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Diversifying Literacy Education
Diverse Book Finder
"The Diverse BookFinder is a comprehensive collection of children's picture books featuring Black and Indigenous people and People of Color (BIPOC)."
Addressing Anti-Blackness on Campus
Websites for Anti-Racism in Education
Articles on Racism & Anti-Racism in Education
Books on Anti-Racism & Racism in Education and Decolonizing the Curriculum
Beyond the Master's Tools? : Decolonizing Knowledge Orders, Research Methods, and Teaching by This book provides a compendium of strategies for decolonizing global knowledge orders, research methodology and teaching in the social sciences. The volume presents recent work on epistemological critique informed by postcolonial thought, and outlines strategies for actively decolonizing social science methodology and learning/teaching environments that will be of great utility to IR and other academic fields that examine global order. The volume focuses on the decolonization of intellectual history in the social sciences, followed by contributions on social science methodology and lastly more practical suggestions for educational/didactical approaches in academic teaching. The book is not confined to the classical format of research articles but moves beyond such boundaries by bringing in spoken word and interviews with scholar-activists. Overall this volume enables researchers to practice a reflexive and situated knowledge production more suitable to confronting present-day global predicaments. The perspectives mobilise a constructive critique, but also allow for a reconstruction of methodologies and methods in ways that open up new lenses, new archives of knowledges and reconsider the who, the how and the what of the craft of social science research into global order.
Call Number: JV185 .B49 2020eb
Publication Date: 2020
Digital Divisions by In the digital age, schools are a central part of a nationwide effort to make access to technology more equitable, so that all young people, regardless of identity or background, have the opportunity to engage with the technologies that are essential to modern life. Most students, however, come to school with digital knowledge they've already acquired from the range of activities they participate in with peers online. Yet, teachers, as Matthew H. Rafalow reveals in Digital Divisions, interpret these technological skills very differently based on the race and class of their student body. While teachers praise affluent White students for being "innovative" when they bring preexisting and sometimes disruptive tech skills into their classrooms, less affluent students of color do not receive such recognition for the same behavior. Digital skills exhibited by middle class, Asian American students render them "hackers," while the creative digital skills of working-class, Latinx students are either ignored or earn them labels troublemakers. Rafalow finds in his study of three California middle schools that students of all backgrounds use digital technology with sophistication and creativity, but only the teachers in the school serving predominantly White, affluent students help translate the digital skills students develop through their digital play into educational capital. Digital Divisions provides an in-depth look at how teachers operate as gatekeepers for students' potential, reacting differently according to the race and class of their student body. As a result, Rafalow shows us that the digital divide is much more than a matter of access: it's about how schools perceive the value of digital technology and then use them day-to-day.
Call Number: LB1028.43 .R337 2020
Publication Date: 2020-11-03
Self-Taught by In this previously untold story of African American self-education, Heather Andrea Williams moves across time to examine African Americans' relationship to literacy during slavery, during the Civil War, and in the first decades of freedom. Self-Taught traces the historical antecedents to freedpeople's intense desire to become literate and demonstrates how the visions of enslaved African Americans emerged into plans and action once slavery ended. Enslaved people, Williams contends, placed great value in the practical power of literacy, whether it was to enable them to read the Bible for themselves or to keep informed of the abolition movement and later the progress of the Civil War. Some slaves devised creative and subversive means to acquire literacy, and when slavery ended, they became the first teachers of other freedpeople. Soon overwhelmed by the demands for education, they called on northern missionaries to come to their aid. Williams argues that by teaching, building schools, supporting teachers, resisting violence, and claiming education as a civil right, African Americans transformed the face of education in the South to the great benefit of both black and white southerners.
Publication Date: 2005-03-07
We Are an African People by By 1970, more than 60 "Pan African nationalist" schools, from preschools to post-secondary ventures, had appeared in urban settings across the United States. The small, independent enterprises were often accused of teaching hate and were routinely harassed by authorities. Yet theseinstitutions served as critical mechanisms for transmitting black consciousness. Founded by activist-intellectuals, the schools strove not simply to bolster the academic skills and self-esteem of inner-city African-American youth but also to decolonize minds and embody the principles ofself-determination and African identity.In We Are An African People, historian Russell Rickford traces the brief lives of these autonomous black institutions created to claim some of the self-determination that the integrationist civil rights movement had failed to provide. Influenced by Third World theorists and anticolonial movements,organizers of the schools saw formal education as a means of creating a vanguard of young activists devoted to the struggle for black political sovereignty throughout the world. Most of the schools were short-lived, but their stories have much to tell us about Pan Africanism as a social andintellectual movement and as a key part of an indigenous black nationalism.A former journalist, Rickford uses a virtually unknown movement to explore black nationhood and a particularly fertile period of political, cultural, and social revitalization that envisioned an alternate society.
Call Number: LC2741 .R54 2016
Publication Date: 2016-02-11
The Green Book: Maine Listings & Register from USM's African American Collection
Between 1936 and 1967, the Negro Motorist Green Book was essential for the survival of thousands of black Americans in an era of segregation cemented into the American legal system through Jim Crow laws, sundown towns where African Americans were under threat of violence after sunset, and a sharp increase in lynchings and other forms of hate crimes.
Victor Green worked as a postal carrier in Hackensack, New Jersey, and lived with his family in Harlem. Allegedly, Green was frustrated with his own experiences attempting to travel the United States as an African American and heard similar stories from friends and family. In 1936, he decided to publish the first edition of the Negro Motorist Green Book, based on similar guides for Jewish travelers. The first issue of the Green Book was limited to black-owned and non-discriminatory businesses in New York City.
Source: Green Book Sites: A Historic Travel Guide to Jim Crow America National Trust for Historic Preservation
The Cummings' Guest House Register is now in USM's Special Collections. Below is a page from the register that lists visitors from Boston, New York City, and Washington D.C. among other places.
Source: Cummings Guest House Register, African American Collection of Maine, Jean Byers Sampson Center for Diversity in Maine, University of Southern Maine Libraries.