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Last of the Black Titans

The Role of Historically Black Colleges and Universities in the 21st Century


Greg Wiggan and Lakia Scott

This book investigates the historical and contemporary role of Historically Black Colleges and Universities (HBCUs). In doing so, it provides a background on the pre-colonial entry of Africans into the Americas, as well as African educational traditions, and the struggles for education during the period of enslavement in North America. It discusses the social, historical and contemporary context that pertains to the development of Black education and the formation of HBCUs as a framework for the case study on African American college-bound students’ perceptions about attending an HBCU. Last of the Black Titans weaves in students’ perspectives regarding HBCUs and concludes with insights and recommendations regarding the future of these institutions.


Claretha Hughes

American Black women bring different interpersonal leadership styles to Fortune and non-Fortune 500 organizations. Their interpersonal leadership styles are developed at home, within their community, through their educational experiences, and within society. They bring unique perspectives to the workplace. Organizations that recognize, respect, and value their different viewpoints have leaders who are contributing to the financial growth of their organizations. American Black women have career capital to offer to organizations through their self-efficacy, emotional intelligence, and the leadership strategies that they understand and apply in the workplace. In addition they bring high educational achievement, practical skills, and analytical abilities that are useful when leading others. They bring a persistent work ethic, support for education and leadership development, and an enduring spirit of cooperation in the midst of undeserved, personal challenges to the workplace. They solve problems, help others succeed, enhance the workplace environment and organization culture, and help their organizations maintain competitive advantage in an evolving global economy.
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.

Beyond Economic Interests

Critical Perspectives on Adult Literacy and Numeracy in a Globalised World


Edited by Keiko Yasukawa and Stephen Black

Over the last two decades, an increasingly economistic discourse has dominated discussions about adult literacy and numeracy. This book provides critiques of, and alternative narratives to the dominant discourse.

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

All That’s Black Is Black

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.

Feather Boas, Black Hoodies, and John Deere Hats

Discussions of Diversity in K-12 and Higher Education

Edited by Joseph R. Jones

In Feather Boas, Black Hoodies, and John Deere Hats, Jones once again challenges our beliefs about difference and acceptance. As one reviewer writes, “through a series of rich narratives, Jones provides examples of attitudes, experiences, and institutional acts that continue to propagate the marginalization of people in our communities. Intertwined within these stories are thoughtfully selected ideas to help us understand that embracing difference, and not merely respecting it, can be the catalyst for real change in all of us.”

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.

Joanna Newton

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.

Bairu Sium

This book is the culmination of twenty-four years of research. It explores the thematic intersections of race, class, immigration, and the potential of building student-centered classrooms. Of course, the building of a truly student-centered is itself a slow and contested process. Over the years, progressive changes towards more inclusive education made by some governments were dismantled by others, and have left disadvantaged children where they were before the study was launched. In the meantime, the system has perfected the process of streaming minority children to dead-end courses that betray the social and economic mobility advertised to them. This book examines the moments and positions of educational betrayal in which racialized and working class students disproportionately find themselves. For many, at that point the only option is to drop out of school and engage in the drug trade or other lifestyles that put them at further risk.
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.

Black and Brown Waves

The Cultural Politics of Young Women of Color and Feminism


Regina Andrea Bernard

This book discusses a critical analysis of the cultural atmosphere surrounding young women of color and the influence of this culture on their development as females in a society that embodies race, class and gender as the forefront of self-identity. Analyzing magazines and popular series novels, television shows, social and academic spaces and personal life experiences of young women of color, the book explores from historical forms of understanding and interpreting females of color and their role in youth culture to what those practices and spaces look like today.


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