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We argue that gentrification is school pushout by a different name, displacing Black children and families through multiple modes of hypersurveillance, invisibility, criminalization, and disposability. We share vivid frontline experiences as Black women educators and a Jewish American woman educator while foregrounding the multiple ways in which we advocate for and as Black educational stakeholders to placemake through research, community engagement, and activism. Additionally, we posit the ways in which gentrification functions as a nuanced, complex carceral state that fuels neighborhood and school pushout in a historic Black Southwest Atlanta community by weaving how "turnaround" schools function as carceral spaces for Black students, teachers, and families through policies and practices. To accomplish this, we share narratives of our quotidian lives with housing and urban education reform practices outlining how an urban education reform agenda in a majority Black city intersects with urban renewal/negro removal, highlighting how profiteers conveniently misuse narratives of Black suffering and Black educational deficits. As both protectors of and penalized alongside Black children in a carceral school state—as residents and teachers—we are doubly impacted by gentrification and urban education reform and "marginalized by association." yet we persist by affirming our commitment to a path of freedom in the midst of our beloved communities shifting and coddling social and material capital possessed by gentrifiers. [ABSTRACT FROM AUTHOR]

The article focuses on the concept of abolition as creating paths to freedom, particularly in the context of education and the English language arts (ELA) classroom. It discusses the importance of intentional support, advocacy, and accomplice actions to empower Black and Brown students, highlighting strategies for educators to foster educational justice and inclusivity in their classrooms.

In this column, I urge educators to reject transactional partnerships in their family literacy work. Drawing from my research centering Black parents' school engagement experiences, I examine two types of transactional partnerships: those that tether high‐quality education to educators' perceptions of parenting, and those that tether high‐quality education to parents' levels of advocacy. Ultimately, I consider four characteristics of educators enacting more liberatory family literacy work. [ABSTRACT FROM AUTHOR]

From the ending of the XVIII century, there are in Cuba a distinguished group of People with a great monetary power and interested in culture. Colonial authorities don't feel safe with this people who has something in common: they are afro-descendant. This s the main argument for create a politic oppression designed for destroy this economic elite. This was created against the colonial system and they were involved in polemic actions like La Escalera Conspiracy in 1844. But colonial authorities just can pull down their economic power, not their ideas. With this paper, from the view of the oppression against black people, we want to give light about the resistance and the educational level that black Cubans reach in the most significant time within the process of creation of the whole Cuban identity between 1844 and 1898. [ABSTRACT FROM AUTHOR]

This article presents a grounded theory analysis of interviews with eight Black and nine white teachers in Nova Scotia, Canada. Patterned differences emerge between discourses used by Black versus white teachers to understand the roles of Black students' families in academic achievement. In varying degrees and respects, Black teacher interviewees viewed Black families positively, while white teacher interviewees usually viewed Black families negatively. Both perspectives have implications for family–school relationships: The negative perspectives reinforce the status quo and are characteristic of cultural racism as described by Bonilla-Silva, while positive expectations resist the status quo by identifying strength in Black families and communities. Our suggestions include dedicating resources to increasing the numbers of Black teachers in our schools and developing teacher training focused on how to relate to families across race and culture, in anti-racist and culturally sensitive ways. [ABSTRACT FROM AUTHOR]

The current study relies on in-depth interviews with 65 Black males to explore their experiences in a Black Male Initiative (BMI) program at three different higher education institutions in the US. In discussing their narratives, the students articulate the qualitative contributions that BMI had on their sense of self and connectedness on campus. In particular, BMI helped the men formulate a micro-community, which was centered on their shared experiences and cultural familiarity and provided opportunities for them to learn more about themselves. The research findings detail the men's bonding experiences, including ways their identities matter in how they relate to one another, connect and engage with other Black men, and learn about their race and gender identities. These findings challenge deficit projections of Black male students as underachieving and uncaring about their education (and future) and highlight some benefits they attribute to and accrue from being in community. [ABSTRACT FROM AUTHOR]

Traditional conceptualizations of parent involvement are applied in paradoxical ways to Black families – schools ostensibly seek families' participation in schooling, while positioning multiply-marginalized Black families as deficient and disregarding their contributions. This article explores the experiences of Black families of Black girls using a Disability Critical Race Theory (DisCrit) framing. Our exploration reveals how Black families experience and resist racism and ableism imbued in traditional conceptualizations of parent involvement grounded in white, middle-class families' norms. We describe ways Black families (1) relocated the problem from Black girls' behavior to schools' expectations and actions; (2) shifted schools' priorities from a focus on disciplining dis/abled Black girls to a focus on their support needs; (3) initiated dialogue to support Black girls; and, (4) assisted Black girls in recognizing, processing, and responding to racism and ableism. Through this discussion, we address ways to reconceptualize parent involvement to center multiply-marginalized Black families' priorities and contributions. [ABSTRACT FROM AUTHOR]

Background/Context: This conceptual essay contributes to recent education research on immigrant youth from West African countries that examines the interplay of popularized narratives of immigrant youth and young adults, and their Diasporic literacy practices. Specifically, we examine embodied Diaspora literacies as affirming and extending presences and absences of Black immigrant bodies across two contexts: an after-school African Club, and a qualitative inquiry of civic learning and action-taking of immigrant youth and young adults from West African countries. Purpose: We theorize in this conceptual essay the interplay of the humanity of Black immigrant youth and young adults and their embodied Diaspora literacy practices. We highlight possibilities for research, literacy teaching, and teacher education when intentionally naming, affirming, and building with the humanity of Black immigrant youth and young adults from West African countries--what we conceptualize as humanizing the Black immigrant body. We conceptualize humanizing the Black immigrant body as an enacting of embodied Diaspora literacies. In theorizing embodied Diaspora literacies, we build with African Indigenous lensings, and African, Black, and Chicana/Latina feminisms. We further contextualize humanizing the Black immigrant body as an enacting of embodied Diaspora literacies expressed in the creative and artistic practices and artifacts of artists, literary authors, playwrights, and youth and young adults who have long authored and told narratives that affirm, extend, and historicize the strengths of Black immigrant communities. Interpretive Analysis: We highlight in this conceptual essay the urgency of humanizing the Black immigrant body across four moments, or tellings of embodied Diaspora literacies. Our use of Diasporic tellings, an intentional naming and humanizing research approach, draws on the words of Chinua Achebe, the Nigerian author who reflected on the urgency of a global "balance of stories." We examine four Diasporic tellings: (1) youth in an African Club in a high school in New York City attending an off-Broadway play authored by a daughter of Ghanaian immigrants, (2) participating in a group discussion following the play, and (3) engaging in Youth Participatory Action Research inquiries; and (4) youth and young adults from West African countries discussing their creative and artistic embodied Diaspora literacies, and civic learning and action-taking across contexts of peers, schooling, and families. Conclusion / Recommendations: We theorize humanizing the Black immigrant body as a vibrant, necessary research and teaching stance to recognize the humanity of Black immigrant youth who daily negotiate and render visible their language and literacy practices. These practices comprise the coalescing of Black immigrant bodies, discursive perspectives, and material artifacts of teaching and learning, and their racialized, social, and educational experiences across contexts of schools and communities. These Diasporic tellings provide important insights for productive approaches in research, teaching, and teacher education with youth and young adults making sense of the lives of Black immigrants, across contexts of literacy learning and lived experiences that meaningfully recognize the humanity of Black immigrant youth from West African countries. [ABSTRACT FROM AUTHOR]

The article focuses on the existence of anti-Black racism and sociology in Black liberation in Canada. Topics discussed include multiplicity of Blackness, political activities of diverse Black communities, supremacy of white people, presence of Blacks in educational spaces and policies for controlling race inequalities.

Using interview and observational data in one rural southern high school, this study explores how students are organized by race and how they negotiate those arrangements in predominantly Black school context. Although predominantly Black schools can provide safe spaces for Black students to thrive socially and academically without suspicion o f criminality, this study reveals that they can also contain demeaning disciplinary treatment and exclusion from predominantly White learning spaces and dances. The findings thus expose racial disparity in students ' spatial, academic, and disciplinary organization, as well as the consequences fo r reproducing racial inequality in students' social lives. From academics to discipline, students' racially stratified positions in school reflect a historical legacy o f limiting Black students' physical movement and intellectual opportunity. [ABSTRACT FROM AUTHOR]

The article presents a biography of U.S. educator Booker T. Washington. He was born in the year 1856 in Virginia. He contributed in the education and development of black people. He collaborated with educator J. L. M. Curry, entrepreneur John M. Parker and Colonel Henry Watterson for the prosperity of skilled black teachers, farmers and tradesman. He was also acknowledged as the leader of the U.S. black community in the during the nineteenth and twentieth centuries.

Historically Black Colleges and Universities (HBCUs) are post-secondary institutions which, at one time, were considered to be particularly affected by the digital divide. Research study results have suggested the need for HBCUs to continuously increase campus technology. Guided by four research questions, this study examines the current state of electronic access at HBCUs by analyzing 20 library Web sites. Study findings discuss the extent to which the sites provide patrons with access to library materials and services. Non-HBCU library Web sites are also analyzed to add an element of comparison and contrast. Findings indicate that HBCUs still face some challenges in technological service provision but their library Web sites show evidence of progress being made to bridge the digital divide. [Copyright &y& Elsevier]

Why is the universal starting point of Black identity positioned around the history of colonialism, slavery, and servitude taught as damaged histories within the curriculum and disseminated through a Eurocentric viewpoint? How do we put back together a fractured, self-consciousness in an educational setting that negates the affective, conative, and cognitive domains of Black learner identities? The aim of this article is to identify, describe, evaluate, and then challenge through classroom practice (praxis) the prevailing myth of Black African Caribbean inferiority in the schooling process. It is concerned with the educational damage to Black children as a group who have culturally been identified in the literature as having negative experiences and low achievement outcomes in mainstream schooling. Utilizing Afrocentricity as the paradigmatic shift, the study described in this article was conducted to support those Black students' affective, conative, and cognitive domains within an African episteme of guided group pedagogy. The classroom fieldwork described, over an intense 4-month period, used the researcher's reframed units of change. [ABSTRACT FROM AUTHOR]

Education has demonstrated consistent links with many aspects of physical health and is theorized to relate to a variety of behavioral and psychosocial antecedents of health that may ultimately account for these associations. However, many of these associations and the extent to which they manifest specifically for African Americans have not been thoroughly tested. We examined associations of education—distinct from income—with established behavioral and psychosocial antecedents of health in a national sample of African Americans. Education favorably related to many behavioral (e.g., fruit/vegetable intake, lifetime smoking) and psychosocial (e.g., self-efficacy, personality traits, self-esteem, psychological well-being) antecedents of health, but not to all. Some evidence of stronger salutary relations of education for women was found. Results suggest that, for African Americans, education is generally favorably associated with an array of behavioral and psychosocial antecedents of physical health, partially explaining health disparities and providing a point of intervention moving forward. [ABSTRACT FROM AUTHOR]

Between 1862 and 1875, most of the teachers in North Carolina's schools for the freedpeople were black. The vast majority of these teachers were from the South, mostly North Carolina, and many were former slaves. Yet, for over a century, the teachers of the freedpeople had been consistently portrayed as northern white women. Using North Carolina as a case study, this article examines the life and work of southern black teachers during the Civil War and Reconstruction eras, 1862–1875. In particular, it investigates how formerly enslaved men and women organized and mobilized to create a sustainable system of schooling for both themselves and their children. In doing so, this article demonstrates that southern black men and women were not passive recipients of northern largesse. Instead, it argues that North Carolina's black population played a powerful role in shaping the contours of southern black schooling. [ABSTRACT FROM AUTHOR]

Cervical cancer adversely impacts African American communities. While disparities in incidence remain unclear, communities continue to use forums to increase cervical cancer education. The purpose of this paper is to examine the efficacy of using community forums to increase human papillomavirus vaccine (HPVV) and cervical cancer knowledge in African American communities. This study is a one-group pretest–posttest study design using a 17-item questionnaire to collect data from 412 participants in diverse communities. Our analyses revealed perceived knowledge increased significantly after the forums for African American participants. For African Americans, perceived knowledge prior to the forums was explained by gender, access to care, and trust in clinical trials. After the forum, perceived knowledge was associated with access to care and trust in vaccines. Participants who had health insurance reported higher perceived HPV and cervical cancer knowledge and greater trust in vaccines. This study found community forums that address the cultural and historical context of research mistreatment related to HPVV development and include diverse racial/ethnic representation of stakeholders may be a useful strategy to increase HPVV, and cervical cancer knowledge in African American communities. [ABSTRACT FROM AUTHOR]

In this article, I argue that the Black experience in the United States settler colony is one primarily based in a systematic erasure of indigeneity from the enslaved African. Understanding the Black condition as a manifestation of White America's historical response to indigeneity, I consider the marginalized perspectives of Black decolonization work that has pushed and continues to push back against the centuries-long history of settler colonialism in the region known as North America. Placing Black and Indigenous decolonizing histories and practices in conversation with each other is part of what I call Black-Indigenism and is inspired by the work of Sylvia Wynter. Wynter and others recognize Blackness as an integral factor in the argument for Indigenism that informs and furthers the aims of Indigenist and Indigenous decolonization educative work and movements. [ABSTRACT FROM AUTHOR]

Historically Black colleges and universities (HBCUs) are not monolithic as they differ in size, curriculum specializations, and a host of other characteristics. However, HBCUs share a mission of providing a higher education for Black students within the broader context of a discriminatory social environment. The ability to understand and articulate the fundamental characteristics, which shape Black colleges, can provide more nuanced conversations about these institutions’ contributions toward addressing equity and access for Black students in higher education. Historically, scholars have used social and cultural capital to explain the role HBCUs play in Black students’ academic careers. However, this article uses Community Cultural Wealth to discuss the various forms of capital that HBCUs impart to their students. Specifically, in this article, we argue that using such a lens when discussing HBCUs is important because it provides a more holistic and broader outlook regarding the forms of culture HBCUs provide to their students. [ABSTRACT FROM AUTHOR]

Peer educators have been shown to provide effective interventions in breast cancer screening. Few studies have compared the effects of peer education on breast cancer knowledge among peer educators and the community members who are subsequently reached through the peer education. Further, little is known as to whether those who received the education then go on to educate others in the community. The purpose of this study is to address those gaps. Using a pre- and post-test study design, we trained peer educators, provided the educators with resources to train community members, and assessed changes in knowledge. We sought to train ten educators and recommended each train ten community members in breast cancer knowledge and screening strategies. A total of 14 peer educators were trained, who subsequently trained a total of 121 community members, of whom 94 were African American women. Peer educators and community members, showed comparable increases in knowledge. Community members who were educated also increased intention to discuss breast cancer and breast cancer screening with their family, friends, and acquaintances. Our study suggests that it is feasible to train peer educators to increase knowledge among community members to the same level that they themselves experience when trained. Further, community members are interested in sharing information learned related to how much they learn from peer educators. [ABSTRACT FROM AUTHOR]

The article offers information on Irving Linwood Peddrew, III was the first black student admitted to Virginia Polytechnic Institute (VPI) in September 1953. It mentions that during the time Black students were considered for admission only if they wished to pursue a curriculum, such as engineering, that was not offered at Virginia State. It reports that Peddrew was not permitted to live on campus or eat in the cafeteria with the other cadets.

A 33-minute dramatic production, Do You Know?, was written and produced using episodic framing to create a storyline around several college students and the potential spread of HIV/AIDS. This edutainment project was also constructed using exemplars to present key health messages that show the importance of getting tested, knowing your status and protecting yourself in personal relationships. Study participants over 18 years old watched Do You Know? on the Internet (Facebook or YouTube) and completed a survey. Study participants under 18 years old watched the video as part of a focus group, completed the survey, and then participated in a 30-min discussion. The findings of this study suggest that edutainment and the Internet can be effective in reaching African Americans with important health information. [ABSTRACT FROM AUTHOR]

HIV/AIDS continues to impact communities of color at disproportionate rates. The Black church remains the most influential institution in the African-American community. This single institution has the power to influence stigma and beliefs needed to change perceptions about persons and families directly impacted by this disease. This research brief utilizes the Theory of Innovation as a framework to describe a training designed to prepare clergy to be the catalyst to influence their congregation and surrounding community about the importance of developing a response to HIV/AIDS. The training described prepared congregational faith leaders with suggestions for developing sermons as well as practical suggestions to help contextualize the reasons that the church is critical in the development of a response to the elimination of HIV in the African-American community. [ABSTRACT FROM AUTHOR]

The article focuses on several aspects of racial problems in the U.S. It mentions that the U.S. War Dept. has created the Freedmen's Bureau after the Civil War to assume responsibility for the newly emancipated slaves and their transition to freedom. It also mentions that white supremacists in Texas have violently opposed any effort aimed at educating blacks. It also mentions about the formation of the National Association for the Advancement of Colored People in 1909.

The article discusses developments in the operation of historically black colleges and universities (HBCU) during the era of the Niagara Movement as observed in the selected writings of Dean Kelly Miller. Also cited are a brief life history of Miller including his formally enslaved mother and freeborn father, his accomplishments like the first African American student to attend Johns Hopkins University, and his writings on such topics as race relations and political ideologies.

This article presents reflections on the work of an African centered principal and teacher who have committed to transforming a traditional Midwestern public school into an African-centered public institution. The focus of the principal and teacher is to meet the cultural-educational needs of children within the community. This work records their efforts toward creating an African-centered school. The article also highlights African centered principal leadership and the critical need for African centered personal transformation as a prerequisite for African centered teaching. [ABSTRACT FROM AUTHOR]

This paper complicates notions of Black girlhood by examining the dual experiences of gendered racism that result in both strength and sadness in Black girls’ educational experiences. I highlight the need for a curriculum of liberation to combat historical and current social conditions negatively impacting school-aged Black girls, such as harsh disciplinary practices, low academic expectations, and sexual objectification. The Super-Girl phenomenon serves as a metaphor illustrating the balance and imbalance of multiple social constructs. Utilising constructivist grounded theory [Charmaz, K. 2006.Constructing Grounded Theory. London: Sage], the key concepts in the research derived directly from the voices of 18 school-aged girls (8–13) as well as my observations, interpretations, and related experiences. Data collection utilising observation notes, interviews, written responses, and activity products provided from monthly sessions over the course of two years, offer critical insight into some of the complexities of Black girlhood. The most striking common themes abstracted from their voices were concepts related to ‘strength’ and ‘sadness’ in their lives. Thematic narratives were found to be most relevant to (1) negative teacher–student relationships, as well as, (2) policed bodies and sexual objectification. This work offers specific recommendations for future girl empowerment programming, curriculum, and evidence-based intervention development that can aide in liberating Black girls. [ABSTRACT FROM AUTHOR]

This article draws upon data from semi-structured interviews conducted with black mixed-race males in the UK and the US, to argue that a revival of the black supplementary school movement could play an important role in the education of black mixed-race males. The article contends that a strong identification with blackness, and a concomitant rejection of the values of mainstream schooling, make black supplementary education a viable intervention for raising the attainment and improving the experiences of black mixed-race males. Whilst blackness was important to participants' understandings of their lived experiences, this did not engender a disregard for their mixedness. Supplementary schools must therefore find ways of recognising black mixedness within their practice. [ABSTRACT FROM AUTHOR]

The article will provide a historical overview of anti-Black violence in the higher education system across three time periods: Colonial Era, Post-Civil War, and the mid-to-late twentieth century. Mapping violence demands a focus on how higher education historically has practiced anti-Black oppression coupled with how Black people have practiced resistance and life-making. Both the terms education violence (how systems of schooling limit and kill Black lives) and life-making (how Black people engage in alternative self-definition and self-care) are introduced to name pivotal moments in this history. Defining violence at structural, cultural, and direct levels, the paper accounts for how higher education has been an engine and reflection of racial hierarchy. The article ends with the implications history has for issues of anti-Blackness and movements for Black life-making in the higher education system today. [ABSTRACT FROM PUBLISHER]

This article investigates how the intersections of gender, race, policy, and student differences at historically Black colleges and universities (HBCUs) can impact student experience. Such an environment can displace and penalize those who do not adhere to the uniformity of heteronormative gender roles or respectability politics. Using intersecting themes that have emerged from press coverage of HBCUs as a departure, this article illustrates the ways Black respectability and conservatism are maintained through campus policy and creates an exclusionary environment for students on the margins. Through the conceptual lenses of respectability and othermothering we deconstruct this environment and opine that HBCUs, in these specific cases, stand in opposition to their founding mission of inclusion by perpetuating heteronormativity, stringent gender roles, and reinforce White supremacy. Ultimately, we call for HBCUs to reimagine the capability of campus environments to embrace variations of Blackness and disrupt marginalizing practices rooted in politics of respectability. [ABSTRACT FROM PUBLISHER]

The sociopolitical conditions in which Black queer college men exist in often marginalize them from fully participating in and engaging with the entire campus community. Some researchers suggest that Black queer men (BQM) create counterspaces on-campus to contend with their marginalization as racial, gender, and sexual minorities. This study explores the collegiate experiences of BQM who forged community and strong interpersonal relationships through a peer-support group. Using intersectionality and queer theoretical frameworks, this study interrogates heteronormativity, cisnormativity, and racism that BQM experiences within postsecondary settings. [ABSTRACT FROM PUBLISHER]

This chapter describes how Black, Hispanic, and White students responded to the use of African American stories in their mathematics classes. After working problems related to the story, all students rated their feelings about the story and how the story helped them think about mathematics. Results from student data and observations in class strongly demonstrate how using stories that affirm nondominant populations can be successful in engaging all students in mathematics. [ABSTRACT FROM AUTHOR]

Many Black parents consider racial climate and academic quality when thinking and making decisions about their children's schooling experiences. However, few studies have directly asked Black parents about the role they believe race will play in their children's schooling, if any. The authors interviewed 76 Black mothers ( M age = 34; SD age = 6.67) of children entering first grade ( M age = 6.13; SD age = 0.36), asking what role they believed race would play in their children's schooling. The authors found that mothers considered the racial composition of the school and the perspectives and behaviors of teachers and the administration to be important factors when assessing the role of race in their children's education. Mothers were also particularly concerned about the discrimination their sons may face because of their position as Black boys. Given these contextual factors, mothers considered themselves to be protective agents through their involvement in their children's academic lives. [ABSTRACT FROM AUTHOR]

Drawing from the lenses of critical race theory (CRT) and Pierre Bourdieu’s notion of habitus, this article compares the Jackie Robinson story with the Brown versus Board of Education narrative. This juxtaposition illustrates the similarities of these narratives and how interests converged racially. By comparing these historical narratives, we show that there are significant racial contingencies African Americans must internalize to integrate into society. In this sense, we argue that the Jackie Robinson story serves as a powerful and problematic pedagogy for Black males to be part of mainstream society—what we call “expected racial habitus.” [ABSTRACT FROM AUTHOR]

This paper speaks to the experience of Black British male experience in academia, with emphasis on UK and US colleges and universities. It is an autoethnographic study in terms of relating, witnessing, and noting both learning and teaching experiences within the confines of higher education in the UK and US. The idea behind this paper is to highlight the need for greater access and opportunity for Black scholars to teach and study without stress and strain on their minds and bodies. There are a number of studies that confirm the efficacy in sharing one’s experience as an ‘insider’ within academia as a person of color. But there are few studies that speak directly to the reality of teaching and researching within the context of Africana or Black Studies in higher education. It is noted that academia should be a place whereby liberal arts of all genres are accepted and respected; in this sense, there is still a long way to go before we can attest to the affirmative of this point of view. [ABSTRACT FROM PUBLISHER]

The 2016 Charles H. Thompson lecture invokes the radical transformative power and possibilities of education research in the Black Liberation tradition of study, struggle and returning what we learn to the people. In this lecture Dr. Joyce Elaine King delineates the African philosophical and epistemological roots of this tradition in the works of historical Black educators and theoreticians as well as scholar activists today whose inquiries also challenge the myth of "objectivity" in social science research. This eurocratic paradigm, which admonishes us to be "objective," often creates role conflict and alienates us from our people. Instead, the Black Liberation tradition in education as well as research favors partisan scientific inquiry and praxis in the interest of equity, racial justice and human freedom. The lecture examined these issues in Black education and research in the U.S. and the African Diaspora in keeping with the aims of the United Nations International Decade for People of African Descent. [ABSTRACT FROM AUTHOR]

This article situates educational leaders as prophetic critics in Black popular culture. These leaders merge cultural criticism with moral and political judgment, analyzing urban youths’ lived experiences and representational practices as well as analyzing counter-narrative texts in Black popular culture that have implications for urban education. As new worldbricoleurs, these educational leaders use a multi-vocal, polyphonic approach in Black popular culture to disrupt a Western culture of homogeneity that is less culturally responsive to the dynamic struggles Black youth face in urban communities. In addition, as critical organic catalysts, they locate life-pressing public concerns within subcultural communities of resistance as relevant knowledge to organize a radical democratic politics in educational leadership. [ABSTRACT FROM PUBLISHER]

Delaware has long played a pivotal role in the nation’s struggle to end school segregation and promote educational equality. This article discusses racial disparities in educational achievement and outcomes by examining the state’s political history and the politics of race in public education. This article explores educational disparities from a socio-political perspective, which takes into consideration the direct and indirect influence of historical, political, socio-economic, and socio-cultural events on educational achievements and outcomes in the state. It finds that Black students in urban areas are influenced more by the politics of race in public education than Black students in non-urban school environments in the state. It also shows that the educational achievement and outcomes of Black students are influenced more by the politics of race than White students. It suggests that the politics of race in public education is influenced by political factors that extend well beyond those associated with the process of educating. [ABSTRACT FROM AUTHOR]

Background: Rates of chronic pain are rising sharply in the United States and worldwide. Presently, there is evidence of racial disparities in pain treatment and treatment outcomes in the United States but few interventions designed to address these disparities. There is growing consensus that chronic musculoskeletal pain is best addressed by a biopsychosocial approach that acknowledges the role of psychological and environmental factors, some of which differ by race.Methods/design: The primary aim of this randomized controlled trial is to test the effectiveness of a non-pharmacological, self-regulatory intervention, administered proactively by telephone, at improving pain outcomes and increasing walking among African American patients with hip, back and knee pain. Participants assigned to the intervention will receive a telephone counselor delivered pedometer-mediated walking intervention that incorporates action planning and motivational interviewing. The intervention will consist of 6 telephone counseling sessions over an 8-10 week period. Participants randomly assigned to Usual Care will receive an informational brochure and a pedometer. The primary outcome is chronic pain-related physical functioning, assessed at 6 months, by the revised Roland and Morris Disability Questionnaire, a measure recommended by the Initiative on Methods, Measurement, and Pain Assessment in Clinical Trials (IMMPACT). We will also examine whether the intervention improves other IMMPACT-recommended domains (pain intensity, emotional functioning, and ratings of overall improvement). Secondary objectives include examining whether the intervention reduces health care service utilization and use of opioid analgesics and whether key contributors to racial/ethnic disparities targeted by the intervention mediate improvement in chronic pain outcomes Measures will be assessed by mail and phone surveys at baseline, three months, and six months. Data analysis of primary aims will follow intent-to-treat methodology.Discussion: We will tailor our intervention to address key contributors to racial pain disparities and examine the effects of the intervention on important pain treatment outcomes for African Americans with chronic musculoskeletal pain.Trial Registration: ClinicalTrials.gov: NCT01983228 . Registered 6 November 2013. [ABSTRACT FROM AUTHOR]

Research studies have shown that African American men have experienced higher rates of serious complications of type 2 diabetes, due in part to poor disease management. Although type 2 diabetes research among minority populations is consistently advancing, there still remains a scarcity of African American male representation within these studies. It is unclear if this scarcity stems from lack of interest among men, location of recruitment, or ways in which these men are motivated to participate in research studies. As a result, an analysis of recruitment methods and locations of literature that includes African American men with type 2 diabetes is needed. The purpose of this review of the literature is threefold: (a) determine the number of published empirical studies specific to type 2 diabetes self-management that included African Americans in the sample, (b) to evaluate the percentage of men that were represented in the study sample as compared to how many women, and (c) identify the method of recruitment of each study. [ABSTRACT FROM PUBLISHER]

This article examines the discursive positions South African high school students take up in response to a teaching intervention that invites them to historicize their identities. It thus seeks to contribute to the growing body of education research on how to meaningfully engage young people in post-conflict societies with their recent past. Drawing on lesson transcripts as well as post-intervention focus group discussions with students in two different high schools, I use poststructuralist theories of discourse and subjectivity to attempt to understand students’ reluctance to see themselves as historically located. The analysis shows that students feel interpellated in uncomfortable ways by a historical narrative that works to tie subject positions to fixed, racialized identities. Their attempts to escape these predetermined positions constitute ongoing negotiation of multiple discourses tied to race, history and their generational locations. Implications for curriculum and pedagogy are briefly considered. [ABSTRACT FROM PUBLISHER]

Education has been a technology used to sustain black abjection across the African Diaspora. Employing Mills’ Racial Contract and Althusser’s theory of the Ideological State Apparatuses (ISA) through a racial lens, this article will discuss how white supremacist education has been used to promote the misrecognition of black subjects as sub-human. German colonizers’ recruitment of Booker T. Washington to develop cotton schools in Togo, West Africa will be explored to highlight this phenomenon. Beyond this, the article demonstrates how members of the Diaspora have resisted white supremacist education, through what I have termed as Educational Diasporic Practice. This concept will be explored through the work of Chinua Achebe and Carter G. Woodson. Ultimately, this article recommends a global language of blackness as context for educators and researchers concerned with schooling experiences of black students. [ABSTRACT FROM PUBLISHER]

The article explores the continuing effects of race-based inequalities in South Africa, with a particular focus on university education; it seeks to understand what lies beneath the persistence of race-based thinking. A conceptual framework which aligns everyday racism as a daily practice and the normative yardstick of human capabilities is outlined before examining an empirical case study of a student development programme at one South African university. The policy and historical context of the case study is sketched before proceeding to an interpretation of 70 qualitative interviews with black and white students who have participated in the programme. The data was analyzed for evidence of personal and interpersonal dimensions of racism, but also for evidence of self transformation enabled by the programme. The article argues that persistent though race inequalities still are in South Africa, there is the possibility of change and the development of inclusive social relations among diverse students through education, and that it is then the responsibility of a university to fashion critical educational opportunities that can foster this potential and reconfigure views, attitudes and relationships. [ABSTRACT FROM PUBLISHER]

This work argues for an approach to research and education practices that considers the historically deficit-based research practices and views on Black girls and develops humanizing research methods that consider the multiple oppressions that act as barriers for this group. Research must acknowledge the precarious position of Black girls in order to adequately address their needs and inform policy around Black girl achievement. We contend, along with Ruth Nicole Brown (2009), that the research process needs to celebrate Black girls as much as it works to relieve the social, political, and economic challenges they navigate. Through a series of vignettes, the authors explain how relationships, a regard for being, and voice offer methods for humanizing educational research with Black girls. [ABSTRACT FROM AUTHOR]