The reality of being poor brings out a survival mentality, and turns attention away from opportunities taken for granted by everyone else. If you work with people from poverty, some understanding of how different their world is from yours will be invaluable. Whether you're an educator--or a social, health, or legal services professional--this breakthrough book gives you practical, real-world support and guidance to improve your effectiveness in working with people from all socioeconomic backgrounds. Since 1995 A Framework for Understanding Poverty has guided hundreds of thousands of educators and other professionals through the pitfalls and barriers faced by all classes, especially the poor. Carefully researched and packed with charts, tables, and questionnaires, Framework not only documents the facts of poverty, it provides practical yet compassionate strategies for addressing its impact on people's lives.

    New chapters cover criminal behavior theories and psychological profiling; autoerotic deaths, and occult crimes, plus two new chapters detailing infamous unsolved crimes/criminals: Jack the Ripper and the Jon Benet Ramsey case. The authors′ continuing research and activities in the field result in a multitude of new case studies for this book, often included as boxed inserts.

    Cynthia Enloe pulls back the curtain on the familiar scenes—governments promoting tourism, companies moving their factories overseas, soldiers serving on foreign soil—and shows that the real landscape is not exclusively male. She describes how many women's seemingly personal strategies—in their marriages, in their housework, in their coping with ideals of beauty—are, in reality, the stuff of global politics. In exposing policymakers' reliance on false notions of "femininity" and "masculinity," Enloe dismantles an apparently overwhelming world system, revealing it to be much more fragile and open to change than we think.

    She speaks honestly about issues of race, poverty, institutional responsibility, and white privilege by engaging the reader in the experiences of a day in the classroom with some of her remarkable students.Throughout the day, we meet bigotry head-on, struggle with questions of racial identity, and find cultural conflict in the corridors of the school building. Along the way, we come face to face with Tyrone, a young African-American student grappling with the realities of discrimination in suburbia. We encounter Sheila, a teenage mother struggling to raise her baby in poverty, and we get to know Sarah, a white girl living on the streets of Minneapolis.Through the author's eyes, we begin to understand the complexities of teaching in today's society and we learn within the pages of this book, if only just for a moment, what it feels like to be the other.

    Making remarkable connections across brain function, myth, and anthropology, Dr. Shlain shows why pre-literate cultures were principally informed by holistic, right-brain modes that venerated the Goddess, images, and feminine values. Writing drove cultures toward linear left-brain thinking and this shift upset the balance between men and women, initiating the decline of the feminine and ushering in patriarchal rule. Examining the cultures of the Israelites, Greeks, Christians, and Muslims, Shlain reinterprets ancient myths and parables in light of his theory. Provocative and inspiring, this book is a paradigm-shattering work that will transform your view of history and the mind.

    The first comprehensive collection to trace the development of African-American feminist thought.

    The book showcases the talents of a gifted fieldworker whose theoretically rich work sits on the cutting edge of a growing body of scholarship examining the social worlds of children. School officials, parents, and, most especially, a new generation of teachers will benefit from these lessons on race."-American Journal of Sociology"Instructors may recommend this book to students to whom the topic is surely vital and engrossing and for whom the text will be lively and engaging."-Contemporary Sociology"Lewis moves beyond traditional research methods used to examine achievement gaps and differences in test scores to look closely at the realities of schooling. I highly recommend this work for every person involved in teaching and learning."-Multicultural Review"Through eloquent case studies of three California elementary schools-a white-majority 'good' school, a mostly minority 'tough' school, and an integrated 'alternative' school-[Lewis] demonstrates that schools promote racial inequalities through their daily rituals and practices. Even the notion of a "color-blind" America-an especially popular ideal in the white school-perpetuates racism, Lewis argues, because it denies or dismisses the very real constraints that schools place on minorities. Lewis is nevertheless an optimist, insisting that schools can change ideas of race. . . . Highly recommended. Undergraduate collections and above."-Choice "In this pioneering ethnography in elementary schools, Lewis shows brilliantly how racism is taught and learned in the small places of everyday life."-Joe Feagin, University of Florida and author of Racist America"A wonderful and timely book. Ethnographically rich, theoretically sophisticated, and clearly written, this book addresses the ubiquitous issue of race in all its complexity."-Michèle Foster, author of Black Teachers on Teaching"A compelling ethnography of the racial landscape of contemporary schools."-Barrie Thorne, author of Gender Play: Girls and Boys in SchoolCould your kids be learning a fourth R at school: reading, writing, 'rithmatic, and race?Race in the Schoolyard takes us to a place most of us seldom get to see in action¾ our children's classrooms¾ and reveals the lessons about race that are communicated there. Amanda E. Lewis spent a year observing classes at three elementary schools, two multiracial urban and one white suburban. While race of course is not officially taught like multiplication and punctuation, she finds that it nonetheless insinuates itself into everyday life in schools.Lewis explains how the curriculum, both expressed and hidden, conveys many racial lessons. While teachers and other school community members verbally deny the salience of race, she illustrates how it does influence the way they understand the world, interact with each other, and teach children. This eye-opening text is important reading for educators, parents, and scholars alike.

    In Black Feminist Thought, Patricia Hill Collins explores the words and ideas of Black feminist intellectuals as well as those African-American women outside academe. She provides an interpretive framework for the work of such prominent Black feminist thinkers as Angela Davis, bell hooks, Alice Walker, and Audre Lorde. The result is a superbly crafted book that provides the first synthetic overview of Black feminist thought.

    Underprivileged schools. Just plain bad schools.”   That’s how Eve L. Ewing opens Ghosts in the Schoolyard: describing Chicago Public Schools from the outside. The way politicians and pundits and parents of kids who attend other schools talk about them, with a mix of pity and contempt.   But Ewing knows Chicago Public Schools from the inside: as a student, then a teacher, and now a scholar who studies them. And that perspective has shown her that public schools are not buildings full of failures—they’re an integral part of their neighborhoods, at the heart of their communities, storehouses of history and memory that bring people together.   Never was that role more apparent than in 2013 when Mayor Rahm Emanuel announced an unprecedented wave of school closings. Pitched simultaneously as a solution to a budget problem, a response to declining enrollments, and a chance to purge bad schools that were dragging down the whole system, the plan was met with a roar of protest from parents, students, and teachers. But if these schools were so bad, why did people care so much about keeping them open, to the point that some would even go on a hunger strike?   Ewing’s answer begins with a story of systemic racism, inequality, bad faith, and distrust that stretches deep into Chicago history. Rooting her exploration in the historic African American neighborhood of Bronzeville, Ewing reveals that this issue is about much more than just schools. Black communities see the closing of their schools—schools that are certainly less than perfect but that are theirs—as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.

    This new and expanded third edition continues to offer students and readers the best one-volume introduction to the field.The bewildering variety of approaches, theorists and technical language is lucidly and expertly unraveled. Unlike many books which assume certain positions about the critics and the theories they represent, Peter Barry allows readers to develop their own ideas once first principles and concepts have been grasped.

    It is the story of the French colony of San Domingo, a place where the brutality of master toward slave was commonplace and ingeniously refined. And it is the story of a barely literate slave named Toussaint L'Ouverture, who led the black people of San Domingo in a successful struggle against successive invasions by overwhelming French, Spanish, and English forces and in the process helped form the first independent nation in the Caribbean.

    Now with a built-in Resource Manual and Study Guide, Language, Culture, and Society is the teaching text for the linguistic anthropology course.

    It shows teachers how to create an environment in which technology can effectively enhance learning. It contains a technology integration framework that builds on research and the TIP model.

    Historian Stephanie E. Jones-Rogers draws on a variety of sources to show that slave-owning women were sophisticated economic actors who directly engaged in and benefited from the South’s slave market. Because women typically inherited more slaves than land, enslaved people were often their primary source of wealth. Not only did white women often refuse to cede ownership of their slaves to their husbands, they employed management techniques that were as effective and brutal as those used by slave-owning men. White women actively participated in the slave market, profited from it, and used it for economic and social empowerment. By examining the economically entangled lives of enslaved people and slave-owning women, Jones-Rogers presents a narrative that forces us to rethink the economics and social conventions of slaveholding America.

    Drawing on speeches, diaries, letters, and other original documents, Paula Giddings powerfully portrays how black women have transcended racist and sexist attitudes--often confronting white feminists and black male leaders alike--to initiate social and political reform. From the open disregard for the rights of slave women to examples of today's more covert racism and sexism in civil rights and women'sorganizations, Giddings illuminates the black woman's crusade for equality. In the process, she paints unforgettable portraits of black female leaders, such as anti-lynching activist Ida B. Wells, educator and FDR adviser Mary McLeod Bethune, and the heroic civil rights leader Fannie Lou Hamer, among others, who fought both overt and institutionalized oppression.When and Where I Enter reveals the immense moral power black women possessed and sought to wield throughout their history--the same power that prompted Anna Julia Cooper in 1892 to tell a group of black clergymen, "Only the black woman can say 'when and where I enter, in the quiet, undisputed dignity of my womanhood, without violence and without suing or special patronage, then and there the whole . . . race enters with me.'"