The Role of Historically Black Colleges and Universities in the 21st Century
Greg Wiggan and Lakia Scott
Executive leadership should lead the effort to enhance the role of American Black women within their organizations. Change begins at the top and integrating American Black women into executive leadership roles is a change initiative that must be strategically developed and managed through understanding who they are. This book provides a foundation upon which individuals and organizations can begin the change initiative through the use of the Five Values model as a career management system for developing and enhancing the careers of American Black women who are leading within and want to lead organizations.
Critical Perspectives on Adult Literacy and Numeracy in a Globalised World
Edited by Keiko Yasukawa and Stephen Black
Authors provide tools and methodologies of critique, including ways of seeing how policies in the countries of focus come to be captured almost completely by the interests of business and industry, as well as how to critically interpret the data that policy makers use to justify their priorities. But adult literacy and numeracy practitioners and learners find spaces and places to pursue learning that matters for the lived experiences of adults and their communities.
Beyond Economic Interests presents the struggles and achievements of practitioners and learners that lead the readers of the book to critically appreciate that a counter narrative to the purely economistic discourse of adult literacy and numeracy is much needed, and possible.
advocate for those… and who is he in this case being an advocate for? Students: Tom Robinson. Ms. Allen: Tom Robinson could be a mockingbird, but what is it a symbol for? Rachel: The black race. Ms. Allen: So our mockingbird is someone who can’t defend himself, who is innocent. At this point we don
The Reification of Race in Higher Education
Brieanne Berry Crossfield
This chapter examines what it means to be a Black student in Canadian higher education by asking how race is reified in academic institutions. By recognizing the historical and social effects of being negatively racialized as Black, questions of who is allowed to receive praise and under what circumstances are grappled with. Furthermore, considering how policies of inclusion inform contemporary education wherein diversity is identified as a desirable result, leads Berry Crossfield to believe that there are performative implications of being Black in higher education. Black students are forced to participate in “academic minstrelsy”, strategizing and negotiating their identities in order to find success in an environment that remains hostile to their presence, even as they are recruited to enrich the knowledge production within the academy. Through a reflection of personal experiences as a first-generation Black mixed-race Canadian student, Berry Crossfield posits that while Black students show resistance through their physical presence within higher education, race is reified through their participation in the institution of knowledge throughout their journey of academia. In this context, the Black student remains an object, specifically an object of exceptional circumstances rather than recognized as a complex subject.
Discussions of Diversity in K-12 and Higher Education
Edited by Joseph R. Jones
The book engenders a dialogic space for individuals to grapple with the idea of difference and the importance of inclusion in educational environments, and by extension broader society.
Joseph R. Jones, PhD, is a teacher/academic. His scholarly work examines issues of diversity and multiculturalism in educational settings and by extension the broader society. Jones has published copiously on the topic and has numerous recognitions for his scholarship, most recently the 2017 Stonewall Service Award from CCCC/NCTE. Recently, he returned to the high school classroom as a special education teacher in a co-taught English classroom to help address issues of bullying within schools.
In educational spaces, Black educators, administrators, and learners are subject to oppression in the form of anti-Black racism. Experiences of racism, combined with other social and economic factors, have been proven to negatively impact the physical, emotional, and psychological health and well-being of African Canadians (see James et al., 2010). In this chapter, Newton employs Critical Anti-Racist Theory (CART) to explore anti-Black racism and its impact on the health and well-being of Black bodies in the field of public education. She draws on her lived experiences as a Black educator and on existing scholarship on anti-Black racism to discuss three processes which negatively impact the health and well-being of Black bodies in educational spaces: silencing; isolation; and tokenism. Newton then theorizes the transformation of educational spaces through anti-racist praxis and suggests policies and broader changes to address systemic anti-Black racism in public education, namely through: the creation of spaces for Black students, educators, and administrators to give voice to their experiences of anti-Black racism, breaking their isolation; the decentering of whiteness in the curriculum and classroom and creating space for Black voices, histories, and knowledges, which affirm Black identity; the creation of policies which hold educators and administrators accountable for anti-Black micro-aggressions; and the development of anti-racism training and professional development schemes in the public education system. Overall, this chapter suggests that CART must be central to understanding the experiences of Black bodies in public education and inform an anti-racist praxis capable of transforming educational spaces to ensure the health and well-being of Black bodies.
This is a longitudinal study of a kind with respect to reform and changes retained in education. It started with eight months observation of a split level grade five and six classroom in September 1986. That was instrumental in identifying the uphill battle that black, working class and new immigrant children and their parents were facing to secure the education they deserved. Through continued reviews, observation and follow up interviews change or lack of it was traced. The results call for urgent overhaul of the way education is provided to all children. The book ends with suggestions to effect change.
The Cultural Politics of Young Women of Color and Feminism
Regina Andrea Bernard
Ivory A. Toldson
Black students need us to tell them about their potential to be great, rather than warning them of their risks for failure . *** When something doesn’t go your way, you’ve just got to adjust. You’ve got to dig deep and work like crazy, and that’s when you’ll find out what you’re really made of