Autobiographical Writing Across the Disciplines reveals the extraordinary breadth of the intellectual movement toward self-inclusive scholarship. Presenting exemplary works of criticism incorporating personal narratives, this volume brings together twenty-seven essays from scholars in literary studies and history, mathematics and medicine, philosophy, music, film, ethnic studies, law, education, anthropology, religion, and biology. Pioneers in the development of the hybrid genre of personal scholarship, the writers whose work is presented here challenge traditional modes of inquiry and ways of knowing. In assembling their work, editors Diane P. Freedman and Olivia Frey have provided a rich source of reasons for and models of autobiographical criticism. The editors’ introduction presents a condensed history of academic writing, chronicles the origins of autobiographical criticism, and emphasizes the role of feminism in championing the value of personal narrative to disciplinary discourse. The essays are all explicitly informed by the identities of their authors, among whom are a feminist scientist, a Jewish filmmaker living in Germany, a potential carrier of Huntington’s disease, and a doctor pregnant while in medical school. Whether describing how being a professor of ethnic literature necessarily entails being an activist, how music and cooking are related, or how a theology is shaped by cultural identity, the contributors illuminate the relationship between their scholarly pursuits and personal lives and, in the process, expand the boundaries of their disciplines. Contributors: Kwame Anthony Appiah Ruth Behar Merrill Black David Bleich James Cone Brenda Daly Laura B. DeLind Carlos L. Dews Michael Dorris Diane P. Freedman Olivia Frey Peter Hamlin Laura Duhan Kaplan Perri Klass Muriel Lederman Deborah Lefkowitz Eunice Lipton Robert D. Marcus Donald Murray Seymour Papert Carla T. Peterson David Richman Sara Ruddick Julie Tharp Bonnie TuSmith Alex Wexler Naomi Weisstein Patricia Williams

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.

Comprehensive in its coverage, The Womanist Reader is the first volume to anthologize the major works of womanist scholarship. Charting the course of womanist theory from its genesis as Alice Walker’s African-American feminism, through Chikwenye Okonjo Ogunyemi’s African womanism and Clenora Hudson-Weems’ Africana womanism, to its present-day expression as a global, anti-oppressionist perspective rooted in the praxis of everyday women of color, this interdisciplinary reader traces the rich and diverse history of a quarter century of womanist thought. Featuring selections from over a dozen disciplines by top womanist scholars from around the world, plus several critiques of womanism, an extensive bibliography of womanist sources, and the first ever systematic treatment of womanist thought on its own terms, Layli Phillips has assembled a unique and groundbreaking compilation.

"With laser-like precision, Graham fuses together our collective cultural memory and experience as he captivatingly describes "the contract" so many of us sign. A tacit agreement to don the cloak of cultural invisibility in exchange for the basement keys to the palace." - Dr. Joy A. DeGruy, author of Post Traumatic Slave Syndrome Written to speak for those who've been without a voice throughout their professional career, Plantation Theory: The Black Professional's Struggle Between Freedom & Security showcases the realities that countless Black corporate professionals face despite best efforts to prove their worthiness of opportunity. It challenges the status quo and urges future generations of Black excellence to recognize how much power they wield and evaluate closely the benefits and the detractors of choosing to work in Corporate America. From cover to cover, Black professionals are faced with an urgent question-why work twice as hard for half the recognition and a third of the pay? Filled with transparent and often shocking firsthand accounts, Plantation Theory also serves as a veil remover for those in positions of privilege and power as they embark on a journey of abolition rather than allyship. For individuals and corporations, it demands a commitment to end participation in the behaviors perpetuating inequitable environments. Graham pointedly places the accountability squarely on the shoulders of those most responsible and asks will marketing to Black and diverse talent match the reality of the daily lived experience they will soon call reality as employees? Or will these entities engage in adequate self-examination, heartfelt contemplation, and reflective discussions to do the hard work of no longer being a sideline participant in the marathon of inequity. For Black professionals, the vision for the future will require a confrontation with the notion of freedom versus security. For companies and individuals in privileged positions of power, performative measures and diversity theater are no longer enough. Graham's Plantation Theory reminds us that historical approaches are no longer viable pathways to what must become. It's no longer a matter of capability, but of willingness. There is much work to be done for the willing.

This book brings together scholars who explore the evolving meanings of diversity and how these meanings present new challenges and considerations for collegiate leadership, management, and practice. The book offers empirical, scholarly, and personal space to interrogate the seemingly elusive but compelling challenges postsecondary institutions face in managing diversity. Book chapters are offered in a variety of voices - some detailing theoretical, conceptual, sociohistorical, and globalized meanings of diversity; some highlighting college personnel narratives around social justice and equity; and some illustrating identity politics and provocative topics among students, faculty, and staff that continue to present formidable challenges to collegiate equity agendas. The intent is to both question existing efforts to diversify and make inclusive collegiate contexts; to present new frameworks of thinking about diversity, equity, and inclusion; and to identify and detail policy and practice implications.

Race, Gender, and Curriculum Theorizing: Working in Womanish Ways recognizes and represents the significance of Black feminist and womanist theorizing within curriculum theorizing. In this collection, a vibrant group of women of color who do curriculum work reflect on a Black feminist/womanist scholar, text, and/or concept, speaking to how it has both influenced and enriched their work as scholar-activists. Black feminist and womanist theorizing plays a dynamic role in the development of women of color in academia, and gets folded into our thinking and doing as scholar-activists who teach, write, profess, express, organize, engage community, educate, do curriculum theory, heal, and love in the struggle for a more just world.

This book seeks to leave the reader feeling optimistic and forward-thinking about our collective ability to provide a better educational future for all of our children. Rather than simply recite problems, Unlearning Failure seeks to explore credible solutions. If we are to fix the current urban schooling mess that we find ourselves in, we might well need to reignite our collective outside-the-box thinking as well as revisit measures previously labeled controversial.