does whiteness retain the power of invisibility while other colors are made hypervisible, and how much does whiteness figure into Americanness? Exploring hot-button topics such as passing, cultural appropriation, class inequality, bias within Indian immigrant communities, and code-switching, Sen offers new angles to the debate on race and immigration with emotional honesty, humor, and thoughtful criticism. Sen discovers her eventual acceptance of her "not whiteness" is actually what makes her American, and as a mother of three not white American children, looking at their own possible future, Sen brings the reader of Not Quite Not White to imagine how America might, by the end of the century, end up being defined outside its borders, in a new diaspora.

    We're fighting back."Again the folks at Rethinking Schools have stepped out to produce a timely volume that should become a central staple in how we understand race and the radical imaginary in K-12 classrooms. The heft and depth of Teaching for Black Lives stands as a revolutionary tool in the resistance against racist, fascist, white nationalist ideology in education." - David Stovall, Professor of African American Studies and Educational Policy Studies, University of Illinois Chicago.CONTENTSSection 1 — Making Black Lives Matter in Our SchoolsSection 2 — Enslavement, Civil Rights, and Black LiberationSection 3 — Gentrification, Displacement, and Anti-BlacknessSection 4 — Discipline, the Schools-to-Prison Pipeline, and Mass IncarcerationSection 5 — Teaching Blackness, Loving Blackness, and Exploring Identity

    A key element in the fight for hope, he discovered, has long been the practice of Bible reading and interpretation that comes out of traditional Black churches. This ecclesial tradition is often disregarded or viewed with suspicion by much of the wider church and academy, but it has something vital to say. Reading While Black is a personal and scholarly testament to the power and hope of Black biblical interpretation. At a time in which some within the African American community are questioning the place of the Christian faith in the struggle for justice, New Testament scholar McCaulley argues that reading Scripture from the perspective of Black church tradition is invaluable for connecting with a rich faith history and addressing the urgent issues of our times. He advocates for a model of interpretation that involves an ongoing conversation between the collective Black experience and the Bible, in which the particular questions coming out of Black communities are given pride of place and the Bible is given space to respond by affirming, challenging, and, at times, reshaping Black concerns. McCaulley demonstrates this model with studies on how Scripture speaks to topics often overlooked by white interpreters, such as ethnicity, political protest, policing, and slavery. Ultimately McCaulley calls the church to a dynamic theological engagement with Scripture, in which Christians of diverse backgrounds dialogue with their own social location as well as the cultures of others. Reading While Black moves the conversation forward.

    Toxic ideas first spread by higher education have undermined humanistic values, fueled intolerance, and widened divisions in our larger culture. Students emerge into the working world believing that human beings are defined by their skin color, gender, and sexual preference, and that oppression based on these characteristics is the American experience. Speech that challenges these campus orthodoxies is silenced with brute force.The Diversity Delusion argues that the root of this problem is the belief in America's endemic racism and sexism. Diversity commissars denounce meritocratic standards as discriminatory, enforce hiring quotas, and teach students and adults alike to think of themselves as perpetual victims. The Diversity Delusion calls for a return to the classical liberal pursuits of open-minded inquiry and expression, by which everyone can discover a common humanity.