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Winner of the 2008 Critics' Choice Awards presented by the American Educational Studies Association This engaging book offers a personal look at how centering spirituality in an academic life transforms its very foundations-its epistemology, paradigm, and methods-and becomes the site for spiritual healing and service to the world. Focusing primarily on her work in Ghana, West Africa, Cynthia B. Dillard presents a unique perspective on Africa as a site for transformative possibilities for African American academics/scholars and explores the deeper spiritual meanings of being \"African.\" Through poetry, personal narrative, meditations, and journal entries, Dillard shares her experiences as an African American scholar and, in the process, provides a concrete example of what W. E. B. Du Bois called \"spiritual strivings.\"

In Speaking Power, DoVeanna S. Fulton explores and analyzes the use of oral traditions in African American women's autobiographical and fictional narratives of slavery. African American women have consistently employed oral traditions not only to relate the pain and degradation of slavery, but also to celebrate the subversions, struggles, and triumphs of Black experience. Fulton examines orality as a rhetorical strategy, its role in passing on family and personal history, and its ability to empower, subvert oppression, assert agency, and create representations for the past. In addition to taking an insightful look at obscure or little-studied slave narratives like Louisa Picquet, the Octoroon and the Narrative of Sojourner Truth, Fulton also brings a fresh perspective to more familiar works, such as Harriet Jacobs's Incidents in the Life of a Slave Girl and Harriet Wilson's Our Nig, and highlights Black feminist orality in such works as Zora Neale Hurston's Their Eyes Were Watching God and Gayl Jones's Corregidora.

Winner of the 2015 James M. Britton Award presented by Conference on English Education a constituent organization within the National Council of Teachers of English Carmen Kynard locates literacy in the twenty-first century at the onset of new thematic and disciplinary imperatives brought into effect by Black Freedom Movements. Kynard argues that we must begin to see how a series of vernacular insurrections-protests and new ideologies developed in relation to the work of Black Freedom Movements-have shaped our imaginations, practices, and research of how literacy works in our lives and schools. Utilizing many styles and registers, the book borrows from educational history, critical race theory, first-year writing studies, Africana studies, African American cultural theory, cultural materialism, narrative inquiry, and basic writing scholarship. Connections between social justice, language rights, and new literacies are uncovered from the vantage point of a multiracial, multiethnic Civil Rights Movement.

Erica N. Walker presents a compelling story of Black mathematical excellence in the United States. Much of the research and discussion about Blacks and mathematics focuses on underachievement; by documenting in detail the experiences of Black mathematicians, this book broadens significantly the knowledge base about mathematically successful African Americans. Beyond Banneker demonstrates how mathematics success is fostered among Blacks by mathematicians, mathematics educators, teachers, parents, and others, a story that has been largely overlooked by the profession and research community. Based on archival research and in-depth interviews with thirty mathematicians, this important and timely book vividly captures important narratives about mathematics teaching and learning in multiple contexts, as well as the unique historical and contemporary settings related to race, opportunity, and excellence that Black mathematicians experience. Walker draws upon these narratives to suggest ways to capitalize on the power and potential of underserved communities to respond to the national imperative for developing math success for new generations of young people.

The Grasp That Reaches beyond the Grave investigates the treatment of the ancestor figure in Toni Cade Bambara's The Salt Eaters , Paule Marshall's Praisesong for the Widow , Phyllis Alesia Perry's Stigmata and A Sunday in June , Toni Morrison's Beloved , Tananarive Due's The Between , and Julie Dash's film, Daughters of the Dust in order to understand how they draw on African cosmology and the interrelationship of ancestors, elders, and children to promote healing within the African American community. Venetria K. Patton suggests that the experience of slavery with its concomitant view of black women as \"natally dead\" has impacted African American women writers' emphasis on elders and ancestors as they seek means to counteract notions of black women as somehow disconnected from the progeny of their wombs. This misperception is in part addressed via a rich kinship system, which includes the living and the dead. Patton notes an uncanny connection between depictions of elder, ancestor, and child figures in these texts and Kongo cosmology. These references suggest that these works are examples of Africanisms or African retentions, which continue to impact African American culture.

It is rare that a major leader of a protest movement also becomes an accomplished scholar who provides valuable insight into the movement in which he participated. Yet this was precisely what Ronald W. Walters (1938-2010) did. Born in Wichita, Kansas, the young Walters led the first modern sit-in protest during the summer of 1958, nearly two years before the more famous Greensboro sit-in of 1960. After receiving a doctorate from American University, Walters embarked on an extraordinary career of scholarship and activism. Shaped by the civil rights and black power movements and the African and Caribbean liberation struggles, Walters was a pioneer in the development of black studies and \"black science\" in political science. A public intellectual, as well as advisor and strategist to African American leaders, Walters founded numerous organizations that shaped the post-civil rights era. A must read for scholars, students, pundits, political leaders, and activists, What Has This Got to Do with the Liberation of Black People? is a major contribution to the historiography of the civil rights and black power movements, African American intellectual history, political science, and black studies.

The Principal's Office is the first historical examination of one of the most important figures in American education. Originating as a head teacher in the nineteenth century and evolving into the role of contemporary educational leader, the school principal has played a central part in the development of American public education. A local leader who not only manages the daily needs of the school but also represents district and state officials, the school principal is the connecting hinge between classroom practice and educational policy. Kate Rousmaniere explores the cultural, economic, and political pressures that have impacted school leadership over time and considers professionalization, the experiences of women and people of color, and progressive community initiatives. She discusses the intersections between the role of the school principal with larger movements for civil rights, parental and community activism, and education reform. The school principal emerges as a dynamic character in the center of the educational enterprise, ever maneuvering between multiple constituencies, responding to technical and bureaucratic demands, and enacting different leadership strategies. By focusing on the historic development of school leadership, this book provides insights into the possibilities of school improvement for contemporary school leaders and reformers.

2000 CHOICE Outstanding Academic Title Using writers such as Harriet Wilson, Frances E. W. Harper, Pauline Hopkins, Toni Morrison, Sherley Anne Williams, and Gayl Jones, the author highlights recurring themes and the various responses of black women writers to the issues of race and gender. Time and again these writers link slavery with motherhood-their depictions of black womanhood are tied to the effects of slavery and represented through the black mother. Patton shows that both the image others have of black women as well as black women's own self image is framed and influenced by the history of slavery. This history would have us believe that female slaves were mere breeders and not mothers. However, Patton uses the mother figure as a tool to create an intriguing interdisciplinary literary analysis.

2010 CHOICE Outstanding Academic Title Why would someone choose bondage over individual freedom? What type of freedom can be found in choosing conditions of enslavement? In Something Akin to Freedom, winner of the 2008 SUNY Press Dissertation/First Book Prize in African American Studies, Stephanie Li explores literary texts where African American women decide to remain in or enter into conditions of bondage, sacrificing individual autonomy to achieve other goals. In fresh readings of stories by Harriet Jacobs, Hannah Crafts, Gayl Jones, Louisa Picquet, and Toni Morrison, Li argues that amid shifting positions of power and through acts of creative agency, the women in these narratives make seemingly anti-intuitive choices that are simultaneously limiting and liberating. She explores how the appeal of the freedom of the North is constrained by the potential for isolation and destabilization for women rooted in strong social networks in the South. By introducing reproduction, mother-child relationships, and community into discourses concerning resistance, Li expands our understanding of individual liberation to include the courage to express personal desire and the freedom to love.

Bringing together criticism on both African American and Native American women writers, this book offers fresh perspectives on art and beauty, truth, justice, community, and the making of a good and happy life. The essays draw on interdisciplinary, feminist, and comparative methods in the works of writers such as Toni Morrison, Leslie Silko, Alice Walker, Linda Hogan, Paula Gunn Allen, Luci Tapahonso, Phillis Wheatley, and Sherley Anne Williams, making them more accessible for critical consideration in the fields of aesthetics, philosophy, and critical theory. The contributors formulate unique frameworks for interpreting the multiple levels of complex, cultural play between Native American and African American women writers in America, and pave the way for innovative hermeneutic possibilities for reassessing writers of both traditions.