Introduces key terms, interdisciplinary research, debates, and histories for African American Studies As the longest-standing interdisciplinary field, African American Studies has laid the foundation for critically analyzing issues of race, ethnicity, and culture within the academy and beyond. This volume assembles the keywords of this field for the first time, exploring not only the history of those categories but their continued relevance in the contemporary moment. Taking up a vast array of issues such as slavery, colonialism, prison expansion, sexuality, gender, feminism, war, and popular culture, Keywords for African American Studies showcases the startling breadth that characterizes the field. Featuring an august group of contributors across the social sciences and the humanities, the keywords assembled within the pages of this volume exemplify the depth and range of scholarly inquiry into Black life in the United States. Connecting lineages of Black knowledge production to contemporary considerations of race, gender, class, and sexuality, Keywords for African American Studies provides a model for how the scholarship of the field can meet the challenges of our social world.

Despite the best intentions of teacher educators, diversity awareness in teacher education typically reproduces a racial hierarchy privileging Whiteness while also educating preservice teachers against this very hierarchy. The phenomenon, which is effortless and easily reproduced, is constructed in part through student self-expression, peer interaction, and instructional practices. This inquiry follows White undergraduate students in a state university through an academic semester in order to capture autobiographical reporting at the outset, asynchronous, peer-mediated, online discussions at the mid-term, and concludes with personal reflections on self-perceptions of growth. Using grounded theory, this phenomenological study examines participants’ relationships to White privilege in order to improve instructional practices in the teacher education classroom. The relationship between the private and public faces of participants is analogous to the micro-level and macro-level function of their words which is organized using a theoretical framework where critical pedagogy (micro-level) and critical race theory (macro-level) serve as interpretive lenses. These lenses provide a wide view of participants’ experiences in the course and increases what is known about the instructional experiences in teacher education. This inquiry suggests that the teacher education classroom is an ideal space to shift the focus from intellectualization to self-actualization. Teacher educators can provide opportunities where students’ insights help dissolve the barrier between the “real world” and the classroom. A sense of pedagogical wholeness that includes one’s self is needed in order for preservice teachers to become antiracist educators who will provide the appropriate environment and support their future students will need.

From its historical development to its current context, this is the first full-length overview of middle-class African American English.

Following the deaths of Trayvon Martin and other black youths in recent years, students on campuses across America have joined professors and activists in calling for justice and increased awareness that Black Lives Matter. In this second edition of his trenchant and provocative book, George Yancy offers students the theoretical framework they crave for understanding the violence perpetrated against the Black body. Drawing from the lives of Ossie Davis, Frantz Fanon, Malcolm X, and W. E. B. Du Bois, as well as his own experience, and fully updated to account for what has transpired since the rise of the Black Lives Matter movement, Yancy provides an invaluable resource for students and teachers of courses in African American Studies, African American History, Philosophy of Race, and anyone else who wishes to examine what it means to be Black in America.

The first comprehensive understanding of Du Bois for social scientists The Sociology of W. E. B. Du Bois provides a comprehensive introduction to the founding father of American sociological thought. Du Bois is now recognized as a pioneer of American scientific sociology and as someone who made foundational contributions to the sociology of race and to urban and community sociology. However, in this authoritative volume, noted scholars José Itzigsohn and Karida L. Brown provide a groundbreaking account of Du Bois’s theoretical contribution to sociology, or what they call the analysis of “racialized modernity.” Further, they examine the implications of developing a Du Boisian sociology for the practice of the discipline today. The full canon of Du Bois’s sociological works spans a lifetime of over ninety years in which his ideas evolved over much of the twentieth century. This broader and more systematic account of Du Bois’s contribution to sociology explores how his theories changed, evolved, and even developed to contradict earlier ideas. Careful parsing of seminal works provides a much needed overview for students and scholars looking to gain a better grasp of the ideas of Du Bois, in particular his understanding of racialized subjectivity, racialized social systems, and his scientific sociology. Further, the authors show that a Du Boisian sociology provides a robust analytical framework for the multilevel examination of individual-level processes—such as the formation of the self—and macro processes—such as group formation and mobilization or the structures of modernity—key concepts for a basic understanding of sociology.