The Black Panther Party and Transformative Pedagogy: Place-Based Education in Philadelphia, by Omari L. Dyson,is the first scholarly text to detail the social relief efforts of the Philadelphia, Pennsylvania Branch of the Black Panther Party. Through a postcolonial lens, this story captures the lived resistances, highlights the socio-historical context, and examines the discourse of former members of the Black Panther Party and local residents of Philadelphia from 1968-1974. Overall, this book provides insight from a multiplicity of sources to better capture the identity(-ies) and complexity of the organization. Not only does this text resolve a dearth in the literature that highlights the multiple facets of the Black Panther Party (especially at the local level), but it serves as a template on effective strategies for researchers, educators, and policymakers to implement on their quest for social and educational transformation.

Ballard chronicles the history of African-American education and the beginnings of affirmative action in American colleges and universities. --From publisher description.

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.

This book is the first to trace the fortunes of the earliest large free black community in the U.S. Nash shows how black Philadelphians struggled to shape a family life, gain occupational competence, organize churches, establish social networks, advance cultural institutions, educate their children, and train leaders who would help abolish slavery.

In 1897 the promising young sociologist William Edward Burghardt Du Bois (1868-1963) was given a temporary post as Assistant in Sociology at the University of Pennsylvania in order to conduct a systematic investigation of social conditions in the seventh ward of Philadelphia. The product of those studies was the first great empirical book on the Negro in American society. More than one hundred years after its original publication by the University of Pennsylvania Press, The Philadelphia Negro remains a classic work. It is the first, and perhaps still the finest, example of engaged sociological scholarship—the kind of work that, in contemplating social reality, helps to change it. In his introduction, Elijah Anderson examines how the neighborhood studied by Du Bois has changed over the years and compares the status of blacks today with their status when the book was initially published.

In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.