Sophisticated Racism: Understanding and Managing the Complexity of Everyday Racism adopts a fresh approach to the study of racism. Victoria Showunmi and Carol Tomlin identify the prevalence of sophisticated racism. They explore sophisticated and everyday racism and how it manifests itself in society, particularly in the workplace. Each chapter is self-contained yet relates to the whole book so the reader can focus on a particular area of interest. The authors narrate examples of everyday racism from the lived experiences of Black women. They take the reader on a compelling journey from the sources of racism through narratives of disquieting racist events to the destination of affirming approaches to preserving a sense of self and individual identity in the face of sophisticated racism. An analysis of the interplay between Black women and White women is integral to the book. The authors explain how this originates in historical patterns of behavior which emerged on the plantations during enslavement. The term 'White women syndrome' has been coined to represent attempts to defend the limited space for female success by denigrating and excluding Black women. A unique feature of the book is that it reaches beyond the historical context to the provision of strategies for managing sophisticated and everyday racism in contemporary society.

This book offers both a philosophical and sociological model for understanding the constitution of identity in general, and black social identity in particular, without reverting to either a social or racial deterministic view of identity construction. Using a variant of structuration theory (phenomenological structuralism) this work, against contemporary postmodern and post-structural theories, seeks to offer a dialectical understanding of the constitution of black American and British life within the class division and social relations of production of the global capitalist world-system, while accounting for black social agency.

This work sets forth the argument that in the age of (neoliberal) globalization, black people around the world are ever-so slowly becoming "African-Americanized". They are integrated and embourgeoised in the racial-class dialectic of black America by the material and ideological influences of the Protestant ethic and the spirit of capitalism as promulgated throughout the diaspora by two social class language games of the black American community: the black underclass (Hip-Hop culture), speaking for and representing black youth practical consciousness; and black American charismatic liberal/conservative bourgeois Protestant preachers like TD Jakes, Creflo Dollar, etc., speaking for and representing the black bourgeois (educated) professional and working classes. Although on the surface the practical consciousness and language of the two social class language games appear to diametrically oppose one another, the authors argue, given the two groups' material wealth within the Protestant ethic and the spirit of capitalism of corporate (neoliberal) America, they do not. Both groups have the same underlying practical consciousness, subjects/agents of the Protestant Ethic and the spirit of capitalism. The divergences, where they exist, are due to their interpellation, embourgeoisement, and differentiation via different ideological apparatuses of the society: church and education, i.e., schools, for the latter; and prisons, the streets, and athletic and entertainment industries for the former. Contemporarily, in the age of globalization and neoliberalism, both groups have become the bearers of ideological and linguistic domination in black neoliberal America, and are antagonistically, converging the practical consciousness of the black or African diaspora towards their respective social class language games. We are suggesting that the socialization of other black people in the diaspora ought to be examined against and within the dialectical backdrop of this class power dynamic and the cultural and religious heritages of the black American people responsible for this phenomenon or process of convergence we are referring to as the "African-Americanization" of the black diaspora.

Against John Ogbu's oppositional culture theory and Claude Steele's disidentification hypothesis, Jesus and the Streets offers a more appropriate structural Marxian hermeneutical framework for contextualizing, conceptualizing, and evaluating the locus of causality for the black male/female intra-racial gender academic achievement gap in the United States of America and the United Kingdom. Positing that in general the origins of the black/white academic achievement gap in both countries is grounded in what Paul C. Mocombe refers to as a "mismatch of linguistic structure and social class function." Within this structural Marxist theoretical framework the intra-racial gender academic achievement gap between black boys and girls, the authors argue, is a result of the social class functions associated with industries (mode of production) and ideological apparatuses, i.e., prisons, the urban street life, athletics and entertainment, where the majority of urban black males in the US and UK achieve their status, social mobility, and economic gain, and the black church/education where black females in both countries are overwhelmingly more likely to achieve their status, social mobility, and drive for economic gain via education and professionalization.

This book offers both a philosophical and sociological model for understanding the constitution of identity in general, and black social identity in particular, without reverting to either a social or racial deterministic view of identity construction. Using a variant of structuration theory (phenomenological structuralism) this work, against contemporary postmodern and post-structural theories, seeks to offer a dialectical understanding of the constitution of black American and British life within the class division and social relations of production of the global capitalist world-system, while accounting for black social agency.

In postindustrial economies such as the United States and Great Britain, the black/white achievement gap is perpetuated by an emphasis on language and language skills, with which black American and black British-Caribbean youths often struggle. This work analyzes the nature of educational pedagogy in the contemporary capitalist world-system under American hegemony. Mocombe and Tomlin interpret the role of education as an institutional or ideological apparatus for capitalist domination, and examine the sociolinguistic means or pedagogies by which global and local social actors are educated within the capitalist world-system to serve the needs of capital; i.e., capital accumulation. Two specific case studies, one in the United States and one in the United Kingdom, are utilized to demonstrate how contemporary educational emphasis on language and literacy parallels the organization of work and contributes to the debate on academic underachievement of black students vis-a-vis their white and Asian counterparts.

Mocombe and Tomlin explore the black/white achievement gap in America and Great Britain, gaining understanding through black bourgeois living and the labeled pathologies of the black underclass. Within the class dualism of capitalist social relations, blacks throughout the Diaspora attempt to exist in the world. Furthermore, blacks must construct their identities and be in the world by choosing between the discursive practices of the Protestant and capitalist ideology of the black Protestant bourgeoisie, or the beliefs of the black underclass, which appear to dismiss these practices as 'acting-white' (John Ogbu's term). Presently, the practical consciousness (constituted as hip-hop culture) of the black underclass, supported by finance capital, have dominated the American and global social structure, and one of its (dys)functions is the black/white achievement gap, which is a global phenomenon emanating from black America and affecting blacks around the globe. Although the histories of blacks in America and in Great Britain are fundamentally different, Mocombe and Tomlin argue in this work that during the age of globalization, the social functions of the dominating black consciousness (hip-hop culture) coming out of America are the locus of causality for the black/white achievement gap in America and Great Britain. Tomlin highlights this problematic by analyzing effective strategies employed by high achieving blacks in Great Britain, and Mocombe does the same through an analysis of an effective reading curriculum in an American inner-city after-school program.

In postindustrial economies such as the United States and Great Britain, the black/white achievement gap is perpetuated by an emphasis on language and language skills, with which black American and black British-Caribbean youths often struggle. This work analyzes the nature of educational pedagogy in the contemporary capitalist world-system under American hegemony. Mocombe and Tomlin interpret the role of education as an institutional or ideological apparatus for capitalist domination, and examine the sociolinguistic means or pedagogies by which global and local social actors are educated within the capitalist world-system to serve the needs of capital; i.e., capital accumulation. Two specific case studies, one in the United States and one in the United Kingdom, are utilized to demonstrate how contemporary educational emphasis on language and literacy parallels the organization of work and contributes to the debate on academic underachievement of black students vis-a-vis their white and Asian counterparts.

Studies of preaching and preaching style have up to this point focused almost exclusively on a western euro-centric understanding of good preaching. Preach It encourages students, both vocational and scholarly, to look beyond these approaches and to learn from traditions with which they are less familiar. The distinctive style and techniques that African Caribbean Pentecostal preachers have inherited has been shaped by historical, political and socio-economic factors impacting on black Caribbean people (including clergy). Using a variety of socio-linguistic and theological approaches, Preach It reflects on these techniques, and outlines how preachers across church traditions might learn from them and use them in their own contexts.