How special education used disability labels to marginalize Black students in public schools The Unteachables examines the overrepresentation of Black students in special education over the course of the twentieth century. As African American children integrated predominantly white schools, many were disproportionately labeled educable mentally retarded (EMR), learning disabled (LD), and emotionally behavioral disordered (EBD). Keith A. Mayes charts the evolution of disability categories and how these labels kept Black learners segregated in American classrooms. The civil rights and the educational disability rights movements, Mayes shows, have both collaborated and worked at cross-purposes since the beginning of school desegregation. Disability rights advocates built upon the opportunity provided by the civil rights movement to make claims about student invisibility at the level of intellectual and cognitive disabilities. Although special education ostensibly included children from all racial groups, educational disability rights advocates focused on the needs of white disabled students, while school systems used disability discourses to malign and marginalize Black students. From the 1940s to the present, social science researchers, policymakers, school administrators, and teachers have each contributed to the overrepresentation of Black students in special education. Excavating the deep-seated racism embedded in both the public school system and public policy, The Unteachables explores the discriminatory labeling of Black students, and how it indelibly contributed to special education disproportionality, to student discipline and push-out practices, and to the school-to-prison pipeline effect.

Since 1966, Kwanzaa has been celebrated as a black holiday tradition an annual recognition of cultural pride in the African American community. But how did this holiday originate, and what is its broader cultural significance?

Kwanzaa: Black Power and the Making of the African-American Holiday Tradition explores the political beginning and later expansion of Kwanzaa, from its start as a Black Power holiday, to its current place as one of the most mainstream of the black holiday traditions. For those wanting to learn more about this alternative observance practiced by countless African Americans and how Kwanzaa fits into the larger black holiday tradition, Keith A. Mayes gives an accessible and definitive account of the movements and individuals that pushed to make this annual celebration a reality, and shows how African-Americans brought the black freedom struggle to the American calendar.

Clear and thoughtful, Kwanzaa is the perfect introduction to what is now the quintessential African American holiday.

Since 1966, Kwanzaa has been celebrated as a black holiday tradition an annual recognition of cultural pride in the African American community. But how did this holiday originate, and what is its broader cultural significance?

Kwanzaa: Black Power and the Making of the African-American Holiday Tradition explores the political beginning and later expansion of Kwanzaa, from its start as a Black Power holiday, to its current place as one of the most mainstream of the black holiday traditions. For those wanting to learn more about this alternative observance practiced by countless African Americans and how Kwanzaa fits into the larger black holiday tradition, Keith A. Mayes gives an accessible and definitive account of the movements and individuals that pushed to make this annual celebration a reality, and shows how African-Americans brought the black freedom struggle to the American calendar.

Clear and thoughtful, Kwanzaa is the perfect introduction to what is now the quintessential African American holiday.

How special education used disability labels to marginalize Black students in public schools The Unteachables examines the overrepresentation of Black students in special education over the course of the twentieth century. As African American children integrated predominantly white schools, many were disproportionately labeled educable mentally retarded (EMR), learning disabled (LD), and emotionally behavioral disordered (EBD). Keith A. Mayes charts the evolution of disability categories and how these labels kept Black learners segregated in American classrooms. The civil rights and the educational disability rights movements, Mayes shows, have both collaborated and worked at cross-purposes since the beginning of school desegregation. Disability rights advocates built upon the opportunity provided by the civil rights movement to make claims about student invisibility at the level of intellectual and cognitive disabilities. Although special education ostensibly included children from all racial groups, educational disability rights advocates focused on the needs of white disabled students, while school systems used disability discourses to malign and marginalize Black students. From the 1940s to the present, social science researchers, policymakers, school administrators, and teachers have each contributed to the overrepresentation of Black students in special education. Excavating the deep-seated racism embedded in both the public school system and public policy, The Unteachables explores the discriminatory labeling of Black students, and how it indelibly contributed to special education disproportionality, to student discipline and push-out practices, and to the school-to-prison pipeline effect.