This is a thought-provoking book on the black-white academic achievement gap in Chicago’s predominantly black communities of color and what highly effective school boards can do to change it. In this book, the reader will be powerfully enlightened by a civil and human rights debate that calls for effective leadership in our schools, beginning with effective school boards. The primary agenda of effective school boards is raising student achievement performance levels and engaging the school district community to attain that goal. These instructive analyses of effective school board leadership builds on the research and wisdom of great leaders. Simultaneously, it develops a breath of fresh air for school reformers who seek to implement a new model and escape the insanity and pathology inherent in school board dysfunctions and violations of our civil and human rights which prevents progress in Chicago’s south suburban communities of color. In both highs and lows of awesome moments, as educational reform leaders and school board members, we are in a strategic leadership position to help school boards carry out their essential responsibilities for creating equity and excellence in public education. In doing so, highly effective school leaders can team with our school board leaders to lead our school district communities in preparing all students to succeed in a rapidly changing global society. School board members doing the same things over and over again and then expecting different results in academic outcomes is the definition for insanity. Education is freedom. In an era of mass educational apartheid with its consequent mass incarceration of blacks that has surpassed the enforced chattel bondage of slavery’s peak numbers in 1860, this book addresses a subject that is critically essential, timely, and in need of immediate attention for the security, success, and ultimate survival of black America. As the problems of the academic under-achievement gap is addressed in this book, it is also essential that school boards, educators, and community and national leaders accept reality, to view the problem in its true perspective, to contemplate it as it is, in providing essential solutions toward removing limiting and limited school boards’ dysfunctions, obstructions, and other barriers to academic achievement in effective school board leadership. Supporting educational excellence will thereby produce more African American scholars in mathematics, science, and in many other disciplines. This book will provide information and focus on some key action areas that successful school boards in America and around the world have focused their attention on: Vision, Standards, Assessment, Resource Alignment, Climate, Collaboration, and Continuous Academic Improvement.
The 17 Sustainable Development Goals (SDGs) have been agreed globally in an unprecedented ambitious and innovative agenda for prosperity and peace for people and planet. This book provides a roadmap for achieving the paradigm shift to achieve the SGDs from an Educational perspective.
This book presents a new theory of empowerment, exploring how senior leaders can navigate turbulence within governance systems to empower young societal innovators for equity, renewal, and peace.
"Janet Levine's autobiography Inside Apartheid is the memoir of the agony of conscience of a white liberal. Levine is an intelligent, experienced observer, and her views deserve to be taken seriously."New York Review of Books "This is a subjective but not self-indulgent account of [Levine's] struggle to live with moral seriousness in a country where some of the lines of battle are drawn through the middle of the human heart."New York Times Book Review
Looting has become an increasingly popular concept in South Africa as an unsophisticated interpretation of ownership by "force" of property during periods of mayhem. However, looting is a complex concept whose origin spans a long history that cuts across time and space. In The Afrocentricity Trajectories of Looting in South Africa, edited by Mfundo Masuku, Dalifa Ngobese, Mbulaheni Obert Maguvhe, and Sifiso Ndlovu, contributors provide sophisticated analysis on the concept of "looting" and address nuances in the concept of looting, looking at links to spiraling inequality and poverty, racialization of property ownership, and skewed access and benefits of economic policies. As shown in this collection, looting has taken on a variety of political meanings: a challenge to the violence of racial capitalism, an alternative and accelerated path to justice, and a way to call attention to the reality of racial violence that is often ignored by the media, to name a few. This volume provides a critical analysis of looting from a multi-disciplinary approach that focuses on a combination of themes to show that looting is deeply rooted in property "ownership" and spiraling poverty and inequality that is structural in nature.
Now newly updated, America’s Kingdom debunks the many myths that now surround the United States’s special relationship with Saudi Arabia, also known as “the deal”: oil for security. Exploding the long-established myth that the Arabian American Oil Company, Aramco, made miracles happen in the desert, Robert Vitalis shows how oil led the US government to follow the company to the kingdom, and how oil and Aramco quickly became America’s largest single overseas private enterprise. From the establishment in the 1930s of a Jim Crow system in the Dhahran oil camps, to the consolidation of America’s Kingdom under the House of Fahd, the royal faction that still rules today, this is a meticulously researched account of Aramco as a microcosm of the colonial order.
The distinctive thesis of Faces of Inequality is that a state's racial and ethnic composition, as much as any other factor, shapes its political processes and policies. To understand state politics, therefore, we must consider them from the perspective of social diversity. In these pages, Rodney E. Hero posits and systematically examines racial and ethnic diversity as essential to our understanding of contemporary American politics.
Exploring history in global framework, Lockard's SOCIETIES, NETWORKS, AND TRANSITIONS, VOLUME ll: SINCE 1450: A GLOBAL HISTORY, Fourth Edition, combines the accessibility and cultural richness of a regional approach with the rigor of comparative scholarship. Emphasizing culture, social change, gender issues, economic patterns, science and religion, it helps you unravel the connections, encounters, cooperation and conflicts of world and regional history. The author includes profiles of individuals from various walks of life as well as highlights social life and cultural artifacts such as music, literature and art. Extensively revised, the text incorporates recent scholarship throughout, examines various debates among historians and explains how historians use original documents. Insightful questions help you reflect on the historical significance of text material -- and how it relates to you. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Traumagenic events—episodes that have caused or are likely to cause trauma—color the experiences of K-12 students and the social studies curriculum they encounter in U.S. schools. At the same time that the global COVID-19 pandemic has heightened educators’ awareness of collective trauma, the racial reckoning of 2020 has drawn important attention to historical and transgenerational trauma. At a time when social studies educators can simply no longer ignore “difficult” knowledge, instruction that acknowledges trauma in social studies classrooms is essential. Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum. The 20 Hollywood or History? lessons are organized by themes such as political trauma and war and genocide. Each lesson presents film clips, instructional strategies, and primary and secondary sources targeted to the identified K-12 grade levels. As a collection, they provide ready-to-teach resources that are perfect for teachers who are committed to acknowledging trauma in their social studies instruction.
