Because the hurricane struck at the beginning of the school year, the city’s children were among those most affected. Michael Tisserand, former editor of the alternative cultural newspaper Gambit Weekly, evacuated with his family to New Iberia, Louisiana. Then, rather than waiting to find out when—or if—schools in New Orleans would reopen, Tisserand and other parents persuaded one of his children’s teachers, Paul Reynaud, to start a school among the sugarcane fields. So was born the Sugarcane Academy—as the children themselves named it—and so also began an experience none of Reynaud’s pupils will ever forget. This inspiring book shows how a dedicated teacher made the best out of the worst situation, and how the children of New Orleans, of all backgrounds and races, adjusted to Katrina’s consequences.

    No More Heroes celebrates grassroots challenges to these saviors and highlights movements focused on real, systemic change from the Arab Spring to Black Lives Matter.Praise for No More Heroes “In this marvelous, enormously instructive book, Jordan Flaherty explores how we too often allow the struggle for change to be undermined by would-be saviors—and how today’s grassroots social movements, led by communities on the frontlines of crisis, are charting a far more powerful path forward.” —Naomi Klein, author of This Changes Everything“Part memoir, part history, part political critique, No More Heroes exposes the savior complex for what it really is: imperialism camouflaged as a rescue operation. A perfect gift for the age of Trump.” —Robin D. G. Kelley, author of Freedom Dreams“In No More Heroes, Jordan Flaherty upends the world. You might think you understand the issues of sex workers, disaster victims, and the poor, but through this series of personal stories from the front lines of these fights, No More Heroes demonstrates that our best intended assumptions are often wrong. Read this book before your misguided good intentions do more harm to your pet causes than good.” —Lolis Eric Elie, Writer, HBO’s Treme“From left -wing vanguards, Teach-For-America, and charitable foundations, to the power of military interventions, Jordan Flaherty shows how rhetorics of commercial culture and corporate media re-appear as ‘moral’ arguments to justify domination. This is an original interrogation of destructive control masquerading as ‘help.’” —Sarah Schulman, author of Conflict Is Not Abuse“Jordan Flaherty is one of America’s most committed journalists writing from below and to the left. His work lifts up voices rarely heard in media as he focuses on the tireless, courageous work of marginalized communities building collective power. At a time when many movements are increasingly aligned with the dangerous neoliberal notion of individual saviors, Jordan reminds us there are no masters in the path to love and liberation.” —Harsha Walia, author of Undoing Border Imperialism“Compelling and accessible, this book may be challenging for folks with privilege—especially cisgendered straight white men—to read as it demands they ask searing questions that may indict them and their behavior, but Flaherty shows clearly that is exactly what privileged people have to do, because oppressed people stare these realities in the face every day—and when we blink, we die.” —Walidah Imarisha, author of Angels with Dirty Faces“Jordan Flaherty...has learned through personal experience and from listening to those who are marginalized just how dangerous it can be for would-be superheroes (even those with the best intentions) to take up the cause of justice, absent a real grounding in the solidarity and accountability necessary to bring true liberation. This is a unique and compelling contribution to movement literature, written with a humility that is as powerful as it is genuine.” —Tim Wise, author of White Like Me“No More Heroes gives us all another opportunity to do what it will actually take to create liberation in our lifetimes: trust them most impacted, come together across forms of oppression, and most importantly throw away the scarcity-based, fragile individuality that privilege teaches us to defend. Let it go, and embrace the humbling, collective work of getting free.” —Alexis Pauline Gumbs, author of Spill

    Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal.Bell hooks speaks to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom?Full of passion and politics, Teaching to Transgress combines practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise critical questions about eros and rage, grief and reconciliation, and the future of teaching itself."To educate as the practice of freedom," writes bell hooks, "is a way of teaching that any one can learn." Teaching to Transgress is the record of one gifted teacher's struggle to make classrooms work.–from the back of the book

    How do we create learning conditions where kids can ask the questions they want to ask, muddle through how to say the things they are thinking, and have tough conversations? How can we be proactive and take steps to engaging in the types of conversations where risk is high but the payoff could be even greater?Being the Change is based on the idea that people can develop skills and habits to serve them in the comprehension of social issues. Sara K. Ahmed identifies and unpacks the skills of social comprehension, providing teachers with tools and activities that help students make sense of themselves and the world as they navigate relevant topics in today's society.Each chapter includes clear, transferrable lessons and practical strategies that help students learn about a targeted social comprehension concept. From exploring identity and diversity to understanding and addressing biases and microaggressions, Sara demonstrates how to address real issues honestly in the classroom while honoring and empowering students.Dealing with social issues is uncomfortable and often messy, but you can build habitats of trust where kids and adults can make their thinking visible and cultivate empathy; where expression, identity, and social literacy matter. There is no magic formula for making the world a better place. It happens in the moments we embrace discomfort and have candid conversations.****I am convinced that every class of kids I work with is filled with change agents who will make this world the one we teach toward. I believe that my students will carry the work of doing right by this world into their own lives.I'll bet you believe this about your kids, too.-Sara K. Ahmed

    But that promise has seldom been kept for low-income children of color in America. In How the Other Half Learns, teacher and education journalist Robert Pondiscio focuses on Success Academy, the network of controversial charter schools in New York City founded by Eva Moskowitz, who has created something unprecedented in American education: a way for large numbers of engaged and ambitious low-income families of color to get an education for their children that equals and even exceeds what wealthy families take for granted. Her results are astonishing, her methods unorthodox.Decades of well-intended efforts to improve our schools and close the achievement gap have set equity and excellence at war with each other: If you are wealthy, with the means to pay private school tuition or move to an affluent community, you can get your child into an excellent school. But if you are poor and black or brown, you have to settle for equity and a lecture--about fairness. About the need to be patient. And about how school choice for you only damages public schools for everyone else. Thousands of parents have chosen Success Academy, and thousands more sit on waiting lists to get in. But Moskowitz herself admits Success Academy is not for everyone, and this raises uncomfortable questions we'd rather not ask, let alone answer: What if the price of giving a first-rate education to children least likely to receive it means acknowledging that you can't do it for everyone? What if some problems are just too hard for schools alone to solve?

    Seeing his torment, his wife, Izzy, prods him to explain. He tells of being a black child growing up in the racially charged 1960s. Inspired to overcome the racism and class status imposed on blacks, he dreams of a life bigger than that lived by most everyone he knows in the small Virginia town of Canaan. He is resented by friends and family for desiring a life better than theirs. Among the smartest in his class, Evan becomes a target of white kids threatened by the forced integration of their schools. Caught in a crossfire of hate from whites and his own people, who question whether he is black enough, Evan is often alone and bewildered. Only the love of his great grandmother, Mama Jennie, and his mentor, Bojack, keeps him on track. Together, they help Evan find perspective and peace.

    Within a matter of days, investigators identified the killers: convicts on work release who had been at a craps game with one of the victims the night before. As anger at authorities grew, political pressure mounted to find a scapegoat. The governor's representative settled on a young black farmhand named W.D. Lyons. Lyons was arrested, tortured into signing a confession, and tried for the murder. The NAACP's new Legal Defense and Education Fund sent its young chief counsel, Thurgood Marshall, to take part in the trial. The organization desperately needed money, and Marshall was convinced that the Lyons case could be a fundraising boon for both the state and national organizations. He was right. The case went on to the US Supreme Court, and the NAACP raised much-needed money from the publicity. Unfortunately, not everything went according to Marshall’s plan. Filled with dramatic plot twists, Conviction is the story of the oft-forgotten case that set Marshall and the NAACP on the path that ultimately led to victory in Brown v. Board of Education and the accompanying social revolution in the United States.

    Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns. The ideas of these men developed through two very different channels: Horton's, from the Highlander Center, a small, independent residential education center situated outside the formal schooling system and the state; Freire's, from within university and state-sponsored programs. Myles Horton, who died in January 1990, was a major figure in the civil rights movement and founder of the Highlander Folk School, later the highlander Research and Education Center. Paulo Freire, author of Pedagogy of the Oppressed, established the Popular Culture Movement in Recife, Brazil's poorest region, and later was named head of the New National Literacy Campaign until a military coup forced his exile from Brazil. He has been active in educational development programs worldwide. For both men, real liberation is achieved through popular participation. The themes they discuss illuminate problems faced by educators and activists around the world who are concerned with linking participatory education to the practice of liberation and social change. How could two men, working in such different social spaces and times, arrive at similar ideas and methods? These conversations answer that question in rich detail and engaging anecdotes, and show that, underlying the philosophy of both, is the idea that theory emanates from practice and that knowledge grows from and is a reflection of social experience.

    He carefully describes the challenges that students in poverty face and the resiliencies they and their families draw upon. Most importantly, this book provides specific, evidence-based strategies for teaching youth by creating equitable, bias-free learning environments. Written in an appealing conversational tone, this resource will help teachers and school leaders to better reach and teach students in poverty. This book features: A conceptual framework for creating equitable educational opportunities for low- and middle-income youth, instruction strategies based on analysis of more than 20 years of research on what works (and what doesn't work), a depicition of teachers, not as the problem when it comes to the achievement gap, but as champions of students, activities such as a Poverty and Class Awareness Quiz.

    It looks at what it means to be a teacher and a student in urban America, and deals with the critical moral issues teachers must face.

    . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact." --Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last--and none too soon--is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today's schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students.With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity providesA critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a "fixed mindset" about students' academic potential--practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a "true north" orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, "Grading practices are a mirror not just for students, but for us as their teachers." Each one of us should start by asking, "What do my grading practices say about who I am and what I believe?" Then, let's make the choice to do things differently . . . with Grading for Equity as a dog-eared reference.

    She attended classes, hung out with students, listened to parents, and joined teachers on the front lines.She soon discovered that, post-Columbine, fears about loners and misfits, "Smoker's New Year" (a pot holiday), "Zero Tolerance" policies, and school lockdowns have become as much a part of a teen's high school experience as dating and Clearasil. But Burkett goes even deeper and makes some startling conclusions in this poignant exposé of the real problems facing educators, parents, and the children they try to teach.

    In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is "done." That's where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action--but that, too!-- The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to:Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that's okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation's top motivational speakers and educators, especially for his work with students K-16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K-12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania's Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K-12 classrooms. She appears in the movie, "Mirrors of Privilege: Making Whiteness Visible," by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.

    In a highlyprovocative interpretation of the decision's connection to the civil rights movement, Klarman argues that Brown was more important for mobilizing southern white opposition to racial change than for encouraging direct-action protest. Brown unquestioningly had a significant impact--it brought raceissues to public attention and it mobilized supporters of the ruling. It also, however, energized the opposition. In this authoritative account of constitutional law concerning race, Michael Klarman details, in the richest and most thorough discussion to date, how and whether Supreme Court decisionsdo, in fact, matter.

    Realizing that she really wanted to help people more than be involved in the intricacies of contract law, Michelle left her job at a respected law firm to work in the world of nonprofits, community outreach and mentoring.This civic-mindedness is what she brought with her into the White House, where she strove to make an impact on children’s health, veterans affairs and education. Michelle Obama feels lucky to have had strong female role models in her life, and she has made it part of her life’s work to help empower the next generation of civic leaders.Disclaimer: This is a CONCISE VERSION of Becoming by Michelle Obama. It summarizes the book in detail, to help people understand and implement the original work by Michelle Obama. This book is not meant to replace the original book but to serve as a companion to it.