This book aims to unpack the "citizenship-education dilemma," whereby education programs strive to teach students democratic ideals and values within social, economic, political, and educational contexts that contradict justice, equality, and human rights. Drawn from Banks’ formidable canon, this collection highlights the conceptual, curricular, and pedagogical issues related to this dilemma, and signals a fundamental shift towards transformative citizenship education. Students, scholars and educators across numerous fields of education, will find this book to be a valuable resource for discussion and discovery.

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. It offers a powerful counter-narrative to the dominant, established discourse in education and critical social theory.

Critical Race Theory (CRT) has grown to become an international movement of scholars working across multiple disciplines; some of the most dynamic and challenging CRT takes place in Education. This collection brings together some of the most exciting and influential CRT in Education.

Of interest to academics, students and policymakers, this collection shows how racism operates in numerous hidden ways and demonstrates how CRT challenges the taken-for-granted assumptions that shape educational policy and practice.

Built on a foundation of compelling evidence, including up-to-date statistics, studies of classroom life, and the views and experiences of black children and parents, this book shows how race inequality is not simply ignored by policy-makers, but is actively sustained and extended by the very policies and practices that are preached in the name of raising standards for all.

This book provides a critical history of the diverse currents and shifts in black British intellectual production, focusing on the hidden impacts of black thinkers on educational theories and practices. It recounts the history of race, education and social justice in the UK, not primarily in terms of Acts of Parliament, policy reports, newspaper coverage or theories of ‘race relations’, but through the work of black British academics, educators and activists. The book helps to make sense of how and why competing understandings of education in and for cultural diversity have developed in the UK over the past century.

This chapter explores how Black masculinity politics position Black men in the nation's teaching ranks. It argues that popular discourses on Black male teachers have relied on a saviorist Black manhood to define expectations for and justify the recruitment and retention of Black men in teaching. Despite Black women's invaluable labor in raising and supporting Black boys, the sidelining of single mothers and other women makes sense when calls for more savior-like Black men are understood as part of a larger cultural project to allow Black men to properly—and perhaps even exclusively—masculinize Black boys. Black male teachers are not only assumed to have Black boys' best interests at heart, but they are accorded the power to save Black boys from the debilitating grips of educational systems that have failed them, fatherless families that have neglected them, and a larger society that has demonized them.

Roll of Thunder, Hear My Cry, a sequel to Mildred D. Taylor’s first book, the novella Song of the Trees, continues the story of Cassie Logan and her family into 1933. This chapter examines Taylor’s novel through the lens of cultural studies. Roll of Thunder has earned near canonical status in middle and high school English classes for its representation of racism in the early 20th century and because Mildred D. Taylor uses an authentic African American voice to tell a more complex story of that racism and its consequences than other novels set in the same era. Taylor’s novel strives to speak to all readers, but the lessons Cassie learns are much richer than a story steeped in didacticism. Roll of Thunder, Hear My Cry has shown remarkable staying power, making it perhaps the most successful and widely read novels in African American children’s literature.

At this millennial point in history, questions of cynicism, despair and hope arise at every turn, especially within areas of research into social justice, and the struggle for transformation in education. This book posits the notion of critical hope not only as conceptually and theoretically relevant, but also as an action-oriented response to this despair. By suggesting how critical hope manifests itself, the book advocates the need for theoretical tools to advance critical hope in contemporary contexts. Education can be a purveyor of critical hope, but it also requires critical hope so that it, as a sector itself, can be transformative.

This powerful edited collection disrupts the deficit-oriented discourses that currently frame the field of early childhood education (ECE) and illuminates avenues for critique and opportunities for change. Researchers offer their insight and expertise in challenging the logic within ECE that frames children and their families through gaps, risks, and deficits across such issues as poverty, language, developmental psychology, teaching, and learning. Chapters propose practical responses to these manufactured crises and advocate for democratic practices and policies to build on the wealth of cultural and personal knowledge children and families bring to the early learning process.

One of the most prominent African-American intellectuals of the twentieth century, W.E.B. Du Bois continues to influence the understanding of race relations in the United States. In this deeply personal introduction to the man and his ideas, esteemed scholar Carl A. Grant reflects on how Du Bois’ work has illuminated his own life practices as a Black student, teacher, assistant principal and professor.

This classic text and fourth edition has been fully updated to reflect the most recent changes in policy and practice, as austerity continues and in the light of the EU referendum. Whilst tracing the history of diverse equality issues up to the present day, this insightful book enables readers to assess their continuing relevance in the future. Written by a carefully chosen group of experts in their particular field, each of the five equality issues of gender, ‘race’, sexuality, disability and social class are covered as areas in their own right as well as in relation to education.

The second edition of the Handbook of Multicultural School Psychology continues the mission of its predecessor, offering a comprehensive, interdisciplinary view of the field of multicultural school psychology and addressing the needs of children and families from diverse cultural backgrounds. The revised organizational structure includes the following: History and Professional Issues; Consultation and Collaboration; Interventions Focused on Academic and Mental Health Issues; Data-based Decision Making; Systems-based Issues; Training and Research; and Future Perspectives.

By critically examining the legal, institutional, and social factors that prohibit or promote students’ college choices, this Volume undermines the notion that African American students and their families are opposed to formal education, and reveals structural barriers which they face in accessing elite institutions. This text will be of great interest to graduate and postgraduate students, researchers, academics, professionals and policy makers in the field of Race & Ethnicity in Higher Education, Sociology of Education, Equality & Human Rights, and African American Studies.

Drawing on critical race theory, critical race feminism, critical multicultural analysis, and intertextuality this book examines how slavery is represented in contemporary children’s picture books. Through analysis of recently published picture books about slavery, Rogers discusses how these books engage with and respond to the historiography of the institution of slavery. Exploring how contemporary writers and illustrators have represented the institution of slavery, Rogers presents a critical and responsible approach for reading and using picture books in K-12 classrooms and demonstrates how these picture books about slavery continue to perform important cultural work.

Recent research suggests that Black and minority ethnic (BME) academics remain underrepresented, particularly at senior levels, in higher education, and tend to be concentrated in new, post-1992 universities. This book provides an original comparative study of BME academics in both the UK and the USA, considering issues of inequality, difference and identity in the academy. Chapters present an up-to-date commentary on the purpose, failures and potential of research on race, gender and identity and its place within contemporary education and sociology. The book closes by offering suggestions for viable policy shifts in this area.

Commercialised education provision, massive open online courses, and intensified after-school tuition has transformed what it means to be a learner and a citizen. This book suggests that learner-citizens have now become racialised in and across territories and neighbourhoods in varying combinations of legal, economic and cultural status. The book addresses the need to re-assess the status of education and racism as projects of the nation-state and explains the effects of the changes.

Social class, race and gender have historically always been essential markers in deciding who would receive a minimum or inferior education and thus fail to obtain whatever were currently acceptable qualifications. Professor Tomlinson’s aim in her work has always been to introduce sociological, historical and political perspectives into an area dominated by psychological, administrative and technical views and to explain how the individual ‘problems’ were connected to wider social structures and policies. This unique collection illustrates the development of Professor Tomlinson’s thinking over the course of her long and esteemed career.

Written from a wide range of subject and identity positions, this volume explores issues that arise among students inside historically white-dominant classrooms, among faculty as curriculum and hiring decisions are made, and among colleagues when they attempt to engage the wider institution in equity work. Aiming to significantly change how urban Community College writing instruction is delivered in this country, the book operates on the principle that equity is essential to successful writing pedagogy, curricular development, and student success.