Fifty years after Freedom Summer, "To Write in the Light of Freedom" offers a glimpse into the hearts of the African American youths who attended the Mississippi Freedom Schools in 1964. One of the most successful initiatives of Freedom Summer, more than forty Freedom Schools opened doors to thousands of young African American students. Here they learned civics, politics, and history, curriculum that helped them instead of the degrading lessons supporting segregation and Jim Crow and sanctioned by White Citizen's Councils. Young people enhanced their self-esteem and gained a new outlook on the future. And at more than a dozen of these schools, students wrote, edited, printed and published their own newspapers. For more than five decades, the Mississippi Freedom Schools have served as powerful models of educational activism. Yet, little has been published that documents black Mississippi youths' responses to this profound experience.

Following the 2015 Paris climate agreement, the global politics of climate change depends more than ever on national climate policies and the actions of cities, businesses, and other non-state actors, as well as the transnational governance networks that link them. The Comparative Politics of Transnational Climate Governance sheds new light on these critical trends by exploring how domestic political, economic, and social forces systematically shape patterns of non-state actor participation in transnational climate initiatives. The book develops a common conceptual framework and uses a unique data set to explore the interplay between transnational and domestic politics and how these interactions shape the incentives and modalities of participation in transnational governance. The contributing chapters explore the role of cities, non-governmental organizations, companies, carbon markets, and regulations, as well as broader questions of effectiveness and global governance. Bringing together some of the foremost experts in the field of global governance and environmental politics, this book significantly advances our understanding of transnational governance and provides new insights for policymakers seeking to address the problem of climate change. This book was originally published as a special issue of International Interactions.

Presents model programs used to redesign jobs, create opportunities for part-time work, and keep workers age fifty and over productively on the job. Provides a career planning model for assessing the interests and skills of older employees and facilitating successful career changes.E

Political strategies for tackling climate change and other “long problems” that span generations Climate change and its consequences unfold over many generations. Past emissions affect our climate today, just as our actions shape the climate of tomorrow, while the effects of global warming will last thousands of years. Yet the priorities of the present dominate our climate policy and the politics surrounding it. Even the social science that attempts to frame the problem does not theorize time effectively. In this pathbreaking book, Thomas Hale examines the politics of climate change and other “long problems.” He shows why we find it hard to act before a problem’s effects are felt, why our future interests carry little weight in current debates, and why our institutions struggle to balance durability and adaptability. With long-term goals in mind, he outlines strategies for tilting the politics and policies of climate change toward better outcomes. Globalization “widened” political problems across national boundaries and changed our understanding of politics and governance. Hale argues that we must make a similar shift to understand the “lengthening” of problems across time. He describes tools and strategies that can, under certain conditions, allow policymakers to anticipate future needs and risks, make interventions that get ahead of problems, shift time horizons, adapt to changing circumstances, and set forward-looking goals that endure. As the climate changes, politics must, too. Efforts to solve long-term problems—not only climate change but other issues as well, including technology governance and demographic shifts—can also be a catalyst for a broader institutional transformation oriented toward the long term. With Long Problems, Hale offers an essential guide to governing across time.

Following the 2015 Paris climate agreement, the global politics of climate change depends more than ever on national climate policies and the actions of cities, businesses, and other non-state actors, as well as the transnational governance networks that link them. The Comparative Politics of Transnational Climate Governance sheds new light on these critical trends by exploring how domestic political, economic, and social forces systematically shape patterns of non-state actor participation in transnational climate initiatives. The book develops a common conceptual framework and uses a unique data set to explore the interplay between transnational and domestic politics and how these interactions shape the incentives and modalities of participation in transnational governance. The contributing chapters explore the role of cities, non-governmental organizations, companies, carbon markets, and regulations, as well as broader questions of effectiveness and global governance. Bringing together some of the foremost experts in the field of global governance and environmental politics, this book significantly advances our understanding of transnational governance and provides new insights for policymakers seeking to address the problem of climate change. This book was originally published as a special issue of International Interactions.

A fresh examination of an underexplored aspect of the civil rights movement–teacher activismDrawing on oral history interviews and archival research, Schooling the Movement examines the pedagogical activism and vital contributions of Black teachers throughout the Black freedom struggle. By illuminating teachers' activism during the long civil rights movement, the editors and contributors connect the past with the present, contextualizing teachers longstanding role as advocates for social justice. Schooling the Movement moves beyond the prevailing understanding that activism was defined solely by litigation and direct-action forms of protest. The authors in this volume broaden our conceptions of what it meant to actively take part in or contribute to the civil rights movement.

A fresh examination of an underexplored aspect of the civil rights movement–teacher activismDrawing on oral history interviews and archival research, Schooling the Movement examines the pedagogical activism and vital contributions of Black teachers throughout the Black freedom struggle. By illuminating teachers' activism during the long civil rights movement, the editors and contributors connect the past with the present, contextualizing teachers longstanding role as advocates for social justice. Schooling the Movement moves beyond the prevailing understanding that activism was defined solely by litigation and direct-action forms of protest. The authors in this volume broaden our conceptions of what it meant to actively take part in or contribute to the civil rights movement.

The story of activist youth in America is usually framed around the Vietnam War, the counterculture, and college campuses, focusing primarily on college students in the 1960s and 1970s. But a remarkably effective tradition of Black high school student activism in the civil rights era has gone understudied. In 1951, students at R. R. Moton High School in rural Virginia led a student walkout and contacted the law firm of Hill, Martin, and Robinson in Richmond, Virginia, to file one of the five pivotal court cases that comprised the Brown v. Board decision. In 1960, twenty-four Burke High School students in Charleston, South Carolina, organized the first direct action, nonviolent protest in the city at the downtown S. H. Kress department store. Months later in the small town of McComb, Mississippi, an entire high school walked out in protest of the conviction of a student who sat-in on a local Woolworth lunch counter in 1961, guiding the agenda for the historic Freedom Summer campaign during the summer of 1964. A New Kind of Youth brings high school activism into greater focus, illustrating how Black youth supported liberatory social and political movements and inspired their elders across the South.

The story of activist youth in America is usually framed around the Vietnam War, the counterculture, and college campuses, focusing primarily on college students in the 1960s and 1970s. But a remarkably effective tradition of Black high school student activism in the civil rights era has gone understudied. In 1951, students at R. R. Moton High School in rural Virginia led a student walkout and contacted the law firm of Hill, Martin, and Robinson in Richmond, Virginia, to file one of the five pivotal court cases that comprised the Brown v. Board decision. In 1960, twenty-four Burke High School students in Charleston, South Carolina, organized the first direct action, nonviolent protest in the city at the downtown S. H. Kress department store. Months later in the small town of McComb, Mississippi, an entire high school walked out in protest of the conviction of a student who sat-in on a local Woolworth lunch counter in 1961, guiding the agenda for the historic Freedom Summer campaign during the summer of 1964. A New Kind of Youth brings high school activism into greater focus, illustrating how Black youth supported liberatory social and political movements and inspired their elders across the South.

Fifty years after Freedom Summer, To Write in the Light of Freedom offers a glimpse into the hearts of the African American youths who attended the Mississippi Freedom Schools in 1964. One of the most successful initiatives of Freedom Summer, more than forty Freedom Schools opened doors to thousands of young African American students. Here they learned civics, politics, and history, curriculum that helped them instead of the degrading lessons supporting segregation and Jim Crow and sanctioned by White Citizen's Councils. Young people enhanced their self-esteem and gained a new outlook on the future. And at more than a dozen of these schools, students wrote, edited, printed and published their own newspapers. For more than five decades, the Mississippi Freedom Schools have served as powerful models of educational activism. Yet, little has been published that documents black Mississippi youths' responses to this profound experience.