This series combines all four volumes while candidly exploring the devastating effects of Western civilization on African Americans. Offering suggestions to correct the dehumanization of African American children, this series tells how to ensure that African American boys grow up to be strong, committed, and responsible African American men.

Advice for parents, educators, community, and church members is provided in this guide for ensuring that African American boys grow up to be strong, committed, and responsible African American men. This book answers such questions as Why are there more black boys in remedial and special education classes than girls? Why are more girls on the honor roll? When do African American boys see a positive black male role model? Is the future of black boys in the hands of their mothers and white female teachers? and When does a boy become a man? The significance of rite of passage activities, including mentoring, male bonding, and spirituality, are all described.

Traps is the first anthology that historicizes the writings by African American men who have examined the meanings of the overlapping categories of race, gender, and sexuality, and who have theorized these categories in the most expansive and progressive terms. Traps contains the landmark speeches, essays, letters, and a manifesto by nineteenth- and twentieth-century African American men who have examined the complex terrain of gender and sexuality within the historical and cultural matrix of the United States.

EBONY is the flagship magazine of Johnson Publishing. Founded in 1945 by John H. Johnson, it still maintains the highest global circulation of any African American-focused magazine.

With numerous selections designed to reinforce the goal of empowering clients to take charge of their lives, this revised and updated second edition of The Black Family serves a two-fold purpose. It extends the small but growing body of strength-oriented literature to include African-American families and it serves as a natural extension of current texts on African-American families to provide social workers and the education community with a broader framework for understanding the needs of Black families. Offering both a research orientation and a practice perspective, this book should appeal to social work educators and practitioners involved in family services, health and mental health settings, and child and public welfare.

Conspiracy theories are everywhere in post-war American culture. From postmodern novels to The X-Files and from gangsta rap to feminist polemic, there is a widespread suspicion that sinister forces are conspiring to take control of our national destiny, our minds, and even our bodies. Conspiracy explanations can no longer be dismissed as the paranoid delusions of far-right crackpots. Indeed, they have become a necessary response to a risky and increasingly globalized world, in which everything is connected but nothing adds up. Peter Knight provides an engaging and cogent analysis of the development of conspiracy culture, from 1960s' countercultural suspicions about the authorities to the 1990s, where a paranoid attitude is both routine and ironic. Conspiracy Culture analyses conspiracy narratives about familiar topics like the Kennedy assassination, alien abduction, body horror, AIDS, crack cocaine, the New World Order, as well as more unusual ones like the conspiracies of patriarchy and white supremacy. Conspiracy Culture shows how Americans have come to distrust not only the narratives of the authorities, but even the authority of narrative itself to explain What Is Really Going On. From the complexities of Thomas Pynchon's novels to the endless mysteries of The X-Files, Knight argues that contemporary conspiracy culture is marked by an infinite regress of suspicion. Trust no one, because we have met the enemy and it is us.

Drawing from the work of top researchers in various fields, The Handbook of Research on Black Males explores the nuanced and multifaceted phenomena known as the black male. Simultaneously hyper-visible and invisible, black males around the globe are being investigated now more than ever before; however, many of the well-meaning responses regarding media attention paid to black males are not well informed by research. Additionally, not all black males are the same, and each of them have varying strengths and challenges, making one-size-fits-all perspectives unproductive. This text, which acts as a comprehensive tool that can serve as a resource to articulate and argue for policy change, suggest educational improvements, and advocate judicial reform, fills a large void. The contributors, from multidisciplinary backgrounds, focus on history, research trends, health, education, criminal and social justice, hip-hop, and programs and initiatives. This volume has the potential to influence the field of research on black males as well as improve lives for a population that is often the most celebrated in the media and simultaneously the least socially valued.

"With Learning to Relearn, Sarfo-Mensah has written himself into the canon of scholars who boldly advocate for social justice in schools." —From the foreword by Dr. Yolanda Sealey-Ruiz Kwame Sarfo-Mensah’s latest book, Learning to Relearn, challenges educators to embark on a transformative journey toward creating classrooms that embrace diversity, equity, and inclusion. Rooted in the principles of antibias, antiracist (ABAR) education, this book offers a dynamic roadmap for teachers seeking to dismantle systemic biases and foster inclusive spaces that honor intersectional student identities. Sarfo-Mensah skillfully weaves together theory and practice, providing accessible strategies for cultivating antibias, antiracist pedagogies that address the unique experiences of students navigating multiple layers of identity. From inclusive curriculum development to fostering empathetic classroom discussions, this book empowers educators to navigate the nuanced landscape of supporting identities with intentionality and sensitivity. Learning to Relearn is not just a call for change; it's a call for unlearning and relearning, encouraging teachers to continually evolve their practices to meet the diverse needs of their students. Through compelling first-person narratives and actionable insights, this book equips educators with the tools to create culturally-affirming classrooms where every student's identity is not just acknowledged but celebrated. This is an indispensable resource for educators committed to shaping classrooms that reflect the true richness of human experiences.

Empower black boys to dream, believe, achieve Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is “done.” That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action—but that, too!—The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to: Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, “Mirrors of Privilege: Making Whiteness Visible,” by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.

This book provides an illuminating account of teachers’ own reflections on their experiences of teaching in urban schools. It was conceived as a direct response to policy-related and media-generated concerns about male teacher shortage and offers a critique of the call for more male role models in elementary schools to address important issues regarding gender, race and the politics of representation. By including the perspectives of minority teachers and students, and by drawing on feminist, queer and anti-racist frameworks, this book rejects the familiar tendency to resort to role modelling as a basis for explaining or addressing boys’ disaffection with schooling. Indeed, the authors argue, on the basis of their research in urban schools in Canada and Australia, that educational policy concerned with male teacher shortage and the plight of disadvantaged minority boys would benefit from engaging with analytic perspectives and empirical literature that takes readers beyond hegemonic discourses of role modelling. A compelling case is presented for the need to disarticulate discourses about role modelling from a politics of representation that is committed to addressing the reality of the impact of racial and structural inequalities on both minority teachers and students’ participation in the education system. The book also provides insight into the persistence of gender inequality as it relates to the status of elementary school teaching as women’s work.