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The history of the black lawyer in South Carolina, writes W. Lewis
Burke, is one of the most significant untold stories of the long
and troubled struggle for equal rights in the state. Beginning in
Reconstruction and continuing to the modern civil rights era, 168
black lawyers were admitted to the South Carolina bar. All for
Civil Rights is the first book-length study devoted to those
lawyers' struggles and achievements in the state that had the
largest black population in the country, by percentage, until
1930-and that was a majority black state through 1920. Examining
court processes, trials, and life stories of the lawyers, Burke
offers a comprehensive analysis of black lawyers' engagement with
the legal system. Some of that study is set in the courts and
legislative halls, for the South Carolina bar once had the highest
percentage of black lawyers of any southern state, and South
Carolina was one of only two states to ever have a black majority
legislature. However, Burke also tells who these lawyers were (some
were former slaves, while others had backgrounds in the church, the
military, or journalism); where they came from (nonnatives came
from as close as Georgia and as far away as Barbados); and how they
were educated, largely through apprenticeship. Burke argues
forcefully that from the earliest days after the Civil War to the
heyday of the modern civil rights movement, the story of the black
lawyer in South Carolina is the story of the civil rights lawyer in
the Deep South. Although All for Civil Rights focuses specifically
on South Carolinians, its argument about the legal shift in black
personhood from the slave era to the 1960s resonates throughout the
South.
The purpose of this edited volume is to examine the historical and
contemporary dynamics of diversity as well as the realities,
challenges, and opportunities associated with diversity work at
Historically Black Colleges and Universities (HBCUs). This proposed
book will include four sections, focusing on the historical
developments and socio-political factors impacting diversity work
at HBCUs, organizational structure and philosophical approaches,
challenges and opportunities facing particular populations, and
analysis of best practices. This text is designed to provide an
overview and better understanding of diversity and multiculturalism
that exists in historically Black colleges and universities. The
contents of the text will examine equity and inclusion efforts in
these institutions, and will explore various theories and practices
utilized within the academy. Also, the text will examine race,
class, gender, ethnicity, nationality, religion, age, ability and
sexuality. The goal of the book is to assist students, faculty, and
staff in the higher educational landscape in developing their own
understandings of historical and contemporary issues related to
diversity at HBCUs. Critical analysis of the multiple worldviews
will be discussed as we explore the origin, nature and scope of
multiple ideologies within diversity, equity and inclusion at
HBCUs. In addition, this book will be an invaluable teaching
resource for faculty in Educational Leadership Programs, Student
Affairs Programs, or Sociology Programs, and other fields
interested in issues of retaining and supporting diverse college
students.
A volume in Contemporary Perspectives on Access, Equity and
Achievement Series Editor Chance W. Lewis, University of North
Carolina at Charlotte, The field of education has been and will
continue to be essential to the survival and sustainability of the
Black community. Unfortunately, over the past five decades, two
major trends have become clearly evident in the Black community:
(a) the decline of the academic achievement levels of Black
students and (b) the disappearance of Black teachers, particularly
Black males. Today, of the 3.5 million teachers in America's
classrooms (AACTE, 2010) only 8% are Black teachers, and
approximately 2% of these teachers are Black males (NCES, 2010).
Over the past few decades, the Black teaching force in the U.S. has
dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, &
James, 2008; Milner & Howard, 2004), and this educational
crisis shows no signs of ending in the near future. As the
population of Black students in K-12 schools in the U. S. continue
to rise- currently over 16% of students in America's schools are
Black (NCES, 2010)-there is an urgent need to increase the presence
of Black educators. The overall purpose of this edited volume is to
stimulate thought and discussion among diverse audiences (e.g.,
policymakers, practitioners, and educational researchers) who are
concerned about the performance of Black students in our nation's
schools, and to provide evidence-based strategies to expand our
nation's pool of Black teachers. To this end, it is our hope that
this book will contribute to the teacher education literature and
will inform the teacher education policy and practice debate.
Established in 2006, the American Association of Blacks in Higher
Education (AABHE), formerly constituted as the Black Caucus
(American Association of Higher Education), has been the consistent
voice of Black issues in academe. According to the stated mission,
the AABHE pursues the educational and professional needs of Blacks
in higher education with a focus on leadership, equity, access,
achievement and other vital issues impacting students, faculty,
staff, and administrators. AABHE also facilitates and provides
opportunities for collaborating and networking among individuals,
institutions, groups and agencies in higher education in the United
States and internationally. This 2012 year will mark the beginning
of the AABHE research consortium, an arm of the organization that
will advance scholarly research and publications to highlight
critical issues pertinent to the success and uplift of Black
populations across the higher education diaspora. This book will
explore important issues across multiple fields-fields represented
by the scholars/members of AABHE. AABHE scholars will contribute
chapters based on their disciplinary expertise. The work of Earnest
Boyer as articulated in the book Faculty Priorities Reconsidered:
Rewarding Multiple Forms of Scholarship will be used as the
conceptual foundation to ground this important work. A particular
focus on the elements of Boyer's seminal work will include chapters
devoted to the Scholarship of Teaching and Learning; Scholarship of
Engagement; Scholarship of Discovery; and Scholarship of
Integration. This scholarly book is unique in that it provides
essential insight on how not only faculty, but also administrators
who are invested in insuring that the priorities of the
professoriate are aligned with the mission and vision of urban
postsecondary institutions.
Community colleges serve as the open door to higher education for
marginalized, place bound, and/or financially challenged students
and communities. One of the key ways marginalization occurs in
diverse geographies is through access limitations: access to
affordable postsecondary education, access to curricula that lead
to viable professions, access to diverse educational role models,
and access to employment opportunities that can sustain
communities. This underscores the importance of understanding
"place" when addressing access and equity in higher education and
the role of community colleges. The discussion of access and equity
through the community college has implications for teacher
education. Considering the documented importance of having a
diverse teacher workforce in K-12 schools and the current mismatch
between the diversity of students and the teachers in their
schools, community colleges have a significant role to play. This
book explores many topics related to the community college role in
K-12 teacher education, including the community college mission,
the policy landscape, partnerships, the transfer function, the
community college baccalaureate, and others. Throughout the volume,
the authors explore implications of access, equity, and geography
and conclude with recommendations to guide future research and
practice.
In the third book of the Daedalus Rimes Saga, it's been four years
since the Korlah arrived. Earth is reeling from the infusion of
alien technology as preparations are made to defend the planet from
an impending invasion. The great leap into space has begun with
wild abandon. After years of imprisonment, Teela escapes to find a
world very different from the one she remembers. Faced with tragedy
and loss, she must fight her way back into space and convince those
she abandoned to help her. Forming new alliances, and rekindling
old friendships, Teela joins forces with a group of privateers and
embarks on a mission to rescue the one thing she holds most dear in
the galaxy. Developing her telepathic powers and tapping the
essence within, Teela battles pirates, political corruption and
religious zealots with the help of her constant companion; Daedalus
Rimes.
Two minds, one body, a single purpose. In this, the second book of
the Daedalus Rimes saga, the white knuckle journey continues. Teela
and Dade must fight to preserve the lives of those aboard the
spacecraft carrier as well as those on the planet Earth. Together
they face the greatest obstacle in their mission of mutual
survival; mankind. Biblical prophecies of two species, light years
removed, predict a war of good against evil. Sides are chosen,
lines are drawn, the journey continues.
This is the story of Teela, an alien conscript who has had the
memories of a dying human transferred into her mind. Her assignment
is to communicate with this hostile species in the hopes of
negotiating an alliance in a galactic war that will either save or
destroy Earth. Teela soon discovers that she received more than
just the human's memories. The success of her mission will
ultimately depend on her ability to moderate the stubborn and
unrelenting essence of Daedalus Rimes.
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.
Black Males in Postsecondary Institutions: Examining their
Experiences in Diverse Institutional Contexts offers a
comprehensive examination of the experiences of Black males in our
nation's higher education institutions. In recognizing the role of
institutions in fostering distinctive educational experiences, this
volume systematically explores the status, academic achievement,
and educational realities of Black men within numerous
institutional types (i.e., community colleges, For-profit colleges,
Liberal arts colleges, historically Black colleges and
universities, ivy league institutions, religious-affiliated
institutions, private institutions, Hispanic-serving institutions,
research intensive institutions, and predominately White
institutions). In line with a core commitment towards
transformative change, chapter authors also provide recommendations
for future research, policy, and practice aimed at fostering
enhanced personal, academic, and career outcomes for Black men in
college.
Although STEM (Science, Technology, Engineering, and Mathematics)
has been diversely defined by various researchers (e.g. Buck
Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf,
2008), during the last decade, STEM education has gained an
increasing presence on the national agenda through initiatives from
the National Science Foundation (NSF) and the Institute for
Educational Sciences (IES). The rate of technological innovation
and change has been tremendous over the past ten years, and this
rapid increase will only continue. STEM literacy is the power to
"identify, apply, and integrate concepts from science, technology,
engineering, and mathematics to understand complex problems and to
innovate to solve them" (Washington State STEM, 2011, Internet). In
order for U.S. students to be on the forefront of this revolution,
ALL of our schools need to be part of the STEM vision and guide
students in acquiring STEM literacy. Understanding and addressing
the challenge of achieving STEM literacy for ALL students begins
with an understanding of its element and the connections between
them. In order to remain competitive, the Committee on Prospering
in the Global Economy has recommended that the US optimize "its
knowledge-based resources, particularly in science and technology"
(National Academies, 2007, p. 4). Optimizing knowledge-based
resources needs to be the goal but is also a challenge for ALL
educators (Scheurich & Huggins, 2009). Regardless, there is
little disagreement that contemporary society is increasingly
dependent on science, technology, engineering, and mathematics and
thus comprehensive understandings are essential for those pursuing
STEM careers. It is also generally agreed that PK-12 students do
not do well in STEM areas, both in terms of national standards and
in terms of international comparisons (Kuenzi, Matthews, &
Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, &
Kim, 2011). The question then becomes what might PK-12 schools do
to improve teachers' and students' STEM knowledge and skills? This
book will look at equity and access issues in STEM education from
PK-12, university, and administrative and policy lenses.
The purposes of this book are rooted in the move from invisibility
to visibility and silence to voice. This work uses auto ethnography
as an enterprise to break down traditional barriers that support
the invisibility of diverse epistemologies (Altheide &
Johnson,2011). The reality of invisibility and silence has plagued
scholars of colour in their attempt to make known the cultural
significance found in the planning and execution of research. As a
result, this book purposes to support the visibility and voice of
scholars of colour who conduct auto ethnographic research from a
racial, gendered, and critical theoretical framework. This work
further supports the research community as it examines and
re-examines culturally indigenous epistemologies as a viable
vehicle for rigorous and authentic inquiry (Dillard, 2000). The
significance of this book can be grafted from its attention to new
ways of thinking about doing research. While much of the previous
scholarship on auto ethnography highlights the importance of
personal narrative and voice, this book includes the latter but
also examines the concept of race and culture as undisputable
factors in the doing of research. Burdell & Swadener (1999)
contends that auto ethnography should interrogate the subjective
nature and question master narratives and empirical assumptions.
Spry (2011) emphasizes auto ethnography as a moral discourse that
foster intimate experiences grounded in historical processes.
Authoethnographic research then, has the potential to provide a
lens by which researchers can delve into research with a greater
sense of personal experiences and critical understanding of the
inquiry context.
Since the U.S. Civil Rights era, the racial composition of higher
education has changed dramatically, resulting in an increase in the
number of African American students and African American faculty in
predominantly white institutions (PWI). Nevertheless, the number of
African American endowed or distinguished professors remains small.
Because it is difficult for African American faculty to attain
these prized positions, those who have done so possess invaluable
knowledge that may be beneficial to others. Reaching the
Mountaintop of the Academy: Personal Narratives, Advice and
Strategies from Black Distinguished and Endowed Professors, fills
an important niche in the canon of higher education literature. In
the autobiographical chapters that follow, numerous distinguished
and endowed professors (1) describe their personal journey to the
distinguished or endowed professorship; (2) explain important life
lessons that they learned during their journey; (3) describe their
current professional goals; and (4) offer suggestions and
recommendations for graduate students, untenured faculty, tenured
faculty, and college/university administrators. At a time when many
predominantly white higher education institutions continue to have
difficulty attracting and retaining African American faculty, and
African American faculty continue to struggle for full inclusion in
the academy, this book is timely and needed.
-Offers techniques and exercises that educators can immediately
deploy in the classroom to teach and explain experiential theatre
making. -Includes case studies by a range of experts from theatre
and related fields. -The first book connecting theory with practice
for experiential theatre.
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