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Unhooking from Whiteness
"What does it look like to let go of Whiteness? Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to the knowledge created in higher education is an essential part of this process. The process of unhooking oneself from institutionalized whiteness certainly requires fighting hegemonic modes of thought and patriarchal views that persistently keep marginalized groups of academics in their station (or at their institution). In the...
Through the Fire – From Intake to Credential
By applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today.
Rutherford B. Hayes
He has also been criticized for championing the gold standard, for breaking the Great Strike of 1877, for inconsistent support of civil-service reform, and for being an ineffectual politician. Hoogenboom contends that these evaluations are largely false. Previous scholars, he says, have failed to appreciate Hayes's limited options and have misrepresented his actions in their depictions of an overly cautious, nonvisionary president. In fact, he was strikingly modern in his efforts to enlarge the power of the office, which he used as his own bully pulpit to rouse public support for his goals. Chief among these goals, Hoogenboom shows, was equality for all Americans. Throughout his presidency and long afterwards, Hayes worked steadfastly for reforms that would encourage economic opportunity, distribute wealth more equitably, diminish the conflict between capital and labor, and ultimately enable African-Americans to achieve political equality.
Hayes-Cleveland
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Becoming Critical
This innovative book is a collection of autoethnographies by a diverse group of contributors who describe and theorize about the critical moments in their development as social justice educator/scholars in the face of colonizing forces. Using a rhizomatic approach, the editors' meta-analysis identifies patterns of similarity and differences and theorizes about the exercise of agency in resistance and identity formation. In our increasingly diverse society, Becoming Critical is a wonderful resource for teacher education and sociology of education as it presents an alternative methodological approach for qualitative inquiry. The book contributes to students' understanding of the development of critical theories—especially as they pertain to identities. The contributors make use of the work of critical scholars such as Collins, hooks, Weber, Foucault, and others relevant to the lives of students and educators today.
On Class, Race, and Educational Reform
On Class, Race, and Educational Reform provokes new dialogue between Marxists, critical race theory scholars, and other race-inspired educational theorists with the aim of countering racism and class inequalities. The book opens with a lead chapter by Howard Ryan, a doctoral student with a background in teaching and labor organizing, that substantively engages questions of class, race, and educational reform. In response to the opening chapter, educational theorists from Germany, South Africa, the UK, and the USA, provide insightful and penetrating responses highlighting the differences and similarities in perspectives. The responses show how educators can overcome theoretical differences to create international collaborations and educational campaigns of solidarity that counter the treacherous impact of racism and class inequalities in the classroom and beyond. The book includes a Foreword by Stephen Brookfield (University of St Thomas, USA) and an Afterword by Cheryl Matias (University of Kentucky, USA).
Journal of the Senate
Includes extra and special sessions.
Queen Mothers
Black women’s experiences functioning as mothers, teachers and leaders are confounding and complex. Queen Mothers from Ghanaian tradition are revered as the leaders of their matrilineal families and the teachers of the high chiefs (Müller, 2013; Stoeltje, 1997). Conversely, the influence of the British Queen Mother on Black women in the Americas translates as a powerless title of (dis)courtesy. Characterized as a deviant figure by colonialists, the Black Queen Mother’s role as disruptive agent was created by White domination of Black life (Masenya, 2014) and this branding persists among contemporary perceptions of Black women who function as the mother, teacher, or leader figure in vari...
Annual Report
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Socialist Cities
Socialist Cities is a comparative treatment of grass-roots Socialist successes. It marks the first comprehensive look at the urban working-class base of the American Socialist movement in the early part of the century, and reveals the importance of municipal politics as an organizing strategy. The author assesses the reactions of both workers and non-workers to the party, and provides a fresh perspective on the perennial question of why socialism 'failed' in America. He demonstrates that the subtle and ongoing dialogue between the party's own internal theoretical and tactical weaknesses and the broader class and structural obstacles against which it struggled, contributed to its failure.
