Profiles 400 women who lived or started their careers before 1950, many of whom received little if any recognition for their contributions.

"New York Times" bestselling author and educator Ron Clark challenges parents, teachers, and communities everywhere embrace a difference in the classroom and uplift, educate, and empower our children.
Read this book to find out why so many across the country have embraced these powerful rules.
- Set the electric tone on day one
- Teach your children how to study--don't expect it to come naturally
- Don't constantly stress about test scores
- Not every child deserves a cookie
- Lift up your teachers. No, really, lift them up
- If kids like you all the time, you're doing something wrong
- Don't be a penny parent
Be different. Be bold. Join in.

This collection aims to fill in the deep gaps of vital contributions that have been erased from the sexuality field, illuminating the historical and current work, strategies, solutions, and thoughts from sexologists that have been excluded until now. Historically, the US sexuality field has not included the experiences and wisdom of racialized sexologists, educators, therapists, or professionals. Instead, sexuality professionals have been trained using a color-free narrative that does an injustice by excluding their work as well as failing to offer a fuller examination of how they have expanded the field and held it accountable. The result of this wholesale erasure is that today many sexuality professionals understand these contributions as extra or tangential, and not part of the full vision and history of the field of sexology. Highlighting the voices and experiences of those who have been racialized and thus excluded, isolated, erased, and yet have still emerged as vital contributors to the North American sexuality field, this text offers a significant shift in the way we learn and understand sexuality, one that is expansive and committed to liberation, healing, equity, and justice. Divided into three sections addressing safety, movement, and oral narratives, the contributors offer insightful and provoking chapters that discuss reproductive justice, LGBTQ themes, racial and social justice, and gender, and disability justice, demonstrating how these sexologists have been leaders, past and present, in change and progression. This futuristic textbook includes correction, engaged reading, and lesson plans which offers community workers and trainers an opportunity to use the text in their non-traditional learning environments. Creating a path forward that many believed was impossible, this accessible book is for all who work in and around sexuality. It welcomes inquiry and celebrates our humanity for the worlds we are building now and for the future.

This collection explores how autoethnography is made. Contributors from sociology, education, counselling, the visual arts, textiles, drama, music, and museum curation uncover and reflect on the processes and practices they engage in as they craft their autoethnographic artefacts. Each chapter explores a different material or media, together creating a rich and stimulating set of demonstrations, with the focus firmly on the practical accomplishment of texts/artefacts. Theoretically, this book seeks to rectify the hierarchical separation of art and craft and of intellectual and practical cultural production, by collapsing distinctions between knowing and making. In relation to connections between personal experience and wider social and cultural phenomena, contributors address a variety of topics such as social class, family relationships and intergenerational transmission, loss, longing and grief, the neoliberal university, gender, sexuality, colonialism, race/ism, national identity, digital identities, indigenous ways of knowing/making and how these are ‘storied’, curated and presented to the public, and our relationship with the natural world. Contributors also offer insights into how the ‘crafting space’ is itself one of intellectual inquiry, debate, and reflection. This is a core text for readers from both traditional and practice-based disciplines undertaking qualitative research methods/autoethnographic inquiry courses, as well as community-based practitioners and students. Readers interested in creative practice, practitioner-research and arts-based research in the social sciences and humanities will also benefit from this book.

Care-Based Methodologies reimagines relationships between researchers and youth participants in school-based research. The book calls attention to care-based methodologies as essential to qualitative and ethnographic research in schools, particularly when participants are youth from nondominant communities. While researchers come to schools seeking to understand youths’ lived experiences and become implicated in the quotidian rhythms of their lives, it is rare that they receive training on how to navigate the complex interpersonal dynamics and relationships that take shape during long-term school research. How can researchers ensure that they care for the wellbeing of youth, not just the stories and data collected from them? How do researchers maneuver the various roles they may come to play in youth’s lives over the course of, and beyond, a study with care? What happens when scholars transgress the traditional power dynamics of researcher-participant relationships to walk with youth in their research? This book illustrates the possibilities for conducting rigorous and responsible research that simultaneously improves our understanding of youth’s lives, cares for their wellbeing, and works toward dismantling the systems that oppress them. The editors of the volume offer an opening chapter that articulates how researchers can practice care-based methodologies with youth by centering transparency, reflexivity, reciprocity, curiosity, consent, and self-care. The chapters that follow draw from a range of qualitative and ethnographic studies to highlight how care mediates and informs the research process and offer concrete guidance for employing care-based methodologies in school-based studies with youth.

The complete autobiography of a literary legend. Poet, dramatist, novelist, critic, teacher, and political activist Amiri Baraka, born LeRoi Jones, vividly recounts his crusading role in African American literature. A driving force behind the Black Arts Movement, the prolific Baraka retells his experiences from his participation in avant-garde literature after World War II and his role in Black nationalism after the assassination of Malcolm X to his conversion to Islam and his commitments to an international socialist vision. When "The Autobiography of LeRoi Jones" was first published in 1984, the publisher made substantial cuts in the copy. Under the careful direction of the author, the book has been restored to its original form. This is the first complete and unexpurgated version of Baraka's life and work.

Kathleen Rice was an inspiring woman who lived ahead of her time. Born in St. Marys, Ontario, she graduated as a gold medallist in Mathematics at the University of Toronto in 1906. After a conventional beginning teaching school in Ontario and Saskatchewan, Kate broke free of the mold, searching for new frontiers as a prospector in Manitoba during the gold rush. She formed a partnership with Dick Woosey and began a life in the remote areas around Herb Lake, prospecting and trapping. After Woosey's death, Kate faced her final and most difficult challenge - living alone in the wildness of the north.