Carl A. Grant

Examining Lorraine Hansberry’s A Raisin in the Sun as Counternarrative: Understanding the Black Family and Black Students shows how and why Lorraine Hansberry’s play, A Raisin in the Sun, should be used as a teaching tool to help educators develop a more accurate and authentic understanding of the Black Family. The purpose of this book is to help educators develop a greater awareness of Black children and youth’s, humanity, academic potential and learning capacity, and for teachers to develop the consciousness to disavow white supremacy, American exceptionalism, myths, racial innocence, and personal absolution within the education system. This counternarrative responds to the flawed and racist perceptions, stereotypes, and tropes that are perpetuated in schools and society about the African American family and Black students in US schools. It is deliberative and reverberating in addressing anti-Black racism. It argues that, if Education is to be reimagined through a social justice structure, teachers must be educated with works that include Black artists and educators, and teachers must be committed to decolonizing their own minds. Examining Lorraine Hansberry’s A Raisin in the Sun as Counternarrative: Understanding the Black Family and Black Students is important reading for undergraduate and postgraduate courses in Educational Foundations, Curriculum and Instruction, Education Policy, Multicultural Education, Social Justice Education, and Black Studies. It will also be beneficial reading for in-service educators.

Understanding the Black Family and Black Students

Examining Lorraine Hansberry’s A Raisin in the Sun as Counternarrative

Thandeka K. Chapman

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

Students and Student Leaning

History of Multicultural Education Volume 5

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S . By collecting and providing a framework for key publications spanning the last 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society.

History of Multicultural Education

An Exploration of the Relationship Between Multi-cultural Education and CBTE

Sifting and Winnowing

Shelby J. Grant

The Moment tells the inside story of Trinity United Church of Christ in Chicago, when Reverend Jeremiah Wright s sermons became a flash point in Barack Obama s 2008 presidential campaign. The book brings to life thorny intersections of religion, race, politics, and the media in the U.S."

Barack Obama, Jeremiah Wright, and the Firestorm at Trinity United Church of Christ

The Moment

Foundations and Stratifications

History of Multicultural Education Volume 2

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

History of Multicultural Education: Foundations and stratifications

This book – written for teacher educators, teachers and admirers of James Baldwin –employs his essays and speeches to discuss how the effects of race and racism enter the souls of African American students and become attached and difficult to dislodge. Yet, his essays also provide educators and students with purpose, meaning and suggestions for how to stand up against racism, develop an authentic self and fight oppression. Whereas this book takes advantage of the full body of Baldwin’s work – fiction, nonfiction, interviews, lectures, speeches and letters – its foundation is three speeches James Baldwin gave in the 1960s on the education of African American children and African American and European American race relations in the United States. The purpose of education, defying myths, freedom, willful ignorance and developing identity are discussed through a Baldwinian lens. African American and European American teachers are encouraged to "Go for Broke" as this book explores the important role Baldwin’s work can play in schools and universities.

James Baldwin and the American Schoolhouse

Elisabeth Zwier

In urban education, “urban” is a floating signifier that is imbued with meaning, positive or negative by its users. “Urban” can be used to refer to both the geographical context of a city and a sense of “less than,” most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), “Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope” (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education—theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces—seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students’ intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students’ learning across a holistic range of academic, personal, and justice-oriented outcomes. Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the “fit.” Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, and policymaking that are better-tuned to the needs of diverse students, families, and communities.

Identities, Policies, Spaces & Power

Intersectionality and Urban Education

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

From The Margins To The Mainstream

Research In Multicultural Education

Ashley N. Woodson

Michael J. Dumas

The Future is Black presents Afropessimism as an opportunity to think in provocative and disruptive ways about race, racial equality, multiculturalism, and the pursuit of educational justice. The vision is not a coherent, delimited conversation, but a series of experiences with Afropessimism as a radical analytic situated within critical Black studies. Activists, educators, caregivers, kin, and all those who love Black children are invited to make sense of the contemporary Black condition, including a theorization of Black suffering, Black fugitivity, and Black futurity. These three concepts provide the foundation for the book's inquiry, and contribute to the examination of Black educational opportunity, experience, and outcomes. The book not only explores how schooling becomes complicit in, and serves as, a site of Black material and psychic suffering, but also examines the possibilities of education as a site of fugitivity, of hope, of escape, and as a space within which to imagine an emancipation yet to be realized.

Afropessimism, Fugitivity, and Radical Hope in Education

The Future is Black

Anthony L. Brown

Keffrelyn D. Brown

Black Intellectual Thought in Education celebrates the exceptional academic contributions of African-American education scholars Anna Julia Cooper, Carter G. Woodson, and Alain Leroy Locke to the causes of social science, education, and democracy in America. By focusing on the lives and projects of these three figures specifically, it offers a powerful counter-narrative to the dominant, established discourse in education and critical social theory--helping to better serve the population that critical theory seeks to advocate. Rather than attempting to "rescue" a few African American scholars from obscurity or marginalization, this powerful volume instead highlights ideas that must be probed and critically examined in order to deal with prevailing contemporary educational issues. Cooper, Woodson, and Locke’s history of engagement with race, democracy, education, gender and life is a dynamic, demanding, and authentic narrative for those engaged with these important issues.

Carl A. Grant

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