Black And Brown Relations In South La A Mis Education

I examine race relations between African Americans and Latin@s in the context of Southern California. Both groups have been historically discriminated, and are now participating in activities that some may call 0́−racist0́+ towards one another. This thesis departs from the Southern California 0́−race riots0́+ in school settings during the early19900́9s. As a result, the students were punished by the Los Angeles Police Department as an instrument of order. Although 0́−order0́+ was brought back to the local high schools, minimal action was taken about the so-called "race riots" root causes. There was no talk about the circumstances in place where black and brown youth live, make up the high populations of residents, nor the lack of resources that are non-existent in the community. There was a lack of sound initiatives aimed at assisting this crisis in Southern California.

Black and Brown in Los Angeles is a timely and wide-ranging, interdisciplinary foray into the complicated world of multiethnic Los Angeles. The first book to focus exclusively on the range of relationships and interactions between Latinas/os and African Americans in one of the most diverse cities in the United States, the book delivers supporting evidence that Los Angeles is a key place to study racial politics while also providing the basis for broader discussions of multiethnic America. Students, faculty, and interested readers will gain an understanding of the different forms of cultural borrowing and exchange that have shaped a terrain through which African Americans and Latinas/os cross paths, intersect, move in parallel tracks, and engage with a whole range of aspects of urban living. Tensions and shared intimacies are recurrent themes that emerge as the contributors seek to integrate artistic and cultural constructs with politics and economics in their goal of extending simple paradigms of conflict, cooperation, or coalition. The book features essays by historians, economists, and cultural and ethnic studies scholars, alongside contributions by photographers and journalists working in Los Angeles.

This inspiring collection of accounts from educators and students is “an essential resource for all those seeking to build an antiracist school system” (Ibram X. Kendi). Since 2016, the Black Lives Matter at School movement has carved a new path for racial justice in education. A growing coalition of educators, students, parents and others have established an annual week of action during the first week of February. This anthology shares vital lessons that have been learned through this important work. In this volume, Bettina Love makes a powerful case for abolitionist teaching, Brian Jones looks at the historical context of the ongoing struggle for racial justice in education, and prominent teacher union leaders discuss the importance of anti-racism in their unions. Black Lives Matter at School includes essays, interviews, poems, resolutions, and more from participants across the country who have been building the movement on the ground.

In "Black, White, and Southern," David R. Goldfield shows how the struggles of black southerners to lift the barriers that had historically separated them from their white counterparts not only brought about the demise of white supremacy but did so without destroying the South's unique culture. Indeed, it is Goldfield's contention that the civil rights crusade has strengthened the South's cultural heritage, making it possible for black southeners to embrace their region unfettered by fear and frustration and for whites to leave behind decades of guilt and condemnation. In support of his analysis Goldfield presents a sweeping examination of the evolution of southern race relations over the past fifty years. He provides moving accounts of the major moments of the civil rights era, and he looks at more recent efforts by blacks to achieve economic and class parity. This history of the crusade for black equality is in the end they story of the South itself and of the powerful forces of redemption that Goldfield attests are still working to shape the future of the region.

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.

A fresh portrayal of one of the architects of the African American intellectual tradition, whose faith in the subversive power of education will inspire teachers and learners today. Black education was a subversive act from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of “fugitive pedagogy”—a theory and practice of Black education in America. The enslaved learned to read in spite of widespread prohibitions; newly emancipated people braved the dangers of integrating all-White schools and the hardships of building Black schools. Teachers developed covert instructional strategies, creative responses to the persistence of White opposition. From slavery through the Jim Crow era, Black people passed down this educational heritage. There is perhaps no better exemplar of this heritage than Carter G. Woodson—groundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow. Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged: Woodson’s first teachers were his formerly enslaved uncles; he himself taught for nearly thirty years; and he spent his life partnering with educators to transform the lives of Black students. Fugitive Pedagogy chronicles Woodson’s efforts to fight against the “mis-education of the Negro” by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson’s materials and methods as they fought for power in schools and continued the work of fugitive pedagogy. Forged in slavery, embodied by Woodson, this tradition of escape remains essential for teachers and students today.

The authors describe a new demographic phenomenon: the settlement of Latino families in areas of the United States where previously there has been little Latino presence.This New Latino Diaspora places pressures on host communities, both to develop conceptualizations of Latino newcomers and to provide needed services.These pressures are particularly felt in schools; in some New Latino Diaspora locations the percentage of Latino students in local public schools has risen from zero to 30 or even 50 percent in less than a decade.Latino newcomers, of course, bring their own language and their own cultural conceptions of parenting, education,inter-ethnic relations and the like. Through case studies of Latino Diaspora communities in Georgia, North Carolina, Maine, Colorado, Illinois, and Indiana, the eleven chapters in this volume describe what happens when host community conceptions of and policies toward newcomer Latinos meet Latinos' own conceptions. The chapters focus particularly on the processes of educational policy formation and implementation, processes through which host communities and newcomer Latinos struggle to define themselves and to meet the educational needs and opportunities brought by new Latino students.Most schools in the New Latino Diaspora are unsure about what to do with Latino children, and their emergent responses are alternately cruel, uninformed, contradictory, and inspirational.By describing how the challenges of accommodating the New Latino Diaspora are shared across many sites the authors hope to inspire others to develop more sensitive ways of serving Latino Diaspora children and families.

JSL invites the submission of manuscripts that contribute to the exchange of ideas and scholarship about schools and leadership. All theoretical and methological approaches are welcome. We do not advocate or practice a bias toward any mode of inquiry (e.g., qualitative vs. quantitative; empirical vs. conceptual; discipline-based vs. interdisciplinary) and instead operate from the assumption that all careful and methodologically sound research has the potential to contribute to our understanding of school leadership. We strongly encourage authors to consider both the local and global implications of their work. The journal’s goal is to clearly communicate with a diverse audience including both school-based and university-based educators. The journal embraces a board conception of school leadership and welcomes manuscripts that reflect the diversity of ways in which this term is understood. The journal is interested not only in manuscripts that focus on administrative leadership in schools and school districts, but also in manuscripts that inquire about teacher, student, parent, and community leadership.