Every time we experience loss—a personal or national one—we hear them recited: denial, anger, bargaining, depression, and acceptance. The stages are invoked to explain everything from how we will recover from the death of a loved one to a sudden environmental catastrophe or to the trading away of a basketball star. But the stunning fact is that there is no validity to the stages that were proposed by psychiatrist Elisabeth Kübler-Ross more than forty years ago. In The Truth About Grief, Ruth Davis Konigsberg shows how the five stages were based on no science but nonetheless became national myth. She explains that current research paints a completely different picture of how we actually grieve. It turns out people are pretty well programmed to get over loss. Grieving should not be a strictly regimented process, she argues; nor is the best remedy for pain always to examine it or express it at great length. The strength of Konigsberg’s message is its liberating force: there is no manual to grieving; you can do it freestyle. In the course of clarifying our picture of grief, Konigsberg tells its history, revealing how social and cultural forces have shaped our approach to loss from the Gettysburg Address through 9/11. She examines how the American version of grief has spread to the rest of the world and contrasts it with the interpretations of other cultures—like the Chinese, who focus more on their bond with the deceased than on the emotional impact of bereavement. Konigsberg also offers a close look at Kübler-Ross herself: who she borrowed from to come up with her theory, and how she went from being a pioneering psychiatrist to a New Age healer who sought the guidance of two spirits named Salem and Pedro and declared that death did not exist. Deeply researched and provocative, The Truth About Grief draws on history, culture, and science to upend our country’s most entrenched beliefs about its most common experience.

    Supreme Court’s epochal decision outlawing racial segregation and the centerpiece of African-Americans’ ongoing crusade for equal justice under law.The 1954 Supreme Court ruling in the case of Brown v. Board of Education brought centuries of legal segregation in this country to an end. It was and remains, beyond question, one of the truly significant events in American history, “probably the most important American government act of any kind since the Emancipation Proclamation,” in the view of constitutional scholar Louis H. Pollak. The Brown decision climaxed a long, torturous battle for black equality in education, making hard law out of vague principles and opening the way for the broad civil rights upheavals of the 1960s and beyond.Simple Justice is the story of that battle. Richard Kluger traces the background of the epochal decision, from its remote legal and cultural roots to the complex personalities of those who brought about its realization. The result is a landmark work of popular history, graceful and fascinatingly detailed, the panoramic account of a struggle for human dignity in process since the birth of the nation.Here is the human drama, told in all its dimensions, of the many plaintiffs, men, women, and children, variously scared or defiant but always determined, who made the hard decision to proceed – bucking the white power structure in Topeka, Kansas; braving night riders in rural South Carolina; rallying fellow high school students in strictly segregated Prince Edward County, Virginia – and at a dozen other times and places showing their refusal to accept defeat.Here, too, is the extraordinary tale, told for the first time, of the black legal establishment, forced literally to invent itself before it could join the fight, then patiently assembling, in courtroom after courtroom, a body of law that would serve to free its people from thralldom to unjust laws. Heroes abound, some obscure, like Charles Houston (who built Howard Law School into a rigorous academy for black lawyers) and the Reverend J.A. DeLaine (the minister-teacher who, despite bitter opposition, organized and led the first crucial fight for educational equality in the Jim Crow South), others like Thurgood Marshall, justly famous – but all of whose passionate devotion proved intense enough to match their mission.Reading Simple Justice, we see how black Americans’ groundswell urge for fair treatment collides with the intransigence of white supremacists in a grinding legal campaign that inevitably found its way to the halls and chambers of the Supreme Court for a final showdown. Kluger searches out and analyzes what went on there during the months of hearings and deliberations, often behind closed doors, laying bare the doubts, disagreements, and often deeply held convictions of the nine Justices. He shows above all how Chief Justice Earl Warren, new to the Court but old in the ways of politics, achieved the impossible – a unanimous decision to reverse the 58-year-old false doctrine of “separate but equal” education for blacks. Impeccably researched and elegantly written, this may be the most revealing report ever published of America’s highest court at work.Based on extensive interviews and both published and unpublished documentary sources, Simple Justice has the lineaments of an epic. It will stand as the classic study of a turning point in our history.

    Howard brings his bestselling book completely up to date with today's school reform efforts and includes a new introduction and a new chapter that speak directly to current issues such as closing the achievement gap, and to recent legislation such as No Child Left Behind. With our nation's student population becoming ever more diverse, and teachers remaining largely White, this book is now more important than ever. It is a must-read in universities and school systems throughout the country.

    Unequal City examines the ways in which Chicago’s most vulnerable residents navigate their neighborhoods, life opportunities, and encounters with the law. In this pioneering analysis of the intersection of race, place, and opportunity, sociologist and criminal justice expert Carla Shedd illuminates how schools either reinforce or ameliorate the social inequalities that shape the worlds of these adolescents. Shedd draws from an array of data and in-depth interviews with Chicago youth to offer new insight into this understudied group. Focusing on four public high schools with differing student bodies, Shedd reveals how the predominantly low-income African American students at one school encounter obstacles their more affluent, white counterparts on the other side of the city do not face. Teens often travel long distances to attend school which, due to Chicago’s segregated and highly unequal neighborhoods, can involve crossing class, race, and gang lines. As Shedd explains, the disadvantaged teens who traverse these boundaries daily develop a keen “perception of injustice,” or the recognition that their economic and educational opportunities are restricted by their place in the social hierarchy. Adolescents’ worldviews are also influenced by encounters with law enforcement while traveling to school and during school hours. Shedd tracks the rise of metal detectors, surveillance cameras, and pat-downs at certain Chicago schools. Along with police procedures like stop-and-frisk, these prison-like practices lead to distrust of authority and feelings of powerlessness among the adolescents who experience mistreatment either firsthand or vicariously. Shedd finds that the racial composition of the student body profoundly shapes students’ perceptions of injustice. The more diverse a school is, the more likely its students of color will recognize whether they are subject to discriminatory treatment. By contrast, African American and Hispanic youth whose schools and neighborhoods are both highly segregated and highly policed are less likely to understand their individual and group disadvantage due to their lack of exposure to youth of differing backgrounds.

    The authors provide six different culturally proactive teaching stances or "poses" that secondary ELA teachers can use to meet the needs of all students, whether they are historically marginalized or privileged. They describe how teachers can expect to "wobble" as they adapt instruction to the needs of their students, while also incorporating new insights about their own cultural positionality and preconceptions about teaching. Teachers are encouraged to recognize this flexibility as a positive process or "flow" that can be used to address challenges and adopt ambitious teaching strategies like those depicted in this book. Each chapter highlights a particular pose, describes how to work through common wobbles, incorporates teacher voices, and provides questions for further discussion. Pose, Wobble, Flow presents a framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral "best" practices.Book Features: A structure for career-long growth for ELA teachers, including ways to adapt pedagogy from one year to the next. A focus on culturally proactive positions within ELA classrooms to ensure criticality in how we teach and how we advocate for the teaching profession. Six different poses that are standards-aligned, critical, and expand the possibilities of what takes place in school. Guidelines for creating original poses beyond the scope of the book, discussion questions for courses, and resources for classroom teachers.

    Whether faced with “fake news” or livestreamed violence, “content moderators”—who censor or promote user‑posted content—have never been more important. This is especially true when the tools that social media platforms use to curb trolling, ban hate speech, and censor pornography can also silence the speech you need to hear.   In this revealing and nuanced exploration, award‑winning sociologist and cultural observer Tarleton Gillespie provides an overview of current social media practices and explains the underlying rationales for how, when, and why these policies are enforced. In doing so, Gillespie highlights that content moderation receives too little public scrutiny even as it is shapes social norms and creates consequences for public discourse, cultural production, and the fabric of society. Based on interviews with content moderators, creators, and consumers, this accessible, timely book is a must‑read for anyone who’s ever clicked “like” or “retweet.”

    Ong offers fascinating insights into oral genres across the globe and through time, and examines the rise of abstract philosophical and scientific thinking. He considers the impact of orality-literacy studies not only on literary criticism and theory but on our very understanding of what it is to be a human being, conscious of self and other.This is a book no reader, writer or speaker should be without.

    Of particular importance is the examination of Bayesianism and the new experimentalism, as well as new chapters on the nature of scientific laws and recent trends in the realism versus anti-realism debate."Crisp, lucid and studded with telling examples… As a handy guide to recent alarums and excursions (in the philosophy of science) I find this book vigorous, gallant and useful."New Scientist

    

    Michael G. Thompson, coauthor of Raising CainEmbarrassment. None of us escape it. Especially as kids, in school. How might our fear of failure, of not living up to expectations, be holding us back? How can our fear of embarrassment affect how we learn, how we teach, and how we live? Tom Newkirk argues that this emotional underlife, this subterranean domain of emotion, failure, and embarrassment, keeps too many students and teachers silent, hesitant, and afraid. I am absolutely convinced, Tom writes, that embarrassment is not only the true enemy of learning, but of so many other actions we could take to better ourselves. In this groundbreaking exploration, Newkirk offers practices and strategies that help kids and teachers alike develop a more resilient approach to embarrassment. I contend that if we can take on a topic like embarrassment and shame, we can come to a richer, more honest, more enabling sense of who we are and what we can do, he explains. So let's do battle. Let's name and identify the enemy that can haunt our days, disturb our sleep, put barriers up to learning, and drain joy from our lives-and maybe we can also learn how to rearrange some things in our own head so that we can be more generous toward ourselves.

    Covering every disorder routinely encountered in clinical practice, Frances provides the appropriate ICD-9-CM code for each one (the same code utilized in the DSM), a useful screening question, a colorful descriptive prototype, lucid diagnostic tips, and a discussion of other disorders that must be ruled out. The book closes with an index of the most common presenting symptoms, listing possible diagnoses that must be considered for each. Frances was instrumental in the development of past editions of the DSM and provides helpful cautions on questionable aspects of DSM-5.

    Today it has blossomed into a fundamental precept of civic education, reflecting interracial distrust, personal and political alienation, and a profound suspicion of others. In this powerful and eloquent essay, Danielle Allen, a 2002 MacArthur Fellow, takes this maxim back to Little Rock, rooting out the seeds of distrust to replace them with "a citizenship of political friendship." Returning to the landmark Brown v. Board of Education decision of 1954 and to the famous photograph of Elizabeth Eckford, one of the Little Rock Nine, being cursed by fellow "citizen" Hazel Bryan, Allen argues that we have yet to complete the transition to political friendship that this moment offered. By combining brief readings of philosophers and political theorists with personal reflections on race politics in Chicago, Allen proposes strikingly practical techniques of citizenship. These tools of political friendship, Allen contends, can help us become more trustworthy to others and overcome the fossilized distrust among us. Sacrifice is the key concept that bridges citizenship and trust, according to Allen. She uncovers the ordinary, daily sacrifices citizens make to keep democracy working—and offers methods for recognizing and reciprocating those sacrifices. Trenchant, incisive, and ultimately hopeful, Talking to Strangers is nothing less than a manifesto for a revitalized democratic citizenry.

    With help from Dr. Seuss and Cookie Monster, she explains why numbers can’t be objective: in order to count, one must first decide what counts. Every number is the ending to a story built on cultural assumptions, social conventions, and personal judgments.And yet, in this age of big data and metric mania, numbers shape almost every facet of our lives: whether we get hired, fired, or promoted; whether we get into college or out of prison; how our opinions are gathered and portrayed to politicians; or how government designs health and safety regulations. In warm and playful prose, Counting explores what happens when we measure nebulous notions like merit, race, poverty, pain, or productivity.When so much rides on numbers, they can become instruments of social welfare, justice, and democracy—or not. The citizens of Flint, Michigan, for instance, used numbers to prove how their household water got contaminated and to force their government to take remedial action. In stark contrast, the Founding Fathers finessed an intractable conflict by counting each slave as three-fifths of a person in the national census. They set a terrible precedent for today’s politicians who claim to solve moral and political dilemmas with arithmetic.Suffused with moral reflection and ending with a powerful epilogue on COVID-19’s dizzying statistics, Counting will forever change our relationship with numbers.

    Here, an indigenous researcher issues a clarion call for the decolonization of research methods.The book is divided into two parts. In the first, the author critically examines the historical and philosophical base of Western research. Extending the work of Foucault, she explores the intersections of imperialism, knowledge and research, and the different ways in which imperialism is embedded in disciplines of knowledge and methodologies as 'regimes of truth'. Providing a history of knowledge from the Enlightenment to Postcoloniality, she also discusses the fate of concepts such as 'discovery, 'claiming' and 'naming' through which the west has incorporated and continues to incorporate the indigenous world within its own web.The second part of the book meets the urgent need for people who are carrying out their own research projects, for literature which validates their frustrations in dealing with various western paradigms, academic traditions and methodologies, which continue to position the indigenous as 'Other'. In setting an agenda for planning and implementing indigenous research, the author shows how such programmes are part of the wider project of reclaiming control over indigenous ways of knowing and being.Exploring the broad range of issues which have confronted, and continue to confront, indigenous peoples, in their encounters with western knowledge, this book also sets a standard for truly emancipatory research. It brilliantly demonstrates that "when indigenous peoples become the researchers and not merely the researched, the activity of research is transformed."