| black history month in spanish class: The Black Student's Guide to Colleges Barry Beckham, 1997 A must for black students, this guide includes profiles of over 200 black and predominently white colleges, based on interviews, questionnaires, and official college statistics. |
| black history month in spanish class: Raising Black Students' Achievement Through Culturally Responsive Teaching Johnnie McKinley, 2011-03-30 In this book, Johnnie McKinley presents the results of her in-depth study of a group of teachers in grades 3 thru 8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classrooms. McKinley uses the educators' own words and illustrative virtual walkthroughs of lessons in action to examine these strategies in detail. In addition, the book includes * An overview of the research literature on effective responses to the achievement gap; * Instructions for conducting classroom walkthroughs, including a series of feedback forms that teachers can use to conduct walkthroughs in their schools; and * A comprehensive guide to the author's Teaming for Culturally Responsive Classrooms (TCRC) model—an innovative multistep framework for assessing the cultural responsiveness of teaching strategies in schools. Educators have been struggling for decades to remedy the disparity in academic outcomes between black and white students. This book shows how one remarkable group of teachers harnessed the power of culturally responsive teaching to do just that. By following the path outlined in Raising Black Students' Achievement Through Culturally Responsive Teaching, you too can help your black students to become engaged, self-confident, and successful learners. |
| black history month in spanish class: Punk the Skunk Learns to Say Sorry Misty Black, Ana Rankovic, 2020-02 Recognizing you've done something wrong can be hard. Apologizing can be even harder. Punk the Skunk liked to tease. Normally, his teasing was harmless. But today was not a normal day. What happens when teasing goes too far? While saying sorry and forgiving others can be hard, they are two of the most important social skills a child can learn. Parents, counselors, and teachers will love that the valuable life lessons in this book are taught in such a fun way that kids won't even realize they're learning. Geared towards children in preschool to 2nd grade, ages 3-8. It's never too early to talk about these important social skills: Showing empathy Dealing with bullying Being a true friend Being kind to others who are different Recognizing when you've done something wrong Saying sorry Forgiving others when they've apologized Teacher and parent discussion materials on these topics are included in the back of the book. When Punk realizes his teasing isn't funny, will he be able to do what it takes to get his friends back, or will it be too late? Find out NOW in this anti-bullying book that may have you rooting for the under-skunk. |
| black history month in spanish class: Language Use in the Two-way Classroom Renée DePalma, 2010 Based on an extended ethnographic study of a dual language (Spanish-English) kindergarten, this book takes a critical look at children's linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official `Spanish time', it explores the particular challenges of supporting the minority language use as well as the teacher's strategies for doing so. In bilingual classrooms, teachers' goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children's immediate interests? The numerous rich examples of the effectiveness of different strategies and practices within a variety of instructional contexts make this book essential reading for educators, parents, students and researchers interested in second language education. DePalma's findings will have important implications for program design, interventions, curriculum and instructional practices in second language learning programs. Kathryn Lindholm-Leary, San Jose State University, USA |
| black history month in spanish class: Inspiring Active Learning Merrill Harmin, Melanie Toth, 2006-07-15 How can we structure class time efficiently? How can we explain and lecture effectively? How can we help students master content? How can we make learning more real and lasting? In this revised and greatly expanded 2nd edition of Inspiring Active Learning, educators Merrill Harmin and Melanie Toth provide answers to our fundamental teaching questions and show us how to transform our classrooms into communities of active, responsible learners. The authors present an array of research-based, teacher-tested strategies for managing our everyday responsibilities--from beginning a class to grading homework, from instructing large groups to promoting diligent seatwork, from motivating slackers to handling disrupters. These strategies focus on mutual respect, not bossiness; collaboration, not isolation; commitment to learning, not fear of failure; and the dignity of all, not praise or rewards for a few. Regardless of our level of experience or the grade or subject we teach, the active-learning approach helps us * Perform routine teaching tasks more easily. * Discover a higher level of teaching success and personal satisfaction. * Establish a class climate of full participation and cooperation. * Prepare engaging lessons that keep students productively involved. * Encourage students to work energetically, willingly, and intelligently each day. * Inspire all students, even the most challenging, to strive for excellence. With its detailed classroom examples and more than 250 practical strategies, Inspiring Active Learning is a comprehensive reference for solving almost any teaching problem. Note: This product listing is for the Adobe Acrobat (PDF) version of the book. |
| black history month in spanish class: A Brighter Choice Clara Hemphill, 2023 In cities across the United States, affluent White newcomers are moving into historically Black neighborhoods, presenting both a challenge and an opportunity for public schools. In many cases, the newcomers either avoid their local schools or use their political power to push aside families who have lived in the neighborhood for years. But there’s a third possibility, one that can bring greater equity, and that’s the story of this book. At Brighter Choice Community School, a public elementary school in Brooklyn’s rapidly gentrifying Bedford-Stuyvesant, a group of mostly Black parents, led by PTA president Keesha Wright-Sheppard, is learning to share the space with White newcomers. Outside the school, high rates of homelessness and a global pandemic that disproportionately hit people of color make it hard for children to succeed. Inside the school, hurt feelings and misunderstandings push parents apart. But the parents, working through conflicts to build a community of mutual trust and respect, are planting the seeds of interracial solidarity to fight for better schools for all. Whether these seeds flourish and grow depends on whether parents of all races, knowing the history of injustice and inequality, can learn to come together to overcome the past. Book Features: Follows a multiracial group of parents, working with an energetic principal and staff, as they learn to bridge the deep divides of race and class.Shows why school integration is so difficult to achieve, even in integrated neighborhoods.Traces the roots of inequality and the history of failed school reforms to address it.Incorporates social science research to show the impact of school and neighborhood conditions on academic achievement.Argues that socioeconomic integration offers one of the best hopes for improving schools, but only if school leaders take care not to marginalize low-income children. Draws on interviews with parents and staff, school visits and observations, newspaper articles, scholarly books, and policy reports on school segregation. “A Brighter Choice masterfully chronicles one woman’s struggle to maintain a school’s mission as a bastion of hope for Black families in the face of gentrification. The story shines new light on the process of neighborhood change and provides hope that we can manage gentrification in a way that benefits us all.” —Lance Freeman, Penn Integrates Knowledge Professor of City and Regional Planning, and Sociology, University of Pennsylvania “For many years, Clara Hemphill has been one of the most astute observers of New York City’s public school system. A Brighter Choice, which is incisively reported and beautifully written, explores the efforts of a Black-majority school in Brooklyn to provide a first-rate education for all its students amid the changes of gentrification and the crisis of COVID. With an emphasis on the crucial role played by parents, Hemphill reverses the usual top-down focus on New York City’s schools, dispels much conventional wisdom, and sympathetically shows that it is possible to reconcile Black empowerment with racial and economic integration in public education. A Brighter Choice provides a new way to think about the promise and challenges of public schools today.” —Peter Eisenstadt, author, Rochdale Village: Robert Moses, 6,000 Families, and New York City's Great Experiment in Integrated Housing and editor, The Encyclopedia of New York State “‘Clara Hemphill’s fascinating, stirring book, A Brighter Choice, suggests skilled and empathetic parents can help to create truly integrated schools that provide our best hope for restoring social cohesion and social mobility in America.” —Richard D. Kahlenberg, New York City School Diversity Advisory Group executive committee member, former senior fellow, The Century Foundation |
| black history month in spanish class: From Rage to Hope Crystal Kuykendall, 2009-04-01 Get an authentic view of academic underachievement, apathy, and rage among America’s Black and Hispanic youth. Through a deeper understanding of the cultural backgrounds of these students, you’ll learn powerful strategies to deal with discipline problems, as well as strategies for keeping parents involved. Become an empowered Merchant of Hope armed with positive strategies for reaching these students. |
| black history month in spanish class: Black History Bulletin , 2002 |
| black history month in spanish class: Georgetown University Round Table on Languages and Linguistics (GURT) 1994: Educational Linguistics, Cross-Cultural Communication, and Global Interdependence James E. Alatis, 1995-03-03 The essays in this volume explore communication across cultures using an interdisciplinary approach to language teaching and learning, mediated by the growing field of educational linguistics. Topics include the use of English as a medium of wider communication and the growth of national varieties of English throughout the world. An international array of distinguished contributors includes scholars from China, Great Britain, Hong Kong, India, Israel, Nigeria, Singapore, Taiwan, Ukraine, and the United States. This collection suggests that language diversity is a unifying force in a globally interdependent world. |
| black history month in spanish class: Carved in Ebony Jasmine L. Holmes, 2021-11-02 Elizabeth Freeman, Nannie Helen Burroughs, Maria Fearing, Charlotte Forten Grimké, Sarah Mapps Douglass, Sara Griffith Stanley, Amanda Berry Smith, Lucy Craft Laney, Maria Stewart, and Frances Ellen Watkins Harper These names may not be familiar, but each one of these women was a shining beacon of devotion in a world that did not value their lives. They worked to change laws, built schools, spoke to thousands, shared the Gospel around the world. And while history books may have forgotten them, their stories can teach us so much about what it means to be modern women of faith. Through the research and reflections of author Jasmine Holmes, you will be inspired by what each of these exceptional women can teach us about the intersections of faith and education, birth, privilege, opportunity, and so much more. Carved in Ebony will take you past the predominantly white, male contributions that seemingly dominate history books and church history to discover how Black women have been some of the main figures in defining the landscape of American history and faith. Join Jasmine on this journey of illuminating these women--God's image-bearers, carved in ebony. |
| black history month in spanish class: How We Take Action Kelly Frances Davidson, Stacey Margarita Johnson, L. J. Randolph, 2023-05-01 How We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels. ENDORSEMENTS: This volume brings an important diversity of voices, contexts, and collaborations to the ongoing conversations about social justice in language education. University experts in social justice in language education and nationally celebrated K-12 language teachers are included along with experienced practitioners whose voices are often not prioritized in scholarship. The volume serves as an invitation to the reader to engage, reflect, consider, and examine different approaches to teaching for social justice. Chapters bring in feminist pedagogies, critical pedagogies, LGBTQ affirming pedagogies, anti-bias and anti-racist approaches, decolonial lenses, critical media literacies, and more Everyone who picks up this volume will find at least one piece that immediately resonates with them, and then will be inevitably drawn in to the other engaging and thoughtful chapters. — Pamela M. Wesely, The University of Iowa This book is a must-read for those interested in social justice in language education. The range of authors, topics, languages, institutional contexts, and pedagogies is staggeringly impressive and will provide any reader with ideas and inspiration for taking action in and out of the language classroom. — Kate Paesani, University of Minnesota This excellent volume, replete with thoroughly researched strategies for promoting social justice in PK-16 world language instruction, could not have come at a more critical time in the United States when anti-democratic forces are mobilizing against equity and justice-oriented education. We in the field of language education are very fortunate to have this collection of work from more than 50 language learning scholars and practitioners, who remind us that making our classrooms more equitable, inclusive, and grounded in justice is part of doing our jobs more effectively. What’s more, the volume clearly demonstrates its prioritization for inclusivity by providing robust support for those who teach young learners at the pre-kindergarten through grade 3 levels—a population woefully underrepresented in language teaching literature—and for topics that have been unjustly ignored in language education, such as racism, sexism, and the needs of LGBTQIA learners. This is a clear demonstration of the volume’s uniqueness in its vast breadth of scope and attention, which is the book’s most valuable feature and why it will serve our field wonderfully for many years to come. — Uju Anya, Carnegie Mellon University |
| black history month in spanish class: Celebrate with Books Rosanne Blass, 2005-09-30 Catch the wave of enthusiasm that accompanies holiday celebrations, and use it to promote reading and literature throughout the year. Focusing on books for elementary readers published within the past five years, Blass introduces you to 200 of the best new fiction and nonfiction titles about world holidays—from New Year's Day, Ramadan, and Mardi Gras to Juneteenth, Pioneer Day, and the Bon Festival. The guide offers full bibliographic information; a plot summary; a booktalk, bookwalk, or read-aloud for promoting the book to young readers; and ideas for discussion and extension learning activities. Chapters are organized chronologically from January to December, with additional chapters on Holidays in General and Other Special Occasions, covering such events as birthdays and losing a tooth. Alternative title suggestions for each holiday are given at the end of the section. A source of inspiration for reading assignments, book lists, and library displays, this guide is also a great resource for multicultural units. Grades K-6. |
| black history month in spanish class: Black History Month Resource Book Mary Ellen Snodgrass, 1993 This book describes 333 activities for Black History Month, arranged in such subject areas as art and architecture, cooking, genealogy, math, religion and ethics, sewing and fashion, speech and drama, and storytelling. Each entry includes age or grade level or audience from preschool to adult, a description, the procedure, a rough estimate of budget, a list of sources, and alternative applications or activities. For example, Black Landmarks suggests organizing a display featuring monuments significant to black history and provides a sample list. Sharing Words from Different Worlds provides a list of Swahili terms and their meanings. Graphing Racial Data suggests having students chart demographic data on African and African American peoples and suggests sources for the data Several features add to the book's usefulness. An eight-page appendix lists books, articles, publishers, films and videos, video distributors, dance ensembles, theater companies, software packagers, computer networks, supplies, and resource centers that the editor found most helpful in compiling this work. --From publisher's description. |
| black history month in spanish class: First Class Alison Stewart, 2013 An analysis of the first US high school for African Americans, the publication of which will coincide with the opening of the school's new facility-- |
| black history month in spanish class: The Bill of Rights and Beyond, 1791-1991 Commission on the Bicentennial of the United States Constitution, 1991 Discusses the twenty-six amendments to the United States Constitution, how each amendment was added, the people responsible such as George Mason, James Madison, and Carrie Chapman Catt, and also provides for classroom learning activties. |
| black history month in spanish class: Reaching & Teaching Them All Amanda Yuill, 2018-03-22 This remarkable book shows you how to connect with students, get to know what makes them tick, and what makes them behave and learn the way they do (or don’t). The conversational style is supported by well-researched information on students with challenges and those students who challenge a teacher. This practical book shows you how to use body language, humor, shared experiences, and curriculum to engage students, manage the classroom, and support learning. A comprehensive approach to improving the learning environment in your classroom, the book is full of fresh strategies for connecting with students and offers valuable insights into applying these strategies in classrooms, with groups, and one-on-one. |
| black history month in spanish class: Race in the Schoolyard Amanda E. Lewis, 2003-03-26 Race in the Schoolyard is a wonderful book for social scientists studying race, education, and childhood studies. The book showcases the talents of a gifted fieldworker whose theoretically rich work sits on the cutting edge of a growing body of scholarship examining the social worlds of children. School officials, parents, and, most especially, a new generation of teachers will benefit from these lessons on race.-American Journal of Sociology Instructors may recommend this book to students to whom the topic is surely vital and engrossing and for whom the text will be lively and engaging.-Contemporary Sociology Lewis moves beyond traditional research methods used to examine achievement gaps and differences in test scores to look closely at the realities of schooling. I highly recommend this work for every person involved in teaching and learning.-Multicultural Review Through eloquent case studies of three California elementary schools-a white-majority 'good' school, a mostly minority 'tough' school, and an integrated 'alternative' school-[Lewis] demonstrates that schools promote racial inequalities through their daily rituals and practices. Even the notion of a color-blind America-an especially popular ideal in the white school-perpetuates racism, Lewis argues, because it denies or dismisses the very real constraints that schools place on minorities. Lewis is nevertheless an optimist, insisting that schools can change ideas of race. . . . Highly recommended. Undergraduate collections and above.-Choice In this pioneering ethnography in elementary schools, Lewis shows brilliantly how racism is taught and learned in the small places of everyday life.-Joe Feagin, University of Florida and author of Racist America A wonderful and timely book. Ethnographically rich, theoretically sophisticated, and clearly written, this book addresses the ubiquitous issue of race in all its complexity.-Michèle Foster, author of Black Teachers on Teaching A compelling ethnography of the racial landscape of contemporary schools.-Barrie Thorne, author of Gender Play: Girls and Boys in School Could your kids be learning a fourth R at school: reading, writing, 'rithmatic, and race? Race in the Schoolyard takes us to a place most of us seldom get to see in action¾ our children's classrooms¾ and reveals the lessons about race that are communicated there. Amanda E. Lewis spent a year observing classes at three elementary schools, two multiracial urban and one white suburban. While race of course is not officially taught like multiplication and punctuation, she finds that it nonetheless insinuates itself into everyday life in schools. Lewis explains how the curriculum, both expressed and hidden, conveys many racial lessons. While teachers and other school community members verbally deny the salience of race, she illustrates how it does influence the way they understand the world, interact with each other, and teach children. This eye-opening text is important reading for educators, parents, and scholars alike. |
| black history month in spanish class: The Guided Reader to Teaching and Learning History Richard Harris, Katharine Burn, Mary Woolley, 2013-10-15 The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers. This book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. Each extract is accompanied by an introduction, a summary of the key points and issues raised, questions to promote discussion and suggestions for further reading to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters include: The purpose of history education; Pupil perspectives on history education; Assessment and progression in history; Inclusion in history; Diversity in history; Teaching difficult issues; Technology and history education; Change and continuity; Historical Interpretations; Professional development for history teachers. Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text is an essential resource for those that wish to deepen their understanding of History Education. |
| black history month in spanish class: Mathematics and Multi-Ethnic Students Yvelyne Germain- Mc Carthy, Katharine Owens, 2013-10-11 This book puts a spotlight on the practices of teachers across the nation who have implemented effective mathematics instruction for students of different ethnicities. Among the ethnic groups represented are African Americans, Latinos, Native Americans, Haitians, Arab Americans, and Euro-Americans. |
| black history month in spanish class: Yes, You Can! Gail L. Thompson, Rufus Thompson, 2014-05-08 An all-in-one toolkit that empowers new teachers to meet the needs of diverse learners When novice teachers are assigned to teach disadvantaged students, the results are predictable: growing tension and frustration on both sides, leading to disengaged students and disillusioned educators. Gail and Rufus Thompson are renowned experts on bridging the instructional gaps between teachers and students who don’t look like them. In this book, the authors show new teachers how to flourish by building on the assets of their students and the students’ families. Yes, You Can! holds up a mirror to deeply-held beliefs about race and other variables of difference. Through interactive exercises, readers gain confidence and empathy that translate to success for students. The book includes: Powerful vignettes about real teachers and students that help promote teacher empathy and understanding Original research conducted by the authors on the confidence levels of new and experienced educators Targeted strategies for many student profiles: African American, Latino, Asian American, White, high-achiever, low-achiever, and more Before learning can take place, there must be mutual understanding and respect between student and teacher. Yes, You Can! ensures these critical links are strong. This is one of the most useful books I have read in some time! Whether novice or veteran, if one truly wants to be successful in teaching children of color, this exciting book is an invaluable tool. From their extensive experience as successful classroom teachers, researchers, and leaders of professional development, the authors combine authentic scenarios, reflection activities, and suggested strategies that empower educators in being effective with students at all grade levels and from all demographic groups in our society. —Randall B. Lindsey, Professor Emeritus California State University, Los Angeles |
| black history month in spanish class: Kalb Hollow R.W. Napper, 2023-08-23 Young Jim Stone and his adolescent friends are growing up and coming of age in a working-class neighborhood in Nashville, Tennessee in the early 1960’s. Their personal triumphs, trials, and tragedies are painted against the larger canvas of the turbulent national and international events of the time. |
| black history month in spanish class: Always a Song Ellen Harper, Sam Barry, 2021-01-26 Always a Song is a collection of stories from singer and songwriter Ellen Harper—folk matriarch and mother to the Grammy-winning musician Ben Harper. Harper shares vivid memories of growing up in Los Angeles through the 1960s among famous and small-town musicians, raising Ben, and the historic Folk Music Center. This beautifully written memoir includes stories of Pete Seeger, Bob Dylan, Jimi Hendrix, Joan Baez, The New Lost City Ramblers, Doc Watson, and many more. • Harper takes readers on an intimate journey through the folk music revival. • The book spans a transformational time in music, history, and American culture. • Covers historical events from the love-ins, women's rights protests, and the assassination of John F. Kennedy to the popularization of the sitar and the ukulele. • Includes full-color photo insert. Growing up, an endless stream of musicians and artists came from across the country to my family's music store. Bess Lomax Hawes, Joan Baez, Sonny Terry, and Brownie McGee—all the singers, organizers, guitar and banjo pickers and players, songwriters, painters, dancers, their husbands, wives, and children—we were all in it together. And we believed singing could change the world.—Ellen Harper Music lovers and history buffs will enjoy this rare invitation into a world of stories and song that inspired folk music today. • A must-read for lovers of music, history, and those nostalgic for the acoustic echo of the original folk music that influenced a generation • Harper's parents opened the legendary Folk Music Center in Claremont, California, as well as the revered folk music venue The Golden Ring. • A perfect book for people who are obsessed with folk music, all things 1960s, learning about musical movements, or California history • Great for those who loved Small Town Talk: Bob Dylan, The Band, Van Morrison, Janis Joplin, Jimi Hendrix and Friends in the Wild Years of Woodstock by Barney Hoskyns; and Girls Like Us: Carole King, Joni Mitchell, Carly Simon—and the Journey of a Generation by Sheila Weller. |
| black history month in spanish class: A Black Women's History of the United States Daina Ramey Berry, Kali Nicole Gross, 2020-02-04 The award-winning Revisioning American History series continues with this “groundbreaking new history of Black women in the United States” (Ibram X. Kendi)—the perfect companion to An Indigenous People’s History of the United States and An African American and Latinx History of the United States. An empowering and intersectional history that centers the stories of African American women across 400+ years, showing how they are—and have always been—instrumental in shaping our country. In centering Black women’s stories, two award-winning historians seek both to empower African American women and to show their allies that Black women’s unique ability to make their own communities while combatting centuries of oppression is an essential component in our continued resistance to systemic racism and sexism. Daina Ramey Berry and Kali Nicole Gross offer an examination and celebration of Black womanhood, beginning with the first African women who arrived in what became the United States to African American women of today. A Black Women’s History of the United States reaches far beyond a single narrative to showcase Black women’s lives in all their fraught complexities. Berry and Gross prioritize many voices: enslaved women, freedwomen, religious leaders, artists, queer women, activists, and women who lived outside the law. The result is a starting point for exploring Black women’s history and a testament to the beauty, richness, rhythm, tragedy, heartbreak, rage, and enduring love that abounds in the spirit of Black women in communities throughout the nation. |
| black history month in spanish class: Africana Anthony Appiah, Henry Louis Gates (Jr.), 2005 Ninety years after W.E.B. Du Bois first articulated the need for the equivalent of a black Encyclopedia Britannica, Kwame Anthony Appiah and Henry Louis Gates Jr., realized his vision by publishing Africana: The Encyclopedia of the African and African American Experience in 1999. This new, greatly expanded edition of the original work broadens the foundation provided by Africana. Including more than one million new words, Africana has been completely updated and revised. New entries on African kingdoms have been added, bibliographies now accompany most articles, and the encyclopedia's coverage of the African diaspora in Latin America and the Caribbean has been expanded, transforming the set into the most authoritative research and scholarly reference set on the African experience ever created. More than 4,000 articles cover prominent individuals, events, trends, places, political movements, art forms, business and trade, religion, ethnic groups, organizations and countries on both sides of the Atlantic. African American history and culture in the present-day United States receive a strong emphasis, but African American history and culture throughout the rest of the Americas and their origins in African itself have an equally strong presence. The articles that make up Africana cover subjects ranging from affirmative action to zydeco and span over four million years from the earlies-known hominids, to Sean Diddy Combs. With entries ranging from the African ethnic groups to members of the Congressional Black Caucus, Africana, Second Edition, conveys the history and scope of cultural expression of people of African descent with unprecedented depth. |
| black history month in spanish class: Making Invisible Latino Adolescents Visible Martha Montero-Sieburth, Francisco Villaruel, 2003-09-02 First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company. |
| black history month in spanish class: Talking about Identity Carl E. James, Adrienne Lynn Shadd, 2001 Where are you from? What is your nationality? I didn't know you were... I'm not racist, but... It's just a joke. What does a white person know about racism? Some of my best friends are... James and Shadd's enormously popular Talking About Difference (BTL, 1994) has been thoroughly revised and expanded and makes a fine introduction to dozens of key issues involving all of us in Canadian society. Some of these issues include ethnic, racial, class and social identity. All the authors provide analysis as well as personal reflections. The book also shows the rich experiences and many ways of growing up, immigrating to, and living in Canada. |
| black history month in spanish class: I Mattered a Teacher’S Story Dr. Frankie J. Monroe-Moore, 2012-02-21 In The New Meaning of Educational Change Fullen wrote, Low morale, depressed, feeling unfairly blamed for the ills of society? You must be a teacher. This quote spoke volumes to me as I watched politicians jockeying for position by spewing their recycled political rhetoric, and then launch an all out attack against public school teachers. In years past these attacks had been levied against those receiving social security, Medicare and Medicaid which mainly affected the poor, disabled and elderly. Dont get me wrong these issues are still on the table, but I guess politicians felt they had beaten them with a dead horse and needed another soft target to spark the publics interest so public school teachers was it. They struck with a vengeance firing public school teachers by the thousands throughout the country. In an attempt to reduce the collective bargaining power of teacher unions, such as American Federation of Teacher (AFT) in Texas they claimed the only way they knew to help balance the state and district school budget shortfalls was to rescind some of the benefits they had agreed too. It hurts when the profession Ive dedicated over half of my adult life (25 yrs.) to; is under attack by politicians and others that have no true concept of whats involved in being a public school teacher. We have absolutely nothing to do with the decision making process. First were told to do one thing and then were told to do something entirely different. Its almost schizophrenic. To all of my colleagues that remain on the frontlines of public education and those that are planning to take up the banner This books for you. You might not have control over the decisions being made outside your classroom, but you can control those things going on inside. I provide ways to control student behavior by the design of your classroom to the use of a simple yellow tablet. |
| black history month in spanish class: Instead of Roses and Rings Petronella Breinburg, 2005 |
| black history month in spanish class: The Structure of Schooling Richard Arum, Irenee R. Beattie, Karly Ford, 2015 This comprehensive reader in the sociology of education examines important topics and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, the editors have chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling on individuals and society. |
| black history month in spanish class: Bilingual Education and Social Change Rebecca Diane Freeman, 1998 A general introduction to bilingualism, bilingual education, and minority education in the United States, and an ethnographic/discourse analytic study of how one successful dual-language programme challenges mainstream US educational progammes that discriminate against minority students and the languages they speak. Implications for research practice and practice in other school and community contexts are emphasized. |
| black history month in spanish class: Culture & Context in Human Behavior Change Lois Yamauchi, 2005 This book provides an interdisciplinary perspective on theory, research, and applications in human behavior change. Chapters from clinical, developmental, and community psychology and education are united by common principles and an emphasis on culture and context. The contributions of Roland Tharp to each of these fields are highlighted. The roles of parents, teachers, peers, families, schools, and neighborhoods are explored. Topics include behavior therapy, child development and culture, community programs, delinquency prevention, youth mentoring, instructional conversation, school reform, teacher professional development, and culturally relevant instruction. For each topic, new research challenges are identified. This volume is recommended for a variety of courses in psychology and education. |
| black history month in spanish class: Identity Envy Wanting to Be Who We're Not Jim Tushinski, Jim Van Buskirk, 2014-05-01 Gay men and lesbians present humorous and hard-hitting accounts of the need to belong . . . somewhere Why would a lesbian raised in a Jewish home have a sudden desire to be a tough-talking Catholic girl? And why would a gay man travel to Ireland in a desperate attempt to escape his “hillbilly” roots? Identity Envy—Wanting to Be Who We’re Not explores the connections gay men and lesbians have to religions, races, ethnicities, classes, families of origin, and genders not their own. This unique anthology takes both humorous and serious looks at the identities of others as queer writers explore their own identity envies in personal essays, memoirs, and other creative nonfiction. Gay men, lesbians, bisexuals, transgendered, intersex, and other sexual minorities often feel marginalized by mainstream culture and have a need to belong somewhere, to claim a group as their own. This surprising book presents stories of identity envy that are humorous and hard-hitting, poignant and provocative, written with energy, wit, and candor by many of your favorite writers-and some exciting newcomers. Identity Envy—Wanting to Be Who We’re Not includes: Gerard Wozek’s King Fu-infused “Chasing the Grasshopper” Max Pierce’s fantasy of being a “Child Star” that helped him through a troubled family life Lori Horvitz’s “Shiksa in my Living Room” D. Travers Scott's “EuroTex” Perry Brass's “A Serene Invisibility: Turning Myself into a Christian Girl” Jim Tushinski’s ode to Lost in Space, “The Perfect Space Family” Al Cho’s unlikely identification with Laura Ingalls Wilder characters, “Farmer Boy” Irish-American John Gilgun wishes he could be one of those “Italian-American Boys” Joan Annsfire rejects her Jewish heritage to become Catholic schoolgirl Corinne O'Donnell in “The Promise of Redemption” Andrew Ramer’s “Tales of a Male Lesbian” city slicker Mike McGinty’s life with the cattle folk, “You Picked a Fine Time to Leave Me, Helen” and much more! Identity Envy—Wanting to Be Who We’re Not is a must-read for anyone who appreciates good writing—especially gay and lesbian readers who know what it’s like to wish you were someone else. |
| black history month in spanish class: Our Island Story H.E. Marshall, 2008-12-22 Just over a century ago, Our Island Story entranced a nation's children by telling their history in stories. Short, simply written chapters, packed with living characters and thrilling action - and illustrated with vivid colour pictures - illuminate all the main events from Britain's earliest days to the end of Victoria's reign. And its glorious fusion of myth and legend with sober fact - Canute and King Arthur with Cromwell and the Indian Mutiny - is as seductive now as it ever was. 'I was given H.E. Marshall's Our Island Story at Christmas 1936 and I've still got that copy. It was a direct inspiration for me in my career as a historian' Antonia Fraser 'It is written in a way that really captured my imagination and which nurtured my interest in the history of our great nation' David Cameron 'One of the most influential works of history of the 20th century' Times Educational Supplement |
| black history month in spanish class: Resources in Education , 1999 |
| black history month in spanish class: The Latinization of Indigenous Students Rebecca A. Campbell-Montalvo, 2023-05-15 Based upon research in rural central Florida, The Latinization of Indigenous Students examines how schools perceive and process demographic information, including how those perceptions may erase Indigeneity and impact resource access. Based on multiyear fieldwork, Campbell-Montalvo argues that languages and racial identities of Indigenous Latinx students and families may be re-formed by schools, erasing Indigeneity. However, programs such as the federally funded Migrant Education Program can foster equitable access by encouraging pedagogies that position teachers as cultural insiders or learners. Anchored by pertinent anthropological theories, this work advances our ability to name and explain pedagogical phenomena and their role in rectifying or reproducing colonialism among marginalized and minoritized groups. |
| black history month in spanish class: Racial Innocence Tanya Katerí Hernández, 2022-08-23 “Profound and revelatory, Racial Innocence tackles head-on the insidious grip of white supremacy on our communities and how we all might free ourselves from its predation. Tanya Katerí Hernández is fearless and brilliant . . . What fire!”—Junot Díaz The first comprehensive book about anti-Black bias in the Latino community that unpacks the misconception that Latinos are “exempt” from racism due to their ethnicity and multicultural background Racial Innocence will challenge what you thought about racism and bias and demonstrate that it’s possible for a historically marginalized group to experience discrimination and also be discriminatory. Racism is deeply complex, and law professor and comparative race relations expert Tanya Katerí Hernández exposes “the Latino racial innocence cloak” that often veils Latino complicity in racism. As Latinos are the second-largest ethnic group in the US, this revelation is critical to dismantling systemic racism. Basing her work on interviews, discrimination case files, and civil rights law, Hernández reveals Latino anti-Black bias in the workplace, the housing market, schools, places of recreation, the criminal justice system, and Latino families. By focusing on racism perpetrated by communities outside those of White non-Latino people, Racial Innocence brings to light the many Afro-Latino and African American victims of anti-Blackness at the hands of other people of color. Through exploring the interwoven fabric of discrimination and examining the cause of these issues, we can begin to move toward a more egalitarian society. |
| black history month in spanish class: The Language Circle Lois M. Meyer, 1991 |
| black history month in spanish class: Nashville in the New Millennium Jamie Winders, 2013-04-01 Beginning in the 1990s, the geography of Latino migration to and within the United States started to shift. Immigrants from Central and South America increasingly bypassed the traditional gateway cities to settle in small cities, towns, and rural areas throughout the nation, particularly in the South. One popular new destination—Nashville, Tennessee—saw its Hispanic population increase by over 400 percent between 1990 and 2000. Nashville, like many other such new immigrant destinations, had little to no history of incorporating immigrants into local life. How did Nashville, as a city and society, respond to immigrant settlement? How did Latino immigrants come to understand their place in Nashville in the midst of this remarkable demographic change? In Nashville in the New Millennium, geographer Jamie Winders offers one of the first extended studies of the cultural, racial, and institutional politics of immigrant incorporation in a new urban destination. Moving from schools to neighborhoods to Nashville’s wider civic institutions, Nashville in the New Millennium details how Nashville’s long-term residents and its new immigrants experienced daily life as it transformed into a multicultural city with a new cosmopolitanism. Using an impressive array of methods, including archival work, interviews, and participant observation, Winders offers a fine-grained analysis of the importance of historical context, collective memories and shared social spaces in the process of immigrant incorporation. Lacking a shared memory of immigrant settlement, Nashville’s long-term residents turned to local history to explain and interpret a new Latino presence. A site where Latino day laborers gathered, for example, became a flashpoint in Nashville’s politics of immigration in part because the area had once been a popular gathering place for area teenagers in the 1960s and 1970s. Teachers also drew from local historical memories, particularly the busing era, to make sense of their newly multicultural student body. They struggled, however, to help immigrant students relate to the region’s complicated racial past, especially during history lessons on the Jim Crow era and the Civil Rights movement. When Winders turns to life in Nashville’s neighborhoods, she finds that many Latino immigrants opted to be quiet in public, partly in response to negative stereotypes of Hispanics across Nashville. Long-term residents, however, viewed this silence as evidence of a failure to adapt to local norms of being neighborly. Filled with voices from both long-term residents and Latino immigrants, Nashville in the New Millennium offers an intimate portrait of the changing geography of immigrant settlement in America. It provides a comprehensive picture of Latino migration’s impact on race relations in the country and is an especially valuable contribution to the study of race and ethnicity in the South. |
| black history month in spanish class: Becoming Beatriz Tami Charles, 2019-09-17 A compelling read about the quest for fame! —Debbie Allen, star of Fame Redemption is a heartbeat away. —Guadalupe Garcia McCall, author of the Pura Belpre Award winner Under the Mesquite Beatriz dreams of a life spent dancing--until tragedy on the day of her quinceañera changes everything. Up until her fifteenth birthday, the most important thing in the world to Beatriz Mendez was her dream of becoming a professional dancer and getting herself and her family far from the gang life that defined their days--that and meeting her dance idol Debbie Allen on the set of her favorite TV show, Fame. But after the latest battle in a constant turf war leaves her brother, Junito, dead and her mother grieving, Beatriz has a new set of priorities. How is she supposed to feel the rhythm when her brother's gang needs running, when her mami can't brush her own teeth, and when the last thing she can remember of her old self is dancing with her brother, followed by running and gunshots? When the class brainiac reminds Beatriz of her love of the dance floor, her banished dreams sneak back in. Now the only question is: will the gang let her go? Set in New Jersey in 1984, Beatriz's story is a timeless one of a teenager's navigation of romance, her brother's choices, and her own family's difficult past. A companion novel to the much-lauded Like Vanessa. |
| black history month in spanish class: Congressional Record United States. Congress, 1952 The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873) |
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