It is high time for more diversity in education, diversity that includes thorough, articulate, Black males. Contrary to popular belief, the need for a strong emergence of Black male teachers is not only for the benefit of Black boys and Black girls. Children and parents of all races and both genders need to be introduced to the antithesis of the stereotypical Black man and build strong, healthy relationships that will be the means for greater racial and ethnic harmony.

It’s Silence, Soundly, It’s Nothing, Seriously and It’s Absence, Presently, continue The ‘It’ Series published by Matador since The Book of It (2010). They constitute another stage in an artistic journey exploring the visual and audial dialectic of mark, word and image that began over 25 years ago. In their aesthetic form the books are a decentred trilogy united together in a new concept of The Bibliograph. All three present this new aesthetic object, which transcends the narrow limits of the academic bibliography. The alphabetical works also share a tripartite structure and identical length. The Bibliograph itself is characterised by its strategic place within each book as a whole as well as by the complex variations in meaning of the dominant motifs – nothing/ness, absence and silence – which recur throughout the alphabetical entries that constitute the elements of each text. It’s Nothing, Seriously, for example, addresses the amusing paradox that so much continues to be written today about – nothing! The aleatory character of the entries in the texts encourage the modern reader to reflect on each theme and to read them in a new way. The reader is invited as well to examine their various inter-textual relations across given conventional boundaries in the arts and sciences at several levels of physical, psychical & social reproduction.

Abstract: Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.