The author describes her life as one of seventeen children of sharecroppers growing up in Arkansas and her journey to the White House as the diarist to President Bill Clinton.

Sasha comes to the small town of Mindalby to recover from a traumatic event, plan her next move, and seek out information to avenge her beloved uncle – the last thing she wants is a relationship. But when she meets local single dad, Cole, she can't help but be drawn to his warmth and his humour, and his two engaging children. Cole says and does all the right things, and Sasha finds herself falling, but will all of her secrets destroy the relationship before it has a chance to begin? Mindalby, a small town, a community, a home. But when the mill that supports the local cotton farmers and employs many of the town's residents closes unexpectedly, old tensions are exposed and new rifts develop. Everyone is affected and some react better than others, but one thing is certain: living on the edge of the outback means they have to survive together, or let their town die.

In the years immediately following the Civil War--the formative years for an emerging society of freed African Americans in Mississippi--there was much debate over the general purpose of black schools and who would control them. From Cotton Field to Schoolhouse is the first comprehensive examination of Mississippi's politics and policies of postwar racial education. The primary debate centered on whether schools for African Americans (mostly freedpeople) should seek to develop blacks as citizens, train them to be free but subordinate laborers, or produce some other outcome. African Americans envisioned schools established by and for themselves as a primary means of achieving independence, equality, political empowerment, and some degree of social and economic mobility--in essence, full citizenship. Most northerners assisting freedpeople regarded such expectations as unrealistic and expected African Americans to labor under contract for those who had previously enslaved them and their families. Meanwhile, many white Mississippians objected to any educational opportunities for the former slaves. Christopher Span finds that newly freed slaves made heroic efforts to participate in their own education, but too often the schooling was used to control and redirect the aspirations of the newly freed.

River of Dark Dreams places the Cotton Kingdom at the center of worldwide webs of exchange and exploitation that extended across oceans and drove an insatiable hunger for new lands. This bold reaccounting dramatically alters our understanding of American slavery and its role in U.S. expansionism, global capitalism, and the upcoming Civil War.

The renowned leader in higher education provides “a testament to the power of aspiration, character and education to overcome poverty and adversity” (Michael L. Lomax, President & CEO, United Negro College Fund). Charlie Nelms had audaciously big dreams. Growing up black in the Deep South in the 1950s and 1960s, working in cotton fields, and living in poverty, Nelms dared to dream that he could do more with his life than work for white plantation owners sun-up to sun-down. Inspired by his parents, who first dared to dream that they could own their own land and have the right to vote, Nelms chose education as his weapon of choice for fighting racism and inequality. With hard work, determination, and the critical assistance of mentors who counseled him along the way, he found his way from the cotton fields of Arkansas to university leadership roles. Becoming the youngest and the first African American chancellor of a predominately white institution in Indiana, he faced tectonic changes in higher education during those ensuing decades of globalization, growing economic disparity, and political divisiveness. From Cotton Fields to University Leadership is an uplifting story about the power of education, the impact of community and mentorship, and the importance of dreaming big. “In his memoir, the realities of his life take on the qualities of a good docudrama, providing the back story to the development of a remarkable educational leader. His is ‘the examined life,’ filled with honesty, humor, and humility. While this is uniquely Charlie’s story, it is a story that will lift the hearts of many and inspire future generations of leaders.” —Betty J. Overton, Director, National Forum on Higher Education for the Public Good

Includes discography (page 203-225) and index.