Glaude Jr., in a moment when the struggles of Black Lives Matter and the attempt to achieve a new America have been challenged by the election of Donald Trump, a president whose victory represents yet another failure of America to face the lies it tells itself about race. From Charlottesville to the policies of child separation at the border, his administration turned its back on the promise of Obama's presidency and refused to embrace a vision of the country shorn of the insidious belief that white people matter more than others.We have been here before: For James Baldwin, these after times came in the wake of the civil rights movement, when a similar attempt to compel a national confrontation with the truth was answered with the murders of Medgar Evers, Malcolm X, and Martin Luther King, Jr. In these years, spanning from the publication of The Fire Next Time in 1963 to that of No Name in the Street in 1972, Baldwin transformed into a more overtly political writer, a change that came at great professional and personal cost. But from that journey, Baldwin emerged with a sense of renewed purpose about the necessity of pushing forward in the face of disillusionment and despair.In the story of Baldwin's crucible, Glaude suggests, we can find hope and guidance through our own after times, this Trumpian era of shattered promises and white retrenchment. Mixing biography--drawn partially from newly uncovered interviews--with history, memoir, and trenchant analysis of our current moment, Begin Again is Glaude's endeavor, following Baldwin, to bear witness to the difficult truth of race in America today. It is at once a searing exploration that lays bare the tangled web of race, trauma, and memory, and a powerful interrogation of what we all must ask of ourselves in order to call forth a new America.

    The promise of escape draws people from all backgrounds to speculative fiction, but when people of color seek passageways into the fantastic, the doors are often barred. This problem lies not only with children’s publishing, but also with the television and film executives tasked with adapting these stories into a visual world. When characters of color do appear, they are often marginalized or subjected to violence, reinforcing for audiences that not all lives matter. The Dark Fantastic is an engaging and provocative exploration of race in popular youth and young adult speculative fiction. Grounded in her experiences as YA novelist, fanfiction writer, and scholar of education, Thomas considers four black girl protagonists from some of the most popular stories of the early 21st century: Bonnie Bennett from the CW’s The Vampire Diaries, Rue from Suzanne Collins’s The Hunger Games, Gwen from the BBC’s Merlin, and Angelina Johnson from J.K. Rowling’s Harry Potter. Analyzing their narratives and audience reactions to them reveals how these characters mirror the violence against black and brown people in our own world. In response, Thomas uncovers and builds upon a tradition of fantasy and radical imagination in Black feminism and Afrofuturism to reveal new possibilities. Through fanfiction and other modes of counter-storytelling, young people of color have reinvisioned fantastic worlds that reflect their own experiences, their own lives. As Thomas powerfully asserts, “we dark girls deserve more, because we are more.”

    The Fifth Edition features updated information throughout, including new theories and models such as the Healthy Action Process Approach (HAPA) and the Community Readiness Model (CRM), sections on grant writing and preparing a budget, real-life examples of marketing principles and processes, and a new classification system for evaluation approaches and designs. Health Education, Health Promotion, Health Educators, and Program Planning, Models for Program Planning in Health Promotion, Starting the Planning Process, Assessing Needs, Measurement, Measures, Measurement Instruments and Sampling, Mission Statement, Goals, and Objectives, Theories and Models Commonly Used for Health Promotion Interventions, Interventions, Community Organizing and Community Building, Identification and Allocation of Resources, Marketing: Making Sure Programs Respond to Wants and Needs of Consumers, Implementation: Strategies and Associated Concerns, Evaluation: An Overview, Evaluation Approaches and Designs, Data Analysis and Reporting. Intended for those interested in learning the basics of planning, implementing, and evaluating health promotion programs

    Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change.Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner.From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education.

    Offering an opportunity to rethink the "norm," this important volume pays particular attention to how race, class, and gender informed their experiences.Revealing the complex dynamics between immigration and Americanization, this engaging volume:Shows how the culture of middle-class whiteness at a public high school in Wisconsin excluded and alienated Hmong American students, and how these students responded. Focuses on the ways the academic and social experience at school, including peer relationships, extracurricular participation, relationships with teachers, and academic achievement influenced identity construction. Makes connections between the experiences of one ethnic group of immigrant youth and the broader issues of race in the United States, showing how schools can better serve immigrant students of color.

    It remains the most courageous, insightful, and eloquent critique of the pre-1960s South."I began to see racism and its rituals of segregation as a symptom of a grave illness," Smith wrote. "When people think more of their skin color than of their souls, something has happened to them." Today, readers are rediscovering in Smith's writings a forceful analysis of the dynamics of racism, as well as her prophetic understanding of the connections between racial and sexual oppression.

    "I am black--and brown, too," writes Emily Bernard. "Brown is the body I was born into. Black is the body of the stories I tell."The storytelling, and the mystery of Bernard's storytelling, of getting to the truth, begins with a stabbing in a New England college town. Bernard writes how, when she was a graduate student at Yale, she walked into a coffee shop and, along with six other people, was randomly attacked by a stranger with a knife ("I remember making the decision not to let the oddness of this stranger bother me"). "I was not stabbed because I was black," she writes (the attacker was white), "but I have always viewed the violence I survived as a metaphor for the violent encounter that has generally characterized American race relations. There was no connection between us, yet we were suddenly and irreparably bound by a knife, an attachment that cost us both: him, his freedom; me, my wholeness."Bernard explores how that bizarre act of violence set her free and unleashed the storyteller in her ("The equation of writing and regeneration is fundamental to black American experience").She writes in Black Is the Body how each of the essays goes beyond a narrative of black innocence and white guilt, how each is anchored in a mystery, and how each sets out to discover a new way of telling the truth as the author has lived it. "Blackness is an art, not a science. It is a paradox: intangible and visceral; a situation and a story. It is the thread that connects these essays, but its significance as an experience emerges randomly, unpredictably . . . Race is the story of my life, and therefore black is the body of this book."And what most interests Bernard is looking at "blackness at its borders, where it meets whiteness in fear and hope, in anguish and love."

    Nearly 50 readings by established and emerging scholars expose students to the most important theoretical debates. New to the third edition is a statistical appendix

    Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature.

    He puts forth his thesis with a rhetorical style that is passionate, logical, and laden with examples and illustrations.” ForeWord Magazine“Weapons of Mass Instruction is probably his best yet. Gatto’s storytelling skill shines as he relates tales of real people who fled the school system and succeeded in spite of the popular wisdom that insists on diplomas, degrees and credentials. If you are just beginning to suspect there may be a problem with schooling (as opposed to educating as Gatto would say), then you’ll not likely find a better expose of the problem than Weapons of Mass Instruction.” Cathy Duffy Reviews"In this book, the noisy gadfly of U.S. education takes up the question of damage done in the name of schooling. Again he touches on many of the same questions and finds the same answers.  Gatto is a bold and compelling critic in a field defined by politic statements, and from the first pages of this book he takes even unwilling readers along with him. In Weapons of Mass Instruction, he speaks movingly to readers' deepest desires for an education that taps their talents and frees frustrated ambitions. It is a challenging and extraordinary book that is a must read for anyone navigating their way through the school system." - Ria Julien - Winnipeg Free PressJohn Taylor Gatto’s Weapons of Mass Instruction focuses on mechanisms of familiar schooling that cripple imagination, discourage critical thinking, and create a false view of learning as a by-product of rote-memorization drills. Gatto’s earlier book, Dumbing Us Down, put that now-famous expression of the title into common use worldwide. Weapons of Mass Instruction promises to add another chilling metaphor to the brief against schooling.Here is a demonstration that the harm school inflicts is quite rational and deliberate, following high-level political theories constructed by Plato, Calvin, Spinoza, Fichte, Darwin, Wundt, and others, which contend the term “education” is meaningless because humanity is strictly limited by necessities of biology, psychology, and theology. The real function of pedagogy is to render the common population manageable.Realizing that goal demands that the young be conditioned to rely upon experts, remain divided from natural alliances, and accept disconnections from the experiences that create self-reliance and independence.Escaping this trap requires a different way of growing up, one Gatto calls “open source learning.” In chapters such as “A Letter to Kristina, my Granddaughter”; “Fat Stanley”; and “Walkabout:London,” this different reality is illustrated.John Taylor Gatto taught for thirty years in public schools before resigning from school-teaching in the op-ed pages of The Wall Street Journal during the year he was named New York State’s official Teacher of the Year. Since then, he has traveled three million miles lecturing on school reform.

    Through personal essays, criticism, interviews, testimonials, poetry, and visual art, the collection explores, as coeditor Cherríe Moraga writes, “the complex confluence of identities—race, class, gender, and sexuality—systemic to women of color oppression and liberation.”

    Now updated to include the results of new research, together with significant contributions from the 1990s. Includes writings by critics, philosophers, politicians and literary figures. The editors provide contextual introductions to 340 texts. Complements Art in Theory, 1648–1815 and Art in Theory, 1815–1900 to create a complete survey of the theories underpinning the development of art in the modern period.

    From a Harvard law school student tackled by a security guard on the streets of Manhattan, a federal prosecutor detained while walking in his own neighborhood in Washington, DC, and a high school student in Colorado arrested for "loitering" in the subway station as he waits for the train home, to a bike rider in Austin, Texas, a professor at a Big Ten university in Iowa, and the head of the ACLU's racial profiling initiative (who was pursued by national guardsmen after arriving on the red-eye in Boston's Logan airport), here are true stories of law-abiding Americans who also happen to be black men (Publishers Weekly).Cumulatively, the effect is staggering, and will open the eyes of anyone who thinks we live in a "post-racial" or "colorblind" America."Powerful." --Jet"This is raw testimony intended to vividly capture the invasions of privacy and the assaults on dignity that always accompany unreasonable government intrusion." --Kirkus Reviews

    What would it take to change the lives of poor children—not one by one, through heroic interventions and occasional miracles, but in big numbers, and in a way that could be replicated nationwide? The question led him to create the Harlem Children’s Zone, a ninety-seven-block laboratory in central Harlem where he is testing new and sometimes controversial ideas about poverty in America. His conclusion: if you want poor kids to be able to compete with their middle-class peers, you need to change everything in their lives—their schools, their neighborhoods, even the child-rearing practices of their parents.Whatever It Takes is a tour de force of reporting, an inspired portrait not only of Geoffrey Canada but of the parents and children in Harlem who are struggling to better their lives, often against great odds. Carefully researched and deeply affecting, this is a dispatch from inside the most daring and potentially transformative social experiment of our time.

    Glasser translates choice theory into a productive, classroom model of team learning with emphasis on satisfaction and excitement. Working in small teams, students find that knowledge contributes to power, friendship and fun. Because content and the necessary student collaboration skills must be taught, teachers need to develop skills if they are to use this model successfully. The dividends are 'turned-on ' students and satisfied teachers."--Madeline Hunter, University of California at Los Angeles "Choice Theory in the Classroom is a landmark book, without question one of the most important and useful books for teachers to appear in a long while. Written with rare lucidity and grace, the book has numerous instantly usable ideas that will contribute fundamentally to the success of classroom teachers. William Glasser combines his extensive theoretical expertise and wide practical experience to provide a practical and illuminating guide for teachers [that] should be required reading in every college of education in the country."--David and Roger Johnson, University of Minnesota"Choice Theory in the Classroom presents an insightful analysis of what is wrong with traditional school and what need to be done about it. Dr. Glasser gives a compelling rationale for the use of learning-teams in schools to capture the excitement and commitment students display in sports but rarely in the classroom. The book is well written and persuasive. I hope every teacher in America buys it, believes it, and behaves accordingly."--Robert Slavin, John Hopkins University