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This guide is designed as a starting point for learning about anti-racism and systemic racism. You will find electronic books and streaming video from the Libraries’ collection. The guide also links to community-based organizations and non-profit journa
Winner of the 2020 Society of Professors of Education Outstanding Book Award Drawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists. Drawing on her life's work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex. To dismantle the educational survival complex and to achieve educational freedom--not merely reform--teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.
California is a state of immense contradictions. Home to colossal wealth and long portrayed as a bastion of opportunity, it also has one of the largest prison populations in the United States and consistently ranks on the bottom of education indexes. Taking a unique, multifaceted insider's perspective,delves into the root causes of its ever-expansive prison system and disastrous educational policy.
Recentering analysis of Black masculinity beyond public rhetoric,critiques the trope of the "school-to-prison pipeline" and instead explores the realm of public school as a form of "enclosure" that has influenced the schooling (and denial of schooling) and imprisonment of Black people in California. Through a fascinating ethnography of a public school in Los Angeles County, and a "day in the life tour" of the effect of prisons on the education of Black youth, Damien M. Sojoyner looks at the contestation over education in the Black community from Reconstruction to the civil rights and Black liberation movements of the past three decades.
Policy makers, school districts, and local governments have long known that there is a relationship between high incarceration rates and school failure.is the first book that demonstrates why that connection exists and shows how school districts, cities and states have been complicit and can reverse a disturbing and needless trend. Rather than rely upon state-sponsored ideological or policy-driven models that do nothing more than to maintain structures of hierarchal domination, it allows us to resituate our framework of understanding and begin looking for solutions in spaces that are readily available and are immersed in radically democratic social visions of the future.
The "powerful" (Michelle Alexander) exploration--featured by The Atlantic, Essence, the Washington Post, New York magazine, NPR, and others--of the harsh and harmful experiences confronting Black girls in schools In a work that Lisa Delpit calls "imperative reading," Monique W. Morris (Black Stats, Too Beautiful for Words) chronicles the experiences of Black girls across the country whose intricate lives are misunderstood, highly judged--by teachers, administrators, and the justice system--and degraded by the very institutions charged with helping them flourish. Called "compelling" and "thought-provoking" by Kirkus Reviews, Pushout exposes a world of confined potential and supports the rising movement to challenge the policies, practices, and cultural illiteracy that push countless students out of school and into unhealthy, unstable, and often unsafe futures. Called a book "for everyone who cares about children" by the Washington Post, Morris's illumination of these critical issues is "timely and important" (Booklist) at a moment when Black girls are the fastest growing population in the juvenile justice system. Praised by voices as wide-ranging as Gloria Steinem and Roland Martin, and highlighted for the audiences of Elle and Jet right alongside those of EdWeek and the Leonard Lopate Show, Pushout is a book that "will stay with you long after you turn the final page" (Bookish).
Prelude to Prison - Student Perspectives on School Suspension by Marcha Weissman
By the close of the twentieth century, the United States became known for its reliance on incarceration as the chief means of social control, particularly in poor communities of color. The carceral state has been extended into the public school system in these communities in what has become known as the "school-to-prison pipeline." Through interviews with young people suspended from school, Weissman examines the impact of zero tolerance and other harsh disciplinary approaches that have transformed schools into penal-like institutions. In their own words, students describe their lives, the challenges they face, and their efforts to overcome those challenges. Unlike other studies, this book illuminates the students' perspectives on what happens when the educational system excludes them from regular school.Weissman draws attention to research findings that suggest punitive disciplinary policies and practices resemble criminal justice strategies of arrest, trial, sentence, and imprisonment. She demonstrates how harsh school discipline prepares young people from poor communities of color for their place in the carceral state. An invaluable resource for policy makers, Prelude to Prison presents recommendations for policy, practice, and political change that have the potential to dismantle the school-to-prison pipeline.
This book offers a research and comparison-driven look at the school-to-prison pipeline, its racial dynamics, the connections to mass incarceration, and our flawed educational climate--and suggests practical remedies for change. * Provides readers with an understanding of the realities of the school-to-prison pipeline--its history, development, and racialized context and meaning--as well as the continued significance of race and other socially differentiating factors in shaping public policy and everyday decisions regarding "deviance," "discipline," and social control * Examines the under-explored dynamic that places a predominantly white teaching staff in schools that are predominantly schools of color, and considers the roles that stereotypes and cultural conflicts play in the labeling of students * Suggests viable options for action towards dismantling the institutionalized racism revealed by the school-to-prison pipeline via both policy reforms and transformational alternatives * Presents information relevant to a range of college courses, such as education, sociology of deviance, sociology of education, youth studies, legal studies, criminal justice, and racial/ethnic studies
Abolitionist Teaching Network's mission is simple: develop and support educators to fight injustice within their schools and communities. Utilizing the intellectual work and direct action of community organizers, Abolitionist Teachers will organize and take action for educational freedom.
The Schools Girls Deserve About the Study This participatory action research project (PAR) was done in collaboration with a variety of young people in all five boroughs of New York City. We held listening sessions with 120 participants aged 9-23 from various racial and ethnic backgrounds. Fifty-three percent of our participants identified as Black; twenty-three percent identified as Latinx, and nearly twelve percent identified as Asian (including Indo-Caribbean and South Asian). Six percent of the participants identified as multiracial/multiethnic and close to three percent identified as white, less than one percent identified as Native American, less than two percent Middle Eastern and less than one percent identified as Pacific Islander. The majority of the vision session participants identified as cisgender females (78.3%) nearly seven percent identified as transgender or gender nonconforming/genderqueer and approximately fifteen percent identified as cisgender males. For the study, we only included the voices of cisgender females, transgender, and gender nonconforming/genderqueer (TGNC) youth1.FindingsThroughout the vision sessions, we found that young people experienced multiple forms of violence while in school. They identified experiences with both institutional and interpersonal violence that intersect and overlap through a combination of school policies, curriculum, and practices implemented and executed by peers and adults. Fortunately, the young people have solutions for the various forms of violence they experience in their school that they believe will not only positively impact them, but have the potential to positively impact all students.Through our analysis, we identified three major findings:1. Girls and TGNC youth of color experience institutional violence in school.2. Girls and TGNC youth of color experience interpersonal violence in school from adults and their peers.3. Girls and TGNC youth of color have visions for safe, holistic, welcoming, and affirming schools for all students.
ESTE LIBRO PRESENTA LAS voces que se encuentran al frente de un nuevo movimiento por la justicia educativa que está creciendo en los Estados Unidos. Cada autor cuenta la historia de cómo familias afroamericanas y latinas, estudiantes, educadores y sus aliados están luchando contra las inequidades sistémicas y el maltrato de jóvenes de color en comunidades de bajos ingresos. Estos activistas están promoviendo una visión para una educación humanitaria, de alta calidad y culturalmente relevante.Necesitamos desesperadamente un nuevo camino hacia adelante. La reforma de las escuelas tradicionales a través de exámenes estandarizados y de alto impacto ha llegado a un callejón sin salida. El movimiento de las escuelas autónomas (Charter Schools) ha sido cooptado por reformadores respaldados por corporaciones que brindan opciones, pero no ofrecen una mejora real en las oportunidades educativas. De hecho, las escuelas autóno-mas tienen algunas de las medidas disciplinarias más duras y tasas de sus-pensión más altas de todas las escuelas, al mismo tiempo que no educan mejor a los niños. Estamos estancados entre defender a las escuelas públi-cas como son ahora o privatizarlas.