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Lessons from Founders E. Franklin Frazier, W.E.B. Du Bois, and the Atlanta School of Sociology
In Introduction to Africana Demography: Lessons from Founders E. Franklin Frazier, W.E.B. Du Bois, and the Atlanta School of Sociology scholars from across the country wed Black Sociology with critical demography within an Africana Demography framework. Contributors speak to innovative ways to address pressing issues and have the added benefit of affording many of the scholars denied their rightful place in the sociological and demographic canons. Specifically, the book includes an introduction outlining Africana demography and chapters that provide a critique of conventional demographic approaches to understanding race and social institutions, such as the family, religion, and the criminal justice system.


Contributors include: Lori Latrice Martin, Anthony Hill, Melinda Jackson-Jefferson, Maretta McDonald, Weldon McWilliams, Jack S. Monell, Edward Muhammad, Brianne Painia, Tifanie Pulley, David I. Rudder, Jas M. Sullivan, Arthur Whaley, and Deadric Williams.
Dorothy Fujita-Rony’s The Memorykeepers: Gendered Knowledges, Empires, and Indonesian American History examines the importance of women's memorykeeping for two Toba Batak women whose twentieth-century histories span Indonesia and the United States, H.L.Tobing and Minar T. Rony. This book addresses the meanings of family stories and artifacts within a gendered and interimperial context, and demonstrates how these knowledges can produce alternate cartographies of memory and belonging within the diaspora. It thus explores how women’s memorykeeping forges integrative possibility, not only physically across islands, oceans, and continents, but also temporally, across decades, empires, and generations. Thirty-five years in the making, The Memorykeepers is the first book on Indonesian Americans written within the fields of US history, American Studies, and Asian American Studies.
The Things of Others: Ethnographies, Histories, and Other Artefacts deals with the things mainly, but not only, mobilized by anthropologists in order to produce knowledge about the African American, the Afro-Brazilian and the Afro-Cuban during the 1930s. However, the book's goal is not to dig up evidence of the creation of an epistemology of knowledge and its transnational connections. The research on which this book is based suggests that the artefacts created in fieldwork, offices, libraries, laboratories, museums, and other places and experiences – beyond the important fact that these places and situations involved actors other than the anthropologists themselves – have been different things during their troubled existence. The book seeks to make these differences apparent, highlighting rather than concealing the relationships between partial modes of making and being ‘Afro’ as a subject of science. If the artefacts created in a variety of situations have been different things, we should ask what sort of things they were and how the actors involved in their creation sought to make them meaningful. The book foregrounds these discontinuous and ever-changing contours.
In American History in Transition, Yoshinari Yamaguchi provides fresh insights into early efforts in American history writing, ranging from Jeremy Belknap’s Massachusetts Historical Society to Emma Willard’s geographic history and Francis Parkman’s history of deep time to Henry Adams’s thermodynamic history. Although not a well-organized set of professional researchers, these historians shared the same concern: the problems of temporalization and secularization in history writing.
As the time-honored framework of sacred history was gradually outdated, American historians at that time turned to individual facts as possible evidence for a new generalization, and tried different “scientific” theories to give coherency to their writings. History writing was in its transitional phase, shifting from religion to science, deduction to induction, and static to dynamic worldview.
In Frantz Fanon and Emancipatory Social Theory: A View from the Wretched, Dustin J. Byrd and Seyed Javad Miri bring together a collection of essays by a variety of scholars who explore the lasting influence of Frantz Fanon, psychiatrist, revolutionary, and social theorist. Fanon’s work not only gave voice to the “wretched” in the Algerian War of Independence (1954-1962), but also shaped the radical resistance to colonialism, empire, and racism throughout much of the world. His seminal works, such as Black Skin, White Masks, and The Wretched of the Earth, were read by The Black Panther Party in the United States, anti-imperialists in Africa and Asia, and anti-monarchist revolutionaries in the Middle East. Today, many revolutionaries and scholars have returned to Fanon’s work, as it continues to shed light on the nature of colonial domination, racism, and class oppression.

Contributors include: Syed Farid Alatas, Rose Brewer, Dustin J. Byrd, Sean Chabot, Richard Curtis, Nigel C. Gibson, Ali Harfouch, Timothy Kerswell, Seyed Javad Miri, Mumia Abu-Jamal, Pramod K. Nayar, Elena Flores Ruíz, Majid Sharifi, Mohamed Imran Mohamed Taib and Esmaeil Zeiny.
In Migration, Reproduction and Society, Alejandro I. Canales offers a theoretical model for understanding the dilemmas presented by migration in the transformation of contemporary society. Aging and changing demographics in advanced societies make economic and social reproduction dependent upon the contributions made by immigration. However, these same demographic processes are conducive to ethnic transformations. The political dilemma facing advanced societies is that immigration is required to ensure their reproduction, but this entails becoming multicultural societies where the political hegemony of ethnic and demographic majorities becomes radically subverted. This paves the way to a pervasive political conflict already evident in the current immigration crisis in Europe just as in the revival of racism and xenophobia in the United States.

En Migration, Reproduction and Society, Alejandro I. Canales propone un modelo teórico para el entendimiento del dilema político y social concerniente al papel de las migraciones en la transformación de la sociedad contemporánea. El envejecimiento y decline demográfico en las sociedades avanzadas hacen que la dinámica económica y la reproducción social de la población dependan directamente de los aportes que hace la inmigración. Sin embargo, estos mismos procesos demográficos propician una transformación étnica de sus actuales equilibrios sociales y demográficos. El dilema político que enfrentan las sociedades avanzadas es que para asegurar su reproducción debe necesariamente abrirse a la inmigración, pero ello conlleva la posibilidad de constituirse en sociedades multiculturales en donde la hegemonía política de las actuales mayorías étnicas y demográficas se trastocaría radicalmente. Es la base de un conflicto político cuyos indicios ya se advierten en la actual crisis migratoria en Europa, así como en el renacer del racismo y xenofobia en los Estados Unidos.
An Investigation into the Rise, Structure, and Future of the Modern World
In Acquiring Modernity, Paul B. Paolucci, updating classical theory, examines the nature of modern society. Investigated from a sociological perspective but written in accessible everyday language, this book provides a multifaceted account of what makes modern society what it is, from its historical roots to its current conditions.

Neither traditional classroom text nor a work of detailed erudition for the specialist few, Acquiring Modernity draws on material from known historical events, scholarly research, and recent global developments to tell modernity’s story through topics such as the modern classes, religious practice, relations of gender and race, politics, environmental issues, and economic crises. Valuable reading for anyone interested in understanding contemporary life and society.
Editor: Esmaeil Zeiny
In The Rest Write Back: Discourse and Decolonization, Esmaeil Zeiny brings together a collection of essays that interrogate the colonial legacies, the contemporary power structure and the geopolitics of knowledge production. The scholars in this collection illustrate how the writing-back paradigm engages in a conversation and paves the way for a “dialogical and pluri-versal” world where the Rest is no longer excluded. Among the important features of this book is that it presents ways for “decoloniality” and “epistemic disobedience.” This book will be of interest to scholars and students of all Social Science and Humanities disciplines but it is particularly important for those in the disciplines of sociology, postcolonial studies, cultural studies, literature, and theory and philosophy of Social Sciences and Humanities.

Contributors include: Dustin J. Byrd, Ciarunji Chesaina, Hiba Ghanem, Mladjo Ivanovic, Masumi Hashimoto Odari, Arjuna Parakrama, JM. Persánch, Andrew Ridgeway, Rudolf J. Siebert, and Esmaeil Zeiny.
How do contemporary African American authors relate trauma, memory, and the recovery of the past with the processes of cultural and identity formation in African American communities?
Patricia San José analyses a variety of novels by authors like Toni Morrison, Gloria Naylor, and David Bradley and explores these works as valuable instruments for the disclosure, giving voice, and public recognition of African American collective and historical trauma.
Black People Need People Who Believe in Black People Enough Not to Believe Every Bad Thing They Hear about Black People
A Brill | Sense Bestseller!

What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.