Resistance Stories from Black History for Kids

2023-03-07
 |  Juvenile Nonfiction
Resistance Stories from Black History for Kids

Author: Rann Miller

Publisher: Simon and Schuster

ISBN: 9781646044450

Category: Juvenile Nonfiction

Page: 200

View: 510

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Learn about and be inspired by the unfrequented stories of Ona Marie Judge, Vicente Guerrero, the Black Panthers, the Haitian Revolution, Martin Luther King Junior’s “I Have a Dream” speech, and more. Perfect for middle-grade readers! Black history is a robust and multifaceted chapter in world history that is often watered down. History books tend to highlight whitewashed versions of African enslavement, the Civil Rights Movement, and other “safe” topics that, while important, do not fully encapsulate the experiences of the Black and African diaspora. By telling the stories that are often omitted from history, Resistance Stories from Black History for Kids sets out to show that the Black experience is not only defined by marching and boycotting, but also through rebellion and resistance. Learn about little-known facets, events, and figureheads from Black history, including: Vicente Guerrero, the first Black North American president One Marie Judge and her escape to freedom from George Washington Dr. Carter G. Woodson and the real reason he created Black History Month The history of the “dap” and its roots in African tradition Mansa Musa and his travels throughout the continent of Africa And many more exciting stories! Written by an expert educator highly experienced in historical analysis and diversity, Resistance Stores from Black History for Kids is the ultimate lesson in Black history that will empower and inspire the youth through its retellings of the stories often left by the wayside.

The Skin We're in

2000
 |  African American children
The Skin We're in

Author: Janie Victoria Ward

Publisher: Simon and Schuster

ISBN: 9780684859286

Category: African American children

Page: 314

View: 616

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Drawing from hundreds of intimate interviews with African-American parents and adolescents and 15 years of cutting-edge research on the moral and psychological development of black children, Ward shows parents how to better nurture, discipline, and support their teenagers.

Memory in a Mediated World

2016-02-10
 |  Social Science
Memory in a Mediated World

Author: Andrea Hajek

Publisher: Springer

ISBN: 9781137470126

Category: Social Science

Page: 284

View: 843

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Considering both retrospective memories and the prospective employment of memories, Memory in a Mediated World examines troubled times that demand resolution, recovery and restoration. Its contributions provide empirically grounded analyses of how media are employed by individuals and social groups to connect the past, the present and the future.

Race, Racialization and Antiracism in Canada and Beyond

2007-06-23
 |  Social Science
Race, Racialization and Antiracism in Canada and Beyond

Author: Genevieve Fuji Johnson

Publisher: University of Toronto Press

ISBN: 9781442690783

Category: Social Science

Page: 384

View: 455

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This multidisciplinary volume brings together scholars and activists to examine expressions of racism in contemporary policy areas, including education, labour, immigration, media, and urban planning. While anti-racist struggles during the twentieth century were largely pitched against overt forms of racism (e.g., pogroms, genocide, segregation, apartheid, and 'ethnic cleansing'), it has become increasingly apparent that there are other, less visible, forms of racism. These subtler incarnations are of special interest to the contributors. The intent of Race, Racialization, and Antiracism in Canada and Beyond is to probe systemic forms of racism, as well as to suggest strategies for addressing them. The collection is organized by themes pertinent to political and social expressions of racism in Canada and the wider world, such as the state and its mediation of race, education and the perpetuation of racist marginalization, and the role of the media. The contributors argue that, in order to effectively combat racism, various methodological approaches are required, approaches that are reflective of the diversity of the world we seek to understand.

Children's Biographies of African American Women

2018-11-15
 |  Literary Criticism
Children's Biographies of African American Women

Author: Sara C. Vanderhaagen

Publisher: Univ of South Carolina Press

ISBN: 9781611179163

Category: Literary Criticism

Page: 224

View: 779

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In Children's Biographies of African American Women: Rhetoric, Public Memory, and Agency Sara C. VanderHaagen examines how these biographies encourage young readers to think about themselves as agents in a public world. Specifically VanderHaagen illustrates how these works use traditional means to serve progressive ends and thereby examines the rhetorical power of biography in shaping identity and promoting public action. Drawing on scholarship in rhetoric, memory studies, and children's literature, VanderHaagen presents rhetorical analyses of biographies of three African American women—poet Phillis Wheatley, activist Sojourner Truth, and educator-turned-politician Shirley Chisholm—published in the United States during the twentieth and twenty-first centuries. VanderHaagen begins by analyzing how biographical sketches in books for black children published during the 1920s represent Wheatley and Truth. The study then shifts to books published between 1949 and 2015. VanderHaagen uses a concept adapted from philosopher Paul Ricoeur—the idea of the "agential spiral"—to chart the ways that biographies have used rhetoric to shape the life stories of Wheatley, Truth, and Chisholm. By bringing a critical, rhetorical perspective to the study of biographies for children, this book advances the understanding of how lives of the past are used persuasively to shape identity and encourage action in the contemporary public world. VanderHaagen contributes to the study of rhetoric and African American children's literature and refocuses the field of memory studies on children's biographies, a significant but often-overlooked genre through which public memories first take shape.

The Impact of Classroom Practices

2021-02-01
 |  Education
The Impact of Classroom Practices

Author: Antonio L. Ellis

Publisher: IAP

ISBN: 9781648024009

Category: Education

Page: 173

View: 759

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Debates regarding the qualities, skills, and dispositions of culturally relevant teachers and teaching have raged in teacher education for several decades. Ladson-Billings’ (2009) The Dreamkeepers: Successful Teachers of African American Children was a groundbreaking work that has become a foundational study that informs the work of culturally-relevant (Ladson-Billings, 2009) and culturally-sustaining (Paris & Alim, 2017) teaching. In her book The Dreamkeepers she describes effective teachers who are able to draw from the cultural wealth, knowledges, and heritage of Black communities. The Dreamkeepers ensured that their Black students were academically successful, retained, and grew both in terms of their cultural competence and their sociopolitical awareness. In other words, according to research by Ladson-Billings (2009), effective teachers possessed both pedagogical and relational dispositions, which leave lifelong impacts on the academic and social lives of the students they teach. While being a foundational text, what remains missing from the research on culturally-relevant and even culturally-sustaining teachers are “narratives” (read: stories, testimonios, etc.) related to how the race of particular E–12 teachers positively impact the lives of their students. For instance, Dr. Antonio Ellis (the first editor of the proposed book) describes his high school music teacher Mr. Linard McCloud) as “a highly effective African American music educator who changed the course of his life” (p. 170). Ellis (2016) describes McCloud as being loving, caring, creative, culturally sensitive, attuned, hopeful, flexible, organized, and thoughtful. Because Mr. McCloud possessed the aforementioned characteristics and dispositions, Ellis contends that he was motivated to achieve academically and socially in his urban high school. In addition, according to Ellis (2016), Mr. McCloud was a highly impactful educator because he went beyond the call of duty as a teacher—a practice that is not so common in schools, particularly urban ones. Not only did McCloud teach in the classroom setting, but he also built strong relationships with families, community members, and external stakeholders including local businesses, colleges, and universities. Mr. McCloud used these networks to leverage opportunities for his students academically, personally, and professionally. Like many of his high school classmates, Ellis (2016) contends that he would not have graduated from high school if it were not for the care and mentorship he received from Mr. McCloud. In this proposed edited volume, it is the editors’ goal to honor teachers like Mr. McCloud who have made a difference in the lives of their students by learning from their impactful practices. Employing a “critical storytelling” methodology (see Hartlep & Hensley, 2015; Hartlep, Hensley, Braniger, & Jennings, 2017), each chapter contributor will use his or her own narrative to show the power of influential teachers in classrooms. While this framework centers race, lived and learned experiences, the storyteller is the most important unit of narrative; hence, The Impact of Classroom Practices: Reflections on Culturally Relevant Teachers will include African-American storytellers who reflect on the impact of classroom practices of teachers from diverse backgrounds who they deemed culturally relevant and responsive to both their academic and social needs. This work will offer recommendations to pre-service teachers and in-service teachers who desire to leave a lasting impact on the students they teach.

Telling Our Stories

2005-04-15
 |  Literary Criticism
Telling Our Stories

Author: A. Alabi

Publisher: Springer

ISBN: 9781403980946

Category: Literary Criticism

Page: 185

View: 131

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Telling Our Stories investigates the continuities and divergences in selected Black autobiographies from Africa, the Caribbean, and the United States. The stories of slaves, creative writers, and political activists are discussed both as texts produced by individuals who are products of specific societies and as interconnected books. The book identifies influences of environmental and cultural differences on the texts while it adopts cross-cultural and postcolonial reading approaches to examine the continuities and divergences in them.

They Also Write for Kids

2023-01-16
 |  Literary Criticism
They Also Write for Kids

Author: Suzanne Manizza Roszak

Publisher: Univ. Press of Mississippi

ISBN: 9781496842930

Category: Literary Criticism

Page: 140

View: 939

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Outside the world of children’s literature studies, children’s books by authors of well-known texts “for adults” are often forgotten or marginalized. Although many adults today read contemporary children’s and young adult fiction for pleasure, others continue to see such texts as unsuitable for older audiences, and they are unlikely to cross-read children’s books that were themselves cross-written by authors like Chinua Achebe, Anita Desai, Joy Harjo, or Amy Tan. Meanwhile, these literary voices have produced politically vital works of children’s literature whose complex themes persist across boundaries of expected audience. These works form part of a larger body of activist writing “for children” that has long challenged preconceived notions about the seriousness of such books and ideas about who, in fact, should read them. They Also Write for Kids: Cross-Writing, Activism, and Children’s Literature seeks to draw these cross-writing projects together and bring them to the attention of readers. In doing so, this book invites readers to place children’s literature in conversation with works more typically understood as being for adult audiences, read multiethnic US literature alongside texts by global writers, consider children’s poetry and nonfiction as well as fiction, and read diachronically as well as cross-culturally. These ways of reading offer points of entry into a world of books that refuse to exclude young audiences in scrutinizing topics that range from US settler colonialism and linguistic prejudice to intersectional forms of gender inequality. The authors included here also employ an intricate array of writing strategies that challenge lingering stereotypes of children’s literature as artistically as well as intellectually simplistic. They subversively repurpose tropes and conventions from canonical children’s books; embrace an epistemology of children’s literature that emphasizes ambiguity and complexity; invite readers to participate in redefining concepts such as “civilization” and cultural belonging; engage in intricate acts of cross-cultural representation; and re-envision their own earlier works in new forms tailored explicitly to younger audiences. Too often disregarded by skeptical adults, these texts offer rich rewards to readers of all ages, and here they are brought to the fore.

"White" Washing American Education: The New Culture Wars in Ethnic Studies [2 volumes]

2016-10-03
 |  Social Science

Author: Denise M. Sandoval

Publisher: ABC-CLIO

ISBN: 9781440832567

Category: Social Science

Page: 614

View: 641

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Recent attacks on Ethnic Studies, revisionist actions in curriculum content, and anti-immigrant policies are creating a new culture war in America. This important work lays out the current debates—both in K–12 and higher education—to uncover the dangers and to offer solutions. • Presents an innovative exploration of the new culture wars that address the various debates and views on Ethnic Studies that are under attack in American education, both in grades K–12 and in higher education • Provides information and insights presented by outstanding editors and contributors who are influential in the field • Includes case studies of Ethnic Studies at risk in higher education as well as personal narratives regarding the challenges and struggles of Ethnic Studies scholars and practitioners • Suggests solutions for strengthening diverse curricula in K–12 classrooms and in higher education classrooms

Storytelling for Social Justice

2019-08-28
 |  Education
Storytelling for Social Justice

Author: Lee Anne Bell

Publisher: Routledge

ISBN: 9781351587921

Category: Education

Page: 148

View: 265

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Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism operates culturally and institutionally in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. Illustrated throughout with examples drawn from contemporary movements for change, high school and college classrooms, community building and professional development programs, the book provides tools for examining racism as well as other issues of social justice. For every facilitator and educator who has struggled with how to get the conversation on race going or who has suffered through silences and antagonism, the innovative model presented in this book offers a practical and critical framework for thinking about and acting on stories about racism and other forms of injustice. This new edition includes: Social science examples, in addition to the arts, for elucidating the storytelling model; Short essays by users that illustrate some of the ways the storytelling model has been used in teaching, training, community building and activism; Updated examples, references and resources.

A Companion to Children's Literature

2022-06-06
 |  Literary Criticism
A Companion to Children's Literature

Author: Karen Coats

Publisher: John Wiley & Sons

ISBN: 9781119038252

Category: Literary Criticism

Page: 496

View: 698

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A COMPANION TO CHILDREN’S LITERATURE A collection of international, up-to-date, and diverse perspectives on children’s literary criticism A Companion to Children’s Literature offers students and scholars studying children’s literature, education, and youth librarianship an incisive and expansive collection of essays that discuss key debates within children’s literature criticism. The thirty-four works included demonstrate a diverse array of perspectives from around the world, introduce emerging scholars to the field of children’s literature criticism, and meaningfully contribute to the scholarly conversation. The essays selected by the editors present a view of children’s literature that encompasses poetry, fiction, folklore, nonfiction, dramatic stage and screen performances, picturebooks, and interactive and digital media. They range from historical overviews to of-the-moment critical theory about children’s books from across the globe. A Companion to Children’s Literature explores some of the earliest works in children’s literature, key developments in the genre from the 20th century, and the latest trends and texts in children’s information books, postmodern fairytales, theatre, plays, and more. This collection also discusses methods for reading children’s literature, from social justice critiques of popular stories to Black critical theory in the context of children’s literary analysis.

Great Expectations

2016-03-01
 |  Education
Great Expectations

Author: Loyce Caruthers

Publisher: IAP

ISBN: 9781681234427

Category: Education

Page: 297

View: 657

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This book explores meaningful and effective use of student voice in urban school renewal efforts through strategies that include: surveys, interviews, focus groups, visual and video projects, social media, and student participation in governance. Chapters provide a definition of student voice, context for public schooling in the United States, and introduce a framework for including student voice in school renewal processes. Examples guide readers to implementation of the framework to include student voices in diverse educational settings. Authentic voices of approximately 175 students interviewed by the authors express what it is that they really want from public schools and how pre K-12 educators can provide a structure for ongoing student participation in governance and the work of the school. The existing literature explores student characteristics such as poverty, cultural diversity, and what the experts believe students need public schools to provide. Within the research, urban public schools and technical reform are often explored and examined separately from conversations about what students want from schools, excluding opportunities for their voices and diverse perspectives to be heard. Listening to students describe instances of bullying or teachers’ low academic expectations provides educators with opportunities to address issues that impede student learning. The uniqueness of this framework for including student voice is that it provides multiple opportunities for students in any grade level to tell us what it is they want from public schools, and to make meaningful and lasting contributions to school renewal efforts.