It’s December, which means it’s time for our holiday sale! All this month, get 30% off every purchase on our website using code HOLIDAY30. This year, we’re donating 20% of all sales in December to the Water Protector Legal Collective, which provides legal support for water protection activities in resistance to the Dakota Access Pipeline. Now, more than ever, these are titles will be timely and necessary as we transition to the new administration. Looking for a title, but don’t know where to begin? Get started with this list we put together of our bestsellers and highlights of 2016. Happy book hunting and Happy New Year!
2016 is a year that speaks for itself. It’s been a rough and tumultuous one, culminating in a divisive presidential election that has many people afraid of what’s in store for the country once the new administration takes office on January 20. When we’re in need of wisdom and guidance during troubling and unpredictable times ahead, we turn to our authors, who continue to offer their time and insights to give us perspective and commentary on the condition of our world. Our blog, the Broadside, wouldn’t be what it is without them. As always, we’re so grateful to them. We’ll need their thought-provoking essays as we head into 2017. Before the year comes to a close, we would like to share a collection of some of the Broadside’s most-read posts. Happy New Year!
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 EmdinIn 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.
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.
Working in the creative department at a small non-profit book publisher, we are constantly brainstorming new ideas of how to get our books noticed while not breaking the bank. Perhaps surprisingly, our limitations are sometimes what help elevate our designs to a higher standard. Our department is constantly brainstorming new ways to communicate our message through a combination of digital and physical media. I have had to rely on my abilities to illustrate, draw text, sculpt, paint, photograph, and collage on covers. My favorite covers have always resulted from some sort of experimentation with media and imagery.
Dr. Chris Emdin, the innovative educator behind Reality Pedagogy and Science Genius—which combines science education with hip-hop—will deliver the 2014 Race, Education, and Democracy lectures.