The authors meticulously provide information gathered from their experiences working with schools, educational agencies, and organizations across the United States and Canada and show how school leaders can:Gain a personal understanding of what cultural proficiency means in practice Use collaborative activities to effect change in a school Lead a learning community toward becoming a culturally proficient organization

    In 1971, Roseberry stands empty, a wisteria vine growing through the dining room window, and China Redd, who worked in the house for half a century, is ready to die. But first she has a story to tell. Not the one recorded by Lydia Redd, the matron of the house, in her own book, beginning with the earrings, the selling if Cleavis, and the curse, and ending with the death of Coyle, the last of the white Redds. If she has nothing else from the forty-seven years of work in a house where nothing was her own, she has this story.Moving effortlessly back and forth in time through the parallel legends of the Redd families, Home Across the Road is a beautiful, haunting, and timeless drama that touches your heart and soul.

    They were helpless. It sounds like a familiar story, but these people were not African. They were Irish, and they were slaves before African slavery became widespread. This is their story.

    A contemporary companion to City Kids, City Teachers: Reports from the Front Row, this new and timely collection has been compiled by four of the country's most prominent urban educators. Contributors including Sandra Cisneros, Jonathan Kozol, Sapphire, and Patricia J. Williams provide some of the best writing on life in city schools and neighborhoods. Young people and practicing teachers, poets and scholars, social critics and journalists offer unique takes on topics ranging from culturally relevant teaching and scripted curricula to the criminalization of youth, gentrification, and the inequities of school funding.In the words of Sonia Nieto, City Kids, City Schools "challenge[s] the conventional wisdom of what it means to teach in urban schools."

    Richard Milner IV provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students’ lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices—at district and school levels, and in individual classrooms—for school leaders and teachers who are committed to creating the best educational opportunities for these students.   Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner’s astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty—and how they can best serve these students in their schools and classrooms.

    Jonathan Fleming, Sundhe Moses, Jabbar Washington, and John Bunn were among dozens of innocent New Yorkers who spent decades in prison —guilty until proven innocent. This documentary follows their relentless fight to unveil an insidious pattern of police and prosecutorial corruption in Brooklyn at the height of the war on drugs and a historic peak in violent crime in the 1980s and '90s.

    Even with access to compelling theories and approaches such as multicultural education, culturally responsive teaching, culturally relevant instruction, culturally sustaining pedagogy, schools still struggle to implement equitable change that reshapes the academic experiences of students marginalized by the prevailing history, culture, and traditions in public education. Instead of getting it right with equity implementation, many schools and districts remain trapped in a cycle of equity dysfunction.In Belonging through a Culture of Dignity, Cobb and Krownapple argue that the cause of these struggles are largely based on the failure of educators to consider the foundational elements upon which educational equity is based, belonging and dignity. Through this work, the authors make these concepts accessible and explain their importance in the implementation of educational equity initiatives.Though the importance of dignity and belonging might appear to be self-evident at first glance, it's not until these concepts are truly unpacked, that educators realize the dire need for belonging through dignity. Once these fundamental human needs are understood, educators can gain clarity of the barriers to meaningful student relationships, especially across dimensions of difference such as race, class, and culture. Even the most relational and responsive educators need this clarity due to the normalization of what the authors refer to as dignity distortions. Cobb and Krownapple challenge that normalization and offer three concepts as keys to successful equity initiatives: inclusion, belonging, and dignity. Through their work, the authors aim to equip educators with the tools necessary to deliver the promise of democracy through schools by breaking the cycle of equity dysfunction once and for all.

    It includes tales of living through a lifetime of dysfunction, violence and terror at the hands of both her father and other nefarious individuals who would seek to perpetuate the cycle. More importantly though, it is also a story of how they did not succeed in this hateful quest, as Jvonne struggled on and through to the other side to embrace love, laughter and the pursuit of personal happiness. Part of this amazing transformation even led to her adoption of a biracial infant, an event that served both as a healing elixir to her soul and a grandiose “!#%& you” to all the ugliness that hate brings.

    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.

    He shows the personal struggles each faced as a woman and how their lives were affected by apartheid and the struggle for independence. 16 pages of photos.

    A predicament arises, and the children's response--simple and immediate--offers Paley the purest evidence of kindness she has ever seen.In subsequent encounters, "the Teddy story" draws forth other tales of impulsive goodness from Paley's listeners. Just so, it resonates through this book as one story leads to another--taking surprising turns, intersecting with the narrative unfolding before us, and illuminating the moral meanings that children may be learning to create among themselves.Paley's journey takes us into the different worlds of urban London, Chicago, Oakland, and New York City, and to a close-knit small town in Michigan's Upper Peninsula. Her own story connects those of children from nursery school to high school, and circles back to her elderly mother, whose experiences as a frightened immigrant girl, helped through a strange school and a new language by another child, reappear in the story of a young Mexican American girl. Thus the book quietly brings together the moral life of the very young and the very old. With her characteristic unpretentious charm, Paley lets her listeners and storytellers take us down unexpected paths, where the meeting of story and real life make us wonder: Are children wiser about the nature of kindness than we think they are?

    Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. These factors and more set the stage for Pauline Lipman's insightful analysis of the relationship between education policy and the neoliberal economic, political, and ideological processes that are reshaping cities in the United States and around the globe.Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and "the right to the city". She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people's lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy.

    Includes new chapter for assessing resources.

    His uncle Ricky did not want him trapped by the "invisible chains" of systemic racism, so Ricky schooled him on the necessity of a black man running his own life, controlling his livelihood, and owning property.Embracing these lessons, Campbell discovered his gift for entrepreneurship: He created one of the first hip-hop record companies, Luke Records, which started out of a shed in his mom's backyard and grew into a multimillion-dollar enterprise. As a rapper on his own label, Luke became known as the "King of Dirty Rap" and helped pioneer the worldwide phenomenon of Miami Bass. He went on to become the front man and manager for the rap group 2 Live Crew, and was key to the success of the group's controversial platinum recording As Nasty As They Wanna Be.His hugely popular and provocative music infuriated the Man, and Luke was marked as public enemy number one when hip-hop crossed the color line into white America. Campbell would spend more than a million dollars of his own money fighting cops and prosecutors, and he went all the way to the Supreme Court to protect his—and every other artist's—right to free speech, setting landmark legal precedents that continue to shape the entertainment industry to this day.In Campbell's clear and honest voice, he shares unforgettable stories of his rise to celebrity status, including illicit tales from his raunchy concerts. He also breaks down how he lost his fortune, but in the process gained a better perspective on life. His father taught him to be responsible for his actions and to be proud of himself. Campbell expressed this by being cocky and holding his head up high, but, as he acknowledges, "America has never been an easy place for a black man who doesn't know how to apologize."Touching on some of the most pressing issues of our time, The Book of Luke is a raw and powerful memoir of how one man invented southern hip-hop, saved the First Amendment, and became a role model for the disenfranchised people of the city he calls home.

    In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been similarly embattled for nearly two centuries. From the genteel founding of the common schools movement in the nineteenth century to the violent inner-city teacher strikes of the 1960s and '70s, from the dispatching of Northeastern women to frontier schoolhouses to the founding of Teach for America on the Princeton University campus in 1989, Goldstein shows that the same issues have continued to bedevil us: Who should teach? What should be taught? Who should be held accountable for how our children learn?    She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change. And she also discovers an emerging effort that stands a real chance of transforming our schools for the better: drawing on the best practices of the three million public school teachers we already have in order to improve learning throughout our nation’s classrooms.   The Teacher Wars upends the conversation about American education by bringing the lessons of history to bear on the dilemmas we confront today. By asking “How did we get here?” Dana Goldstein brilliantly illuminates the path forward.