This book examines the myriad of systemic challenges that are baked into the fabric of US society, perpetuating and permeating antiblackness across some of its most trusted institutions. Taken together, the chapters in this book are a guide for scholars interested in social justice promotion within and on behalf of black communities, complete with concrete tools and strategies for constructing authentic helping relationships.

‘I invite you to be courageous and get comfortable with being uncomfortable, because any discomfort you feel is temporary and pales in comparison to what black and brown people often have to experience on a daily basis. Are you ready? Let’s get started, we have work to do.’

The New York Times best-selling book exploring the counterproductive reactions white people have when their assumptions about race are challenged, and how these reactions maintain racial inequality. In this “vital, necessary, and beautiful book” (Michael Eric Dyson), antiracist educator Robin DiAngelo deftly illuminates the phenomenon of white fragility and “allows us to understand racism as a practice not restricted to ‘bad people’ (Claudia Rankine). Referring to the defensive moves that white people make when challenged racially, white fragility is characterized by emotions such as anger, fear, and guilt, and by behaviors including argumentation and silence. These behaviors, in turn, function to reinstate white racial equilibrium and prevent any meaningful cross-racial dialogue. In this in-depth exploration, DiAngelo examines how white fragility develops, how it protects racial inequality, and what we can do to engage more constructively.

While schools often are framed as places of neutrality and fairness, many American schools have harmed Black children or been silent in the face of their struggles, under-education, and mistreatment. While there are undoubtedly adults in these spaces who support Black children, many others ignore Black families, minimize students' concerns, and believe that colorblindness will solve the problem of inequity in education. Embedded in everyday realities, the authors outline the many ways anti-Blackness shows up in schools. Drawing on more than 44 years of equity work, they provide concrete, doable, and meaningful ways in which teachers and administrators can create Black-affirming spaces. Written for pre- and in-service teachers and others working with Black children and youth, Anti-Blacknessat School explores both the scope of anti-Blackness and how teachers can reject racism. Book Features: Provides interracial perspectives from authors Joi Spencer, a Black woman from California, and Kerri Ullucci, a White woman from Rhode Island. Uses case studies, activities, lessons, and techniques to talk about anti-Blackness, inventory its presence, and take steps to address the harm caused by it. Calls out how school policies, programs, belief systems, and customs are particularly hostile to Black youth. Explains why diversity work is not synonymous with antiracist work, offering a model focused on justice and equity. Directs practitioners to easily accessible resources that will allow them to challenge racism and uplift Black youth in their care.

A private conversation about the culture of education related to Black Americans always yields poignant and sometimes painful truths. As the reader of this text, you are on the receiving end of a personal dialogue based on experiential polemics unrestrained by the politics of academic marketing. In this treatise of thought on the intersectionality of education, society, and Black Americans, Alonzo DeCarlo engages the reader with textbook flair in some places and subtle diatribes in others about a philosophy of Being Black in the United States while pursuing educational mainstays. In a world where the legal and constitutional support promises so much yet delivers so little, this book is in part a research text that specifically puts Black American education at front and center. It polemically discusses the academic enterprise in the United States. It offers novel insights for all parties involved in the educational ecosystem, which continues to disfavor Black Americans and others in the general population. The book can be thought of as a flowchart that connects factors, which contribute to underachievement in many educational domains and over-representation in institutions that wittingly or unwittingly stifle Black American’s socioeconomic mobility. It explores within-group and between-group differences on an array of issues that affect Black Americans’ educational state and well-being. A discussion on topics as diverse as psychiatry, sexual orientation, religion, culture, social justice, neuroscience, identity, psychology, and technology is undertaken, as they correlate with Black Americans traversing the academic enterprise from preschool through pre-med. This is admittedly as intriguing as it is ambitious. It is what distinguishes the text from others surrounding it on the bookseller’s shelves. In sum, this book is a result of thoughts and ideas compiled from observations on the connectedness of many areas related to and affected by the education of Black Americans.

This book is for everyone. Because we can all be allies. As an ally, you use your power—no matter how big or small—to support others. You learn, and try, and mess up, and try harder. In this collection of true stories, 17 critically acclaimed and bestselling YA authors get real about being an ally, needing an ally, and showing up for friends and strangers. From raw stories of racism and invisible disability to powerful moments of passing the mic, these authors share their truths. They invite you to think about your own experiences and choices and how to be a better ally. There are no easy answers, but this book helps you ask better questions. Self-reflection prompts, resources, journaling ideas, and further reading suggestions help you find out what you can do. Because we’re all in this together. And we all need allies. A portion of the proceeds from this book goes to supporting charities.

The contributors to Otherwise Worlds investigate the complex relationships between settler colonialism and anti-Blackness to explore the political possibilities that emerge from such inquiries. Pointing out that presumptions of solidarity, antagonism, or incommensurability between Black and Native communities are insufficient to understand the relationships between the groups, the volume's scholars, artists, and activists look to articulate new modes of living and organizing in the service of creating new futures. Among other topics, they examine the ontological status of Blackness and Indigeneity, possible forms of relationality between Black and Native communities, perspectives on Black and Indigenous sociality, and freeing the flesh from the constraints of violence and settler colonialism. Throughout the volume's essays, art, and interviews, the contributors carefully attend to alternative kinds of relationships between Black and Native communities that can lead toward liberation. In so doing, they critically point to the importance of Black and Indigenous conversations for formulating otherwise worlds. Contributors Maile Arvin, Marcus Briggs-Cloud, J. Kameron Carter, Ashon Crawley, Denise Ferreira da Silva, Chris Finley, Hotvlkuce Harjo, Sandra Harvey, Chad B. Infante, Tiffany Lethabo King, Jenell Navarro, Lindsay Nixon, Kimberly Robertson, Jared Sexton, Andrea Smith, Cedric Sunray, Se’mana Thompson, Frank B. Wilderson