This volume addresses the underlying intersections of race, class, and gender on immigrant girls' experiences living in the US. It examines the impact of acculturation and assimilation on Ethiopian girls' academic achievement, self-identity, and perception of beauty. The authors employ Critical Race Theory, Critical Race Feminism, and Afrocentricity to situate the study and unpack the narratives shared by these newcomers as they navigate social contexts rife with racism, xenophobia, and other forms of oppression. Lastly, the authors examine the implications of Ethiopian immigrant identities and experiences within multicultural education, policy development, and society.

This volume addresses the underlying intersections of race, class, and gender on immigrant girls' experiences living in the US. It examines the impact of acculturation and assimilation on Ethiopian girls' academic achievement, self-identity, and perception of beauty. The authors employ Critical Race Theory, Critical Race Feminism, and Afrocentricity to situate the study and unpack the narratives shared by these newcomers as they navigate social contexts rife with racism, xenophobia, and other forms of oppression. Lastly, the authors examine the implications of Ethiopian immigrant identities and experiences within multicultural education, policy development, and society.

Situating the African American learning experience within the stream of historic enslavement and hundreds of years of institutionalized racism, this timely book introduces antiracist foundations for teaching in the 21st century. The authors take a holistic approach that uses Afrocentricity to identify and address critical omissions and distortions in school curricula. Drawing on empirical findings from a high-performing 100% African American school, they identify what teachers and students recognize as successful features of the schools' approach, including a unique learning environment, support systems, spiritual affirmations, evidences of Black education, a reframing of Afrocentricity, and education that promotes positive Black identity. This much-needed book demonstrates the healing power of education; provides evidence of social, emotional, and psychological transformation within the learning experience; and frames education as a tool for liberation.Book Features: Offers a clear chronological analysis of Black education in the United States and across the Diaspora. Includes the perceptions and experiences of students and teachers at a successful Afrocentric school. Provides the tools needed to teach multicultural histories in an antiracist way. Examines the benefits of Afrocentric curricula and the role of corrective history in promoting positive Black identity. Explores the intersections of precolonial history, student achievement, and Afrocentric education.

This book explores the intersection of migration, identity development and the school achievement of Caribbean heritage children. In doing so, it uncovers the history of the Caribbean and its early inhabitants such as the Siboneyes, Guanahatabeyes, Tainos, Caribs, and Arawaks, who predated the arrival of European explorers and enslavers, and it explains the relevant connections to colonialism, neo-colonialism and Caribbean migration to North America. Through family interviews, it presents perspectives on Caribbean immigrants in North American schools (United States and Canada). The book further explains what happens when these immigrants transition from being the ethnic majority in their home country, into the minority in a foreign country. Interviews with families and personal narratives are weaved into a rich discussion on immigrant identities in school and society. The findings strongly support the treatise in the literature that Caribbean heritage families place a strong emphasis on education and school achievement.

Unbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion and Beyond in Schools and Society is an innovative work that applies a new perspective to curriculum desgin in U.S. public schools. Introducing the framework of unbleaching, the book explores curricular omissions and falsifications for the purpose of advancing diversity, equity, and inclusion (DEI) in school processes and practices. Its content is groundbreaking as it introduces readers to often omitted contributions such as The Teachings of PtahHotep, the oldest book in the world, and The Ahmes Papyrus, the oldest mathematical document in the world, among others. The Education Report indicate that U.S. schools are experiencing modest performance (NAEP, 2022). Thus, unbleaching framework has the potential to improve student performance through curriculum development that is informed by multicultural practices. The eight key tenets and processes of unbleaching provide the context for how the curriculum might address notable omissions and suppressed historical contributions and promote greater DEI in U.S. public schools.

Unbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion and Beyond in Schools and Society is an innovative work that applies a new perspective to curriculum desgin in U.S. public schools. Introducing the framework of unbleaching, the book explores curricular omissions and falsifications for the purpose of advancing diversity, equity, and inclusion (DEI) in school processes and practices. Its content is groundbreaking as it introduces readers to often omitted contributions such as The Teachings of PtahHotep, the oldest book in the world, and The Ahmes Papyrus, the oldest mathematical document in the world, among others. The Education Report indicate that U.S. schools are experiencing modest performance (NAEP, 2022). Thus, unbleaching framework has the potential to improve student performance through curriculum development that is informed by multicultural practices. The eight key tenets and processes of unbleaching provide the context for how the curriculum might address notable omissions and suppressed historical contributions and promote greater DEI in U.S. public schools.

Global Issues in Education bridges the discourse on globalization and education with international studies on race, class, gender, ethnicity, culture, and multiculturalism. The contributors to this volume address educational challenges of post-colonial Ghana, the United Arab Emirates, the Caribbean, China, and Germany juxtaposed against Western education in the United Kingdom and the United States. They synthesize macrosociology with educational research, which provides readers with the background, core knowledge, and global focus that is needed to understand international issues, as well as deal with diversity in the classroom. Global Issues in Education also addresses the need for additional research that makes the connections between the geopolitical economy and education, and it does this with a focus on the link to culture, ethnicity, and education.

Situating the African American learning experience within the stream of historic enslavement and hundreds of years of institutionalized racism, this timely book introduces antiracist foundations for teaching in the 21st century. The authors take a holistic approach that uses Afrocentricity to identify and address critical omissions and distortions in school curricula. Drawing on empirical findings from a high-performing 100% African American school, they identify what teachers and students recognize as successful features of the schools' approach, including a unique learning environment, support systems, spiritual affirmations, evidences of Black education, a reframing of Afrocentricity, and education that promotes positive Black identity. This much-needed book demonstrates the healing power of education; provides evidence of social, emotional, and psychological transformation within the learning experience; and frames education as a tool for liberation.Book Features: Offers a clear chronological analysis of Black education in the United States and across the Diaspora. Includes the perceptions and experiences of students and teachers at a successful Afrocentric school. Provides the tools needed to teach multicultural histories in an antiracist way. Examines the benefits of Afrocentric curricula and the role of corrective history in promoting positive Black identity. Explores the intersections of precolonial history, student achievement, and Afrocentric education.