'A captivating epic fantasy from a major new talent' Anthony Ryan, author of Blood Song ***ONE OF TIME MAGAZINE'S 100 BEST FANTASY BOOKS OF ALL TIME*** IN A WORLD CONSUMED BY ENDLESS WAR ONE YOUNG MAN WILL BECOME HIS PEOPLE'S ONLY HOPE FOR SURVIVAL. The Omehi people have been fighting an unwinnable war for generations. The lucky ones are born gifted: some have the power to call down dragons, others can be magically transformed into bigger, stronger, faster killing machines. Everyone else is fodder, destined to fight and die in the endless war. Tau Tafari wants more than this, but his plans of escape are destroyed when those closest to him are brutally murdered. With too few gifted left, the Omehi are facing genocide, but Tau cares only for revenge. Following an unthinkable path, he will strive to become the greatest swordsman to ever live, willing to die a hundred thousand times for the chance to kill three of his own people. THE RAGE OF DRAGONS LAUNCHES AN UNMISSABLE EPIC FANTASY SERIES. 'Intense, inventive and action-packed from beginning to end - a relentlessly gripping, brilliant read' James Islington, author of The Shadow of What Was Lost 'Stunning debut fantasy' Publishers Weekly 'Intense, vivid and brilliantly realised - a necessary read' Anna Smith Spark, author of The Court of Broken Knives 'Fans of Anthony Ryan's Blood Song will love this' Django Wexler, author of The Thousand Names 'A Xhosa-inspired world complete with magic, dragons, demons and curses, The Rage of Dragons takes classic fantasy and imbues it with a fresh and exciting twist' Anna Stephens, author of Godblind

Recently, Black women have taken the world stage in national politics, popular culture, professional sports, and bringing attention to racial injustice in policing and the judicial system. However, rarely are Black women acknowledged and highlighted for their efforts to understand the social problems confronting our generation and those generations that came before us. In the post-civil rights era, research faculty and theoreticians must acknowledge the marginalization of Black women scholars' voices in contemporary qualitative scholarship and debates. Black Feminism in Qualitative Inquiry: A Mosaic for Writing our Daughter's Body engages qualitative inquiry to center the issues and concerns of Black women as researcher(s) and the researched while simultaneously questioning the ostensible innocence of qualitative inquiry, including methods of data collection, processes of data analysis, and representations of human experiences and identities. The text centers "daughtering" as the onto-epistemological tool for approaches to Black feminist and critical race data analysis in qualitative inquiry. Advanced and novice researchers interested in decolonizing methodologies and liberatory tools of analysis will find the text useful for cultural, education, political, and racial critiques that center the intersectional identities and interpretations of Black women and girls and other people of color. Daughtering as a tool of analysis in Black feminist qualitative inquiry is our own cultural and spiritual way of being, doing, and performing decolonizing work.

The album The Miseducation of Lauryn Hill sold over 420,000 copies in its first week, received ten Grammy nominations (winning five). Celebrating Twenty Years of Black Girlhood: The Lauryn Hill Reader critically engages the work of Ms. Hill, highlighting the interdisciplinary nature of the album. Beyond the album's commercial success, Ms. Hill's radical self-consciousness and exuberance for life led listeners through her Black girl journey of love, motherhood, admonition, redemption, spirituality, sexuality, politics, and nostalgia that affirmed the power of creativity, resistance, and the tradition of African storytelling. Ms. Hill's album provides inspirational energies that serve as a foundational text for Black girlhood. In many ways it is the definitive work of Black girlhood for the Hip Hop generation and beyond because it opened our eyes to a holistic narrative of woman and mother. Twenty years after the release of the album, we pay tribute to this work by adding to the quilt of Black girls' stories with the threads of feminist consciousness, which are particularly imperative in this space where we declare: Black girls matter. Celebrating Twenty Years of Black Girlhood is the first book to academically engage the work of the incomparable Ms. Hill. It intellectually wrestles with the interdisciplinary nature of Ms. Hill's album, centering the connection between the music of Ms. Hill and the lives of Black girls. The essays in this collection utilize personal narratives and professional pedagogies and invite students, scholars, and readers to reflect on how Ms. Hill's album influenced their past, present, and future.

Researchers and theorists are calling for more research that considers the interaction of race, class, and gender in urban education research and practice. Teaching Black Girls: Resiliency in Urban Classrooms is the first book to directly focus on the pedagogical and educational needs of poor and working-class African American female students. Blurring the boundaries between research, theory, and practice, Teaching Black Girls offers teachers and educational advocates an alternative lens to approach positive educational development in urban schools. Using data from a three-year ethnography, this book explores ways in which teachers and educational institutions can foster resilience in students who acquire many risks and vulnerabilities in a society that privileges whiteness, wealth, and men. The author merges the tenets of postmodernism, Black feminism, and critical pedagogy to offer insight into the learning dynamics of students who may encounter multiple adversities in the home, community, and school.

While figures on Black women and girls' degree attainment suggest that as a group they are achieving in society, the reality is that their experiences are far from monolithic, that the educational system from early on and through college imposes barriers and inequities, pushing many out of school, criminalizing their behavior, and leading to a high rate of incarceration. The purpose of this book is to illuminate scholarship on Black women and girls throughout the educational pipeline. The contributors--all Black women educators, scholars, and advocates--name the challenges Black women and girls face while pursuing their education as well as offer implications and recommendations for practitioners, policymakers, teachers, and administrators to consider in ensuring the success of Black women and girls. This book is divided into four sections, each identifying the barriers Black girls and women encounter at the stages of their education and offering strategies to promote their success and agency within and beyond educational contexts. In Part One, the contributors explore the importance of mattering for Black girls in terms of redefining success and joy; centering Black girl literacy pedagogies that encourage them to thrive; examining how to make STEM more accessible to them; and recounting how Black girls' emotions and emotional literacy can either disempower them or promote their sense of agency to navigate educational contexts. Part Two uncovers the violence directed toward and the criminalization of Black women and girls, and how they are situated in educational and justice systems that collude to fail them. The contributors address incarceration and the process of rehabilitation and reentry; the outcomes of disciplinary action in schools on women who pursue college; and describe how the erasure and disregard of Black women and girls leaves them absent from the educational policies that deeply affect their lives and wellbeing. Part Three focuses on how Black women are left to navigate without resources that could make their collegiate pathways smoother; covers how hair politics impact their acceptance in college leadership roles, particularly at HBCUs; illuminates the importance of social/emotional and mental health for Black undergraduate women and the lack of adequate resources; and explores how women with disabilities navigate higher education. The final part of this book describes transformative approaches to supporting the educational needs of Black women and girls, including the use of a politicized ethic of care, intergenerational love and dialogue, and constructing communities, including digital environments, to ensure they thrive through their education and beyond.

While figures on Black women and girls' degree attainment suggest that as a group they are achieving in society, the reality is that their experiences are far from monolithic, that the educational system from early on and through college imposes barriers and inequities, pushing many out of school, criminalizing their behavior, and leading to a high rate of incarceration. The purpose of this book is to illuminate scholarship on Black women and girls throughout the educational pipeline. The contributors--all Black women educators, scholars, and advocates--name the challenges Black women and girls face while pursuing their education as well as offer implications and recommendations for practitioners, policymakers, teachers, and administrators to consider in ensuring the success of Black women and girls. This book is divided into four sections, each identifying the barriers Black girls and women encounter at the stages of their education and offering strategies to promote their success and agency within and beyond educational contexts. In Part One, the contributors explore the importance of mattering for Black girls in terms of redefining success and joy; centering Black girl literacy pedagogies that encourage them to thrive; examining how to make STEM more accessible to them; and recounting how Black girls' emotions and emotional literacy can either disempower them or promote their sense of agency to navigate educational contexts. Part Two uncovers the violence directed toward and the criminalization of Black women and girls, and how they are situated in educational and justice systems that collude to fail them. The contributors address incarceration and the process of rehabilitation and reentry; the outcomes of disciplinary action in schools on women who pursue college; and describe how the erasure and disregard of Black women and girls leaves them absent from the educational policies that deeply affect their lives and wellbeing. Part Three focuses on how Black women are left to navigate without resources that could make their collegiate pathways smoother; covers how hair politics impact their acceptance in college leadership roles, particularly at HBCUs; illuminates the importance of social/emotional and mental health for Black undergraduate women and the lack of adequate resources; and explores how women with disabilities navigate higher education. The final part of this book describes transformative approaches to supporting the educational needs of Black women and girls, including the use of a politicized ethic of care, intergenerational love and dialogue, and constructing communities, including digital environments, to ensure they thrive through their education and beyond.

Recently, Black women have taken the world stage in national politics, popular culture, professional sports, and bringing attention to racial injustice in policing and the judicial system. However, rarely are Black women acknowledged and highlighted for their efforts to understand the social problems confronting our generation and those generations that came before us. In the post-civil rights era, research faculty and theoreticians must acknowledge the marginalization of Black women scholars' voices in contemporary qualitative scholarship and debates. Black Feminism in Qualitative Inquiry: A Mosaic for Writing our Daughter's Body engages qualitative inquiry to center the issues and concerns of Black women as researcher(s) and the researched while simultaneously questioning the ostensible innocence of qualitative inquiry, including methods of data collection, processes of data analysis, and representations of human experiences and identities. The text centers "daughtering" as the onto-epistemological tool for approaches to Black feminist and critical race data analysis in qualitative inquiry. Advanced and novice researchers interested in decolonizing methodologies and liberatory tools of analysis will find the text useful for cultural, education, political, and racial critiques that center the intersectional identities and interpretations of Black women and girls and other people of color. Daughtering as a tool of analysis in Black feminist qualitative inquiry is our own cultural and spiritual way of being, doing, and performing decolonizing work.

The album The Miseducation of Lauryn Hill sold over 420,000 copies in its first week, received ten Grammy nominations (winning five). Celebrating Twenty Years of Black Girlhood: The Lauryn Hill Reader critically engages the work of Ms. Hill, highlighting the interdisciplinary nature of the album. Beyond the album's commercial success, Ms. Hill's radical self-consciousness and exuberance for life led listeners through her Black girl journey of love, motherhood, admonition, redemption, spirituality, sexuality, politics, and nostalgia that affirmed the power of creativity, resistance, and the tradition of African storytelling. Ms. Hill's album provides inspirational energies that serve as a foundational text for Black girlhood. In many ways it is the definitive work of Black girlhood for the Hip Hop generation and beyond because it opened our eyes to a holistic narrative of woman and mother. Twenty years after the release of the album, we pay tribute to this work by adding to the quilt of Black girls' stories with the threads of feminist consciousness, which are particularly imperative in this space where we declare: Black girls matter. Celebrating Twenty Years of Black Girlhood is the first book to academically engage the work of the incomparable Ms. Hill. It intellectually wrestles with the interdisciplinary nature of Ms. Hill's album, centering the connection between the music of Ms. Hill and the lives of Black girls. The essays in this collection utilize personal narratives and professional pedagogies and invite students, scholars, and readers to reflect on how Ms. Hill's album influenced their past, present, and future.

'CAPTIVATING EPIC FANTASY FROM A MAJOR NEW TALENT' Anthony Ryan on The Rage of Dragons Desperate to delay an impending attack by the indigenous people of Xidda, Tau and his queen craft a dangerous plan. If Tau succeeds, the queen will have the time she needs to assemble her forces and launch an all-out assault on her own capital city, where her sister is being propped up as the 'true' Queen of the Omehi. If the city can be taken, if Tsiora can reclaim her throne and reunite her people, then the Omehi might have a chance to survive the coming onslaught. THE FIRES OF VENGEANCE CONTINUES THE UNMISSABLE EPIC FANTASY SERIES THAT BEGAN WITH EVAN WINTER'S ACCLAIMED DEBUT THE RAGE OF DRAGONS. Praise for The Rage of Dragons: 'Intense, inventive and action-packed from beginning to end - a relentlessly gripping, brilliant read' James Islington, author of The Shadow of What Was Lost 'Stunning debut fantasy' Publishers Weekly 'Intense, vivid and brilliantly realised - a necessary read' Anna Smith Spark, author of The Court of Broken Knives 'Impossible to put down' Rick Riordan 'Fans of Anthony Ryan's Blood Song will love this' Django Wexler, author of The Thousand Names 'A Xhosa-inspired world complete with magic, dragons, demons and curses, The Rage of Dragons takes classic fantasy and imbues it with a fresh and exciting twist' Anna Stephens, author of Godblind

In Black Feminism in Education: Black Women Speak Back, Up, and Out, authors use an endarkened feminist lens to share the ways in which they have learned to resist, adapt, and re-conceptualize education research, teaching, and learning in ways that serve the individual, community, nation, and all of humanity. Chapters explore and discuss the following question: How is Black feminist thought and/or an endarkened feminist epistemology (EFE) being used in pre-K through higher education contexts and scholarship to marshal new research methodologies, frameworks, and pedagogies? At the intersection of race, class, and gender, the book draws upon alternative research methodologies and pedagogies that are possibly transformative and healing for all involved in the research, teaching, and service experience. The volume is useful for those interested in women and gender studies, research methods, and cultural studies.

For over thirty years, Drizzt Do'Urden has been one of the most important characters in fantasy literature. Throughout his novels, Drizzt has written down his thoughts about life and love, the nature of good and evil, the joys (and frustrations) of family, and so much more. Bound together for the first time, the collected wisdom and philosophy of Drizzt will be a beautifully-packaged gift book-complete with deckled edges, faux-leather cover, and an introduction by bestselling fantasy author Evan Winter-for his biggest fans and readers wanting to learn about this iconic figure. Growing up in the chaos of Menzoberranzan, one young drow elf tries to make sense of the conflict between the traditions he must serve and the protestations of his own conscience. To lay bare the injustices he sees and to strengthen his own resolve to follow the ethical call of his heart, Drizzt Do'Urden is both an agent of action and self-reflection. These, his writings, become critical to his salvation, the way in which he makes sense of a world that to him makes little sense at all. The impact of his words, of his meditation, of his inward determination will carry him forward, forcing upon him decisions that others would consider noble, perhaps, but surely foolhardy...impossible even. But to Drizzt, the only choice is to do what is true and right. These journal entries, then, show the struggle between what has always been and what should be, where the courage to transcend the many obstacles of societal expectations and entrenched power-if nowhere else, then in the soul of an idealist. They were written to help Drizzt understand himself. But the universal truths will resonate with readers throughout the Realms.

Recipient of a 2022 Most Promising New Textbook Award from the Textbook & Academic Authors Association (TAA) Introduction to Intersectional Qualitative Research, by Jennifer Esposito and Venus Evans-Winters, introduces students and new researchers to the basic aspects of qualitative research including research design, data collection, and analysis, in a way that allows intersectional concerns to be infused throughout the research process. Esposito and Evans-Winters infuse their combined forty years of experience conducting and teaching intersectional qualitative research in this landmark book, the first of its kind to address intersectionality and qualitative research jointly for audiences new to both. The book's premise is that race and gender matter, and that racism and sexism are institutionalized in all aspects of life, including research. Each chapter opens with a vignette about a struggling researcher emphasizing that reflecting on your mistakes is an important part of learning. Discussion questions at the end of each chapter help instructors generate dialogue in class or in groups. Introduction to Intersectional Qualitative Research makes those identities and structures central to the task of qualitative study.

In Black Feminism in Education: Black Women Speak Back, Up, and Out, authors use an endarkened feminist lens to share the ways in which they have learned to resist, adapt, and re-conceptualize education research, teaching, and learning in ways that serve the individual, community, nation, and all of humanity. Chapters explore and discuss the following question: How is Black feminist thought and/or an endarkened feminist epistemology (EFE) being used in pre-K through higher education contexts and scholarship to marshal new research methodologies, frameworks, and pedagogies? At the intersection of race, class, and gender, the book draws upon alternative research methodologies and pedagogies that are possibly transformative and healing for all involved in the research, teaching, and service experience. The volume is useful for those interested in women and gender studies, research methods, and cultural studies.