This wide-ranging interdisciplinary collection-the first of its kind-invites us to reconsider the politics and scope of the Roots phenomenon of the 1970s. Alex Haley's 1976 book was a publishing sensation, selling over a million copies in its first year and winning a National Book Award and a special Pulitzer Prize. The 1977 television adaptation was more than a blockbuster miniseries-it was a galvanizing national event, drawing a record-shattering viewership, earning thirty-eight Emmy nominations, and changing overnight the discourse on race, civil rights, and slavery. These essays-from emerging and established scholars in history, sociology, film, and media studies-interrogate Roots, assessing the ways that the book and its dramatization recast representations of slavery, labor, and the black family; reflected on the promise of freedom and civil rights; and engaged discourses of race, gender, violence, and power in the United States and abroad. Taken together, the essays ask us to reconsider the limitations and possibilities of this work, which, although dogged by controversy, must be understood as one of the most extraordinary media events of the late twentieth century, a cultural touchstone of enduring significance.

Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task. This book is filled with real-world strategies to implement in your quest to inspire and bring about reform. Additionally, we hope that you garner hope from the school personnel, school campuses, and school resources used as examples within the body of this work. We offer this book to all stakeholders who find themselves associated with urban schools: teachers, administrators, parents and even students. Consider this book an empirically based roadmap as you consider being a part of this transformation. We hope that it not only inspire you to adopt the"Yes We Can" spirit, but also empower you to be the beacon of light for urban students whose very future relies on people like you to keep the torch alive.

Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task. This book is filled with real-world strategies to implement in your quest to inspire and bring about reform. Additionally, we hope that you garner hope from the school personnel, school campuses, and school resources used as examples within the body of this work. We offer this book to all stakeholders who find themselves associated with urban schools: teachers, administrators, parents and even students. Consider this book an empirically based roadmap as you consider being a part of this transformation. We hope that it not only inspire you to adopt the"Yes We Can" spirit, but also empower you to be the beacon of light for urban students whose very future relies on people like you to keep the torch alive.

This wide-ranging interdisciplinary collection-the first of its kind-invites us to reconsider the politics and scope of the Roots phenomenon of the 1970s. Alex Haley's 1976 book was a publishing sensation, selling over a million copies in its first year and winning a National Book Award and a special Pulitzer Prize. The 1977 television adaptation was more than a blockbuster miniseries-it was a galvanizing national event, drawing a record-shattering viewership, earning thirty-eight Emmy nominations, and changing overnight the discourse on race, civil rights, and slavery. These essays-from emerging and established scholars in history, sociology, film, and media studies-interrogate Roots, assessing the ways that the book and its dramatization recast representations of slavery, labor, and the black family; reflected on the promise of freedom and civil rights; and engaged discourses of race, gender, violence, and power in the United States and abroad. Taken together, the essays ask us to reconsider the limitations and possibilities of this work, which, although dogged by controversy, must be understood as one of the most extraordinary media events of the late twentieth century, a cultural touchstone of enduring significance.