The results of the 2016 presidential election have left many people in shock and disappointment. In a time where people are fearing that a new administration will work to reverse much of the progress made in the last eight years, we are left wondering what the future holds. How do we continue to fight against climate change, fight for reproductive rights, LGBTQ protections, and racial and economic justice?
Throughout this election cycle, we’ve seen the rise of the radical right reminiscent of the pull of ultraconservative organizations from the past; increasing calls to prevent new immigrants from entering our country; increased calls to improve gun control legislation; a resurging wave of religious intolerance against Muslim Americans; and nationwide protests imploring racial justice and economic progress. These issues and others that have made headlines in the news have become focal points in this year’s presidential debates. To help inform the conversation about these topics, we’re recommending a list of titles from our catalogue.
By Bill McKibbenThoreau posed the two practical questions that must come dominate this age if we’re to make those changes: How much is enough? and How do I know what I want? For him, I repeat, those were not environmental questions; they were not even practical questions, exactly. If you could answer them you might improve your own life, but that was the extent of his concern. He could not guess about the greenhouse gas effect. Instead, he was the American avatar in a long line that stretches back at least to Buddha, the line that runs straight through Jesus and St. Francis and a hundred other cranks and gurus.
By Nicholas DiSabatinoOne of the most gratifying aspects of working on Dr. Christopher Emdin’s New York Times bestselling book, For White Folks Who Teach in the Hood…and the Rest of Y’all Too: Reality Pedagogy and Urban Education, is seeing the reaction of educators on Twitter. Since it went on sale this past March, the book has elicited enthusiastic and thoughtful tweets, fulfilling a definite need in the conversation in the world of urban education.
By Christopher Emdin: In his proclamation for this year’s National Teacher Appreciation Week (May 2-6), President Barack Obama states that “our country’s teachers—from the front lines of our civil rights movement to the front lines of our education system—have helped steer our country’s course. They witness the incredible potential of our youth, and they know firsthand the impact of a caring leader at the front of the classroom.” Associate professor and educator Christopher Emdin is certainly at the front lines of a radical approach to teaching urban youth.
By Theresa PerryAs I was reading this book, I remembered Dr. Emdin’s March 2014 Simmons College—Beacon Press Race, Education, and Democracy Lectures, upon which this book is based. To the rapt audience, overflowing with high school and college students, teachers and teacher educators, community activists and organizers, the excitement was palpable. The young and the elderly enthusiastically embraced Dr. Emdin’s ideas about urban education and urban youth. Most importantly, all of us in the room could feel Dr. Emdin’s passion, love, and respect for our youth.
A Q&A with Alfie KohnThere’s an epidemic of helicopter parenting. Young people today are narcissistic and suffer from inflated self-esteem. Kids need more experience with failure so they can learn to cope with the real world. Children need more self-discipline and “grit.” These are some of the conventional assumptions about children and parenting that have been uncritically accepted in our culture. In The Myth of the Spoiled Child: Coddled Kids, Helicopter Parents, and Other Phony Crises, now available in paperback, esteemed critic and lecturer Alfie Kohn debunks these beliefs and challenges us to reexamine this conservative ideology adopted often by liberal parents. We caught up Kohn to discuss these myths and how harmful they are to healthy child development.
By Christopher EmdinOne of the most brazen statements related to Black History Month in recent years came from rapper Kanye West about ten years ago when he said “...I make Black History everyday, I don’t need a month.” Since then, this phrase has found it way across the lips, Twitter timelines, and Facebook statuses of a new generation of Black folks every February. Like many of Kanye West’s statements, the words seem to revolve around a need to affirm oneself. However, reflecting deeply on the essence of the quote, and considering its decade long permanence as a manta of sorts for the hip-hop generation, West’s declaration signals the tensions between Black History Month and the youth to whom it should mean the most.
By Christopher EmdinMy phone buzzes one more time. I look over at the glowing screen to see that I have been tagged once more in the Ron Clark dance video from his school in Atlanta. I nod, give a half smile at the screen, and continue on my school visits. Today, I’m in the Bronx, and am working with a group of students who are researching cell division so they can add a layer of complexity to their rap song on mitosis and meiosis. The three young men I am sitting with are concerned because the simple rhyme scheme they have developed thus far isn’t going to cut it. This realization hits after they overhear a pair of young ladies perform their rap on the reproductive system that cites recent research in biology and comes replete with choreographed dance moves to match the verse. My phone buzzes again. I am tagged in the Ron Clark video again. My response this time is two fold. My first is: Damn, this white boy got some rhythm. The second is: I feel sorry for anyone who thinks they’re just gon’ “Hit the Quan” to academic success. The fact is, if you ain’t got Clarks rhythm, and the structures are not in place to support and validate such a transgressive approach to teaching, you will fail miserably. In fact, you may end up doing much more of a disservice to the students than a traditional school would. Ron Clark works at a school that is named after him with a certain funding structure, certain rules of conduct, and very particular philosophies. If you do not have any of these structures in place, or any strategies for circumventing the ones you are bound by, I feel bad for you son...You’ve got ninety-nine problems and Hittin’ the Quan in school is one.
Justice Antonin Scalia’s words during the Supreme Court’s revising of the Fisher v. University of Texas case of affirmative action have been rattling around the insides of many who work and study on college campuses. His words caused outrage, but in fact, they are representative of the widespread and erroneous belief that campuses are apolitical locations of merit and ability. His words are racist because they absolve and therefore further the bedrock of institutionalized racism on college campuses. And these words are echoed in the limited ways that higher education currently has responded to students’ accounts of racism.
There he goes again. Last week Justice Antonin Scalia spoke plainly on his misgivings about affirmative action. Afterwards, his commentary was a constant subject at holiday cocktail parties in Washington, DC where I live. Abigail Fisher’s case challenging the University of Texas’ use of affirmative action was back before the Supreme Court for the second time in three years. At the oral argument, to audible gasps, Scalia clumsily engaged in “mismatch theory,” speculating that African-American collegians would be better off attending “less-advanced,” “slower-track” schools where they might achieve more because classes are not “too fast for them.”
It can’t be repeated often enough: Standardized tests are very poor measures of the intellectual capabilities that matter most, and that’s true because of how they’re designed, not just because of how they’re used. Like other writers, I’ve relied on arguments and research to make this point. But sometimes a telling example can be more effective. So here’s an item that appeared on the state high school math exam in Massachusetts:
#Notinmyname. Hadia Tirmizi, the mother of a student profiled in my book Faith Ed., posted that Twitter hashtag on her Facebook page last week in the aftermath of the terrorist attacks in Paris. She is Muslim, lives in Wellesley, a Boston suburb, and knows the backlash that can follow when terrorists are identified as Muslims.
Some Tennessee lawmakers and parents are in a tizzy because they believe seventh-graders are spending too much time learning about Islam as part of social studies. A Tennessee lawmaker leading the charge has spewed an all-too common refrain, saying the state's schools were leaning toward indoctrination because they emphasized learning about Islam more than about Christianity. The lawmaker last week upped the ante and proposed a bill prohibiting Tennessee public school courses from including "religious doctrine" until students are at least in 10th grade. What the lawmaker means by religious doctrine is fuzzy. But she's a part of a statewide movement of parents and groups taking aim at lessons on Islam. A Christian organization joined the fray by submitting a public records request to every school district in the state asking for curriculum that included Islam.
Q&A with Linda K. Wertheimer Linda K. Wertheimer's book launch at Porter Square Books in Cambridge, MA, August 18, 2015. Photo credit: Christian Coleman Linda K. Wertheimer had a fabulous book launch at Porter Square Books in Cambridge, Massachusetts last...
By Kevin Jennings When I edited the first edition of One Teacher in Ten in 1994, I did so because I recalled how lonely it felt for me to come out as a teacher in 1988. I never wanted others...
By Enrico Gnaulati Photo credit: EJ Fox As we approach the new school year, parents and teachers of young children have an opportunity, if not a responsibility, to prevent those little ones who are out of step in their ability...
By Bill Ayers Photo credit: Eduardo Montes-Bradley This blog post appeared originally in Critical Inquiry. Last year my students—Chicago teachers and teachers-to-be, educators from a range of backgrounds and experiences and orientations—all read The Beautiful Struggle. I’d put Ta-Nehisi Coates’...
By Robert L. Fried: To a new teacher, or a teacher with years of experience, the twenty-first-century classroom can seem overwhelming. Along with the traditional challenges that teachers face—disobedient kids, unfriendly administrators, demanding parents, shortages of supplies, or feeling isolated in the classroom—there are so many new aspects to consider, so many new issues to resolve, so many new demands to respond to, coming at us seemingly from all sides:
By Ruthanne Lum McCunn Our 2015 reissue of Ruthanne Lum McCunn’s classic, Thousand Pieces of Gold, is on sale! First published in 1981, McCunn's novel was adapted to film a decade later with actors Chris Cooper and Rosalind Chao. It's...