This book documents the critiques and theorizings that working-class African-American women have drawn from their educational experiences. Based on a study of five African-American females enrolled in an employer-sponsored workplace speech and language training program, the book presents lessons learned from participants' efforts to negotiate effects of race, class, and gender discrimination both in and out of school. Particularly relevant to the field of education, participants provide insight - on the roles of teachers and schools, instruction, expectations, motivation, race and education, educational experiences at work, and relevant education - to inform and help effect change. Because of its interdisciplinarity, Sisters of Hope, Looking Back, Stepping Forward is an asset for a variety of courses that seek to be inclusive of the educational experiences and theorizings of marginalized groups. Its insights on race, class, gender, marginalization, and inequality are relevant to courses in areas such as African-American studies, women's studies, ethnic studies, multicultural education, sociolinguistics - black Englishes, history, oral history/autobiography, communication, and religion.

An alternative pedagogical perspective toward the education of Black children is explored through the narratives of five African Canadian women teachers.

The trauma of losing a sibling when we are in our adult years is one of the most unrecognized and undertreated areas of psychology. There is no other loss in adult life that appears to be so neglected as the death of a brother or sister, says bereavement specialist and psychologist, Therese Rando. And Rando is just one expert author Berman interviews in this moving book about loss. We see here how, when an adult dies, the parents, spouse, and children of that person become the focus, but brothers and sisters most often fall to the sidelines and are left to find a way to deal with the grief and recover alone. Yet, when a brother or sister dies, we lose our longest lifetime companion, someone with whom we have shared an intimate family history. And, in most cases, that was someone for whom we had conflicted feelings: shared identity yet competitive feelings, pride yet jealousy, love yet hate. Most of us come to make peace with the relationship at some point. How to make peace with the death of the sibling - which can conjure up a well of feelings, from wishing you were closer to wanting to change some past events you shared - can haunt an adult. But author Claire Berman, who lost her own sister to heart disease in the week of September 11, 2001, when America lost its innocence, takes us into the emotional world of sibling loss, showing us how to understand and navigate the aftermath of a loss that can leave adults feeling angry, confused, guilty, empty, or just like Berman, wanting to hit that speed dial button still marked with her sister's name.

The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.

Reauthoring Savage Inequalities brings together scholars, educators, practitioners, and students to counter dominant narratives of urban educational environments. Using a community cultural wealth lens, contributors center the strategies, actions, and ways of knowing communities of color use to resist systemic oppression. So often, discussions of urban schooling are filled with stories of what Jonathan Kozol famously referred to as "savage inequalities" in his 1991 book of the same title—with tales of deficiency and despair. The counternarratives in this volume grapple with the inequalities highlighted by Kozol. Yet, in foregrounding lived experiences of educating and being educated in schools and communities that were systemically isolated and disenfranchised then and continue to be thirty years later, Reauthoring Savage Inequalities brings nuance to depictions of teaching and learning in urban areas. In nineteen essays, as well as commentaries, a foreword, and an afterword, contributors engage readers in critical dialogue about the importance of community cultural wealth. They identify the sources of support that enable students, staff, parents, and community members to succeed and thrive despite the purposeful divestment in communities of color across this nation's cities.

Laboring Positions aims to disrupt the dominant discourse on academic women’s mothering experiences. Black women’s maternity is assumed, and yet is also silenced within the disembodied, patriarchal, racist, antifamily, and increasingly neoliberal work environment of academia. This volume acknowledges the salience of the institutional challenges facing contemporary caregiving academics; yet it is centrally concerned with expanding the academic mothering conversation by speaking against the private/public spheres approach. Laboring Positions does so by privileging the hybridity between Black women’s mothering experiences and their working lives within and beyond the academy. The collection also intentionally blurs essentialist boundaries of mother and “other”, which dictates and generates alternate border zones of knowledge production concerning Black academic women’s working lives. In doing so, the diverse perspectives captured herein offer us cogent starting points from which to interrogate the interlocking cultural, political, and economic hierarchies of the academy. The editorial goal of Laboring Positions is to offer a polyvocal collection embodying themes that privilege and arouse Black mothering as central in the narratives, research, and models of existence and resistance for Black women’s survival within the academy. The contributors utilize a wide variety of methods and perspectives including Black feminist theory, intersectional feminism, Womanist research ethics, hip-hop feminism, African-centered epistemologies, literary analysis, autoethnography, policy analysis, memoir, qualitative research, survival strategies and frameworks, and situated testimony that are all collectively bound by Black women’s intellectual lives, activist impulses, and experiences of mothering or being mothered. The critical embodied perspectives herein serve as evidence that Black women exist beyond the institutional and ideological boundaries that have attempted to define their journeys. Laboring Positions’ chapters speak to each other and some conversations are louder than others; yet together they offer us a complexly nuanced portrait of the emergent literature on race, gender, mothering, and work.

“What possible history could you have with this one girl?” I heard the sound of the blade cut the air, but I also heard shortly after a small laugh coming from the old woman. “'Your toys do not threaten me.” “Fix her.” “And unlike your toys, she is not one of them. She cannot simply be fixed on the spot like you ask.” The old lady lifted her glasses from off her chest and onto her face at the tip of her nose. She bent her head down to my neck and placed her hand there. She leaned back to her straightened position. “I’m sorry, I cannot—” The blade slammed down onto the table, and the sound of a large thump echoed the small room. His voice was very threatening as each word spilled out of his mouth with hatred. “Do something.” The Chinese lady tilted her head almost in inquisition. “Who is she to you?” “No one.” “Oh, she is someone indeed. What is her name?” “Katie, but she likes to be called another name.” “Which is what?” “Kay.” He tried to avoid saying. “Kay what?” The lady continued, determined to find the motive behind this guy’s actions. “Kay Wormwood,” he submitted. He knows me?