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Drawing on both personal experience and critical theory, Carole Boyce Davies illuminates the dynamic complexity of Caribbean culture and traces its migratory patterns throughout the Americas. Both a memoir and a scholarly study, Caribbean Spaces: Escapes from Twilight Zones explores the multivalent meanings of Caribbean space and community in a cross-cultural and transdisciplinary perspective. From her childhood in Trinidad and Tobago to life and work in communities and universities in Nigeria, Brazil, England, and the United States, Carole Boyce Davies portrays a rich and fluid set of personal experiences. She reflects on these movements to understand the interrelated dynamics of race, gender, and sexuality embedded in Caribbean spaces, as well as many Caribbean people's traumatic and transformative stories of displacement, migration, exile, and sometimes return. Ultimately, Boyce Davies reestablishes the connections between theory and practice, intellectual work and activism, and personal and private space.

In Soul Babies, Mark Anthony Neal explains the complexities and contradictions of black life and culture after the end of the Civil Rights era. He traces the emergence of what he calls a \"post-soul aesthetic,\" a transformation of values that marked a profound change in African American thought and experience. Lively and provocative, Soul Babies offers a valuable new way of thinking about black popular culture and the legacy of the sixties.

In Soul Babies, Mark Anthony Neal explains the complexities and contradictions of black life and culture after the end of the Civil Rights era. He traces the emergence of what he calls a \"post-soul aesthetic,\" a transformation of values that marked a profound change in African American thought and experience. Lively and provocative, Soul Babies offers a valuable new way of thinking about black popular culture and the legacy of the sixties.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.

This study explores the efficacy of a triadic intervention designed to target both healthcare providers and parents in reducing sexual risk behavior among Latino and Black adolescents in a pediatric clinic.

Historical studies of black youth activism have until now focused almost exclusively on the activities of the Congress of Racial Equality (CORE) and the Student Nonviolent Coordinating Committee (SNCC). However, the NAACP youth councils and college chapters predate both of those organizations. They initiated grassroots organizing efforts and nonviolent direct-action tactics as early as the 1930s and, in doing so, made significant contributions to the struggle for racial equality in the United States. This deeply researched book breaks new ground in an important and compelling area of study. Thomas Bynum carefully examines the activism of the NAACP youth and effectively refutes the perception of the NAACP as working strictly through the courts. His research illuminates the many direct-action activities undertaken by the young people of the NAACP — activities that helped precipitate the breakdown of racial discrimination and segregation in America. Beginning with the formal organization of the NAACP youth movement under Juanita Jackson, the author traces the group’s activities from their early anti-lynching demonstrations through their post–World War II “withholding patronage” campaigns to their participation in the sit-in protests of the 1960s. He also explores the evolution of the youth councils and college chapters, including their sometime rocky relationship with the national office, and shows how these groups actually provided a framework for the emergence of youth activism within CORE and SNCC. The author provides a comprehensive account of the generational struggle for racial equality, capturing the successes, failures, and challenges the NAACP youth groups experienced at the national, state, and local levels. He firmly establishes the vital role they played in the history of the civil rights movement in the United States and in the burgeoning tradition of youth activism in the postwar decades.

Can White teachers teach Black Students?This is the provocative and pointed inquiry that drives the creation of White Teachers, Black Students.The twin purpose of this book is how can White teachers consistently teach and reach Black students?.

How do you tell the difference between a \"good kid\" and a \"potential thug\"? In Dangerous or Endangered? , Jennifer Tilton considers the ways in which children are increasingly viewed as dangerous and yet, simultaneously, as endangered and in need of protection by the state. Tilton draws on three years of ethnographic research in Oakland, California, one of the nation's most racially diverse cities, to examine how debates over the nature and needs of young people have fundamentally reshaped politics, transforming ideas of citizenship and the state in contemporary America. As parents and neighborhood activists have worked to save and discipline young people, they have often inadvertently reinforced privatized models of childhood and urban space, clearing the streets of children, who are encouraged to stay at home or in supervised after-school programs. Youth activists protest these attempts, demanding a right to the city and expanded rights of citizenship. Dangerous or Endangered? pays careful attention to the intricate connections between fears of other people's kids and fears for our own kids in order to explore the complex racial, class, and gender divides in contemporary American cities.

Against John Ogbu's oppositional culture theory and Claude Steele's disidentification hypothesis, Jesus and the Streets offers a more appropriate structural Marxian hermeneutical framework for contextualizing, conceptualizing, and evaluating the locus of causality for the black male/female intra-racial gender academic achievement gap in the United States of America and the United Kingdom. Positing that in general the origins of the black/white academic achievement gap in both countries is grounded in what Paul C. Mocombe refers to as a \"mismatch of linguistic structure and social class function.\" Within this structural Marxist theoretical framework the intra-racial gender academic achievement gap between black boys and girls, the authors argue, is a result of the social class functions associated with industries (mode of production) and ideological apparatuses, i.e., prisons, the urban street life, athletics and entertainment, where the majority of urban black males in the US and UK achieve their status, social mobility, and economic gain, and the black church/education where black females in both countries are overwhelmingly more likely to achieve their status, social mobility, and drive for economic gain via education and professionalization.

This book explores how various constructions of identity can influence educational achievement for African American students, both within and outside of school.