A moving portrait of school reform in New Orleans through the eyes of the students and educators living it.

In crafting racial visions of the modern world, European thinkers appropriated the Christian doctrine of providence, constructing the idea of European humanity’s rule over the globe on the model of God’s rule over the universe. As a powerful ordering theory of the relationship between God and creation, time and space, self and other, the doctrine served as an intellectual framework for the theorization of whiteness, as the male European subject replaced Jesus Christ as the human being at the center of world history. Through an analysis of the work of G.W.F. Hegel, Karl Barth, and James H. Cone, God, Race, and History examines this subversion of the Christian doctrine of providence, as well as subsequent attempts within modern Protestant theology to liberate the doctrine from its captivity to whiteness. It then develops a constructive political theology of providence in conversation with Delores S. Williams and M. Shawn Copeland, discerning Jesus Christ at work through the Holy Spirit in the struggles of ordinary, overlooked, and oppressed human creatures to survive and to carve out a flourishing life for themselves, their communities, and their world.

How can school choice be a form of both giving up on public education and a form of hope and faith in American schooling? This book helps us to make sense of why and how African Americans participate in and lead school choice reforms. The author argues that regardless of the success or failure of these reforms, they represent an important political phenomenon in American schooling and in African American history and politics. The first section of the book focuses on African American school choice in the post-Brown period, examining how these reforms became a response to desegregation politics and policies. The second section focuses on the author's experience as a co-founder of a charter school in Oakland, California at a time when Oakland's public schools were found to be severely under-serving African-American students.

How can school choice be a form of both giving up on public education and a form of hope and faith in American schooling? This book helps us to make sense of why and how African Americans participate in and lead school choice reforms. The author argues that regardless of the success or failure of these reforms, they represent an important political phenomenon in American schooling and in African American history and politics. The first section of the book focuses on African American school choice in the post-Brown period, examining how these reforms became a response to desegregation politics and policies. The second section focuses on the author's experience as a co-founder of a charter school in Oakland, California at a time when Oakland's public schools were found to be severely under-serving African-American students.

The history of film students from the Global South who studied in Poland during the Cold War. As Poland’s second-largest city, Łódź was a hub for international students who studied in Poland from the mid-1960s to 1989. The Łódź Film School, a member of CILECT since 1955, was a favored destination, with students from Africa, Latin America, and the Middle East accounting for one-third of its international student body. Despite the school’s international reputation, the experience of its filmmakers from the Global South is little known beyond Poland. Hope Is of a Different Color addresses the history of student exchanges between the Global South and the Polish People’s Republic during the Cold War. It sheds light on the experiences and careers of a generation of young filmmakers at Łódź, many of whom went on to achieve success as artists in their home countries, and provides insight into emerging areas of research and race relations in Central and Eastern Europe. The essays reflect on these issues from multiple perspectives, considering sociology, political science, art, and film history. The book also features previously unpublished photographs and film stills from private archives along with visual and written material collected at the Łódź Film School.

This book provides a structural analysis of race, and a methodology for connecting global to national and local racial processes. Visit our website for sample chapters!

An inside look at America's most controversial charter schools, and the moral and political questions around public education and school choice. The promise of public education is excellence for all. But that promise has seldom been kept for low-income children of color in America. In How the Other Half Learns, teacher and education journalist Robert Pondiscio focuses on Success Academy, the network of controversial charter schools in New York City founded by Eva Moskowitz, who has created something unprecedented in American education: a way for large numbers of engaged and ambitious low-income families of color to get an education for their children that equals and even exceeds what wealthy families take for granted. Her results are astonishing, her methods unorthodox. Decades of well-intended efforts to improve our schools and close the "achievement gap" have set equity and excellence at war with each other: If you are wealthy, with the means to pay private school tuition or move to an affluent community, you can get your child into an excellent school. But if you are poor and black or brown, you have to settle for "equity" and a lecture--about fairness. About the need to be patient. And about how school choice for you only damages public schools for everyone else. Thousands of parents have chosen Success Academy, and thousands more sit on waiting lists to get in. But Moskowitz herself admits Success Academy "is not for everyone," and this raises uncomfortable questions we'd rather not ask, let alone answer: What if the price of giving a first-rate education to children least likely to receive it means acknowledging that you can't do it for everyone? What if some problems are just too hard for schools alone to solve?