Being on the Wrong Side of History
The Re-Segregation of Norfolk Public Schools
A volume in the series: Research on African American Education. Series Editors: Ronald D. Henderson, National Education Association and Carol Camp Yeakey, Washington University - St. Louis
Call for Papers
Being on the Wrong Side of History: Critical Readings on Race and Re-segregation in 21st Century America welcomes chapters which examine the macro and micro impact of re-segregation in America, in general, and its impact on children and schools in particular.
Areas of emphasis may include: neighborhood re-segregation, environmental toxins that disproportionately impact people of color; disparate healthcare options and links to minority quality of life; economics and racial animus in public education and the larger society; the role of the media in fostering hostility; and the sociopolitical context necessary to support racial harmony and enmity.
This volume examines the variety of ways in which racial re-segregation has evolved and thrived in contemporary America and the social, political, and economic consequences for the whole of American Society. Chapters may detail the impact of theories that support separation, examine methods used to develop and implement questionable policy reforms, compare and contrast strategies that support racial separation, and review quasi-scientific studies that support re-segregation on the basis of race and class. We offer the following issues as suggestions for chapter development:
· Misusing assessment data to support separation
· Funding and re-segregation
· Housing Re-segregation
· Historical perspectives and the Standards and “English Only” Movements
· Special Education as a tool for racial and ethnic exclusion
· Environmental Racism in the 21st Century
· Globalization and the economics of hate
· School re-segregation
Please submit your chapter proposal using Microsoft Word email attachments by April 30, 2011. Include a one page proposal outlining your chapter and clearly identifying your primary area of emphasis. Include a brief biography describing your current institutional affiliation and position and a listing of your relevant publications and background. Authors of accepted proposals will be notified by May 30, 2011.
Final chapters must utilize the style sheet of the American Psychological Association.
Send proposals and inquiries to both:
Judith Brooks-Buck jbuck@vsu.edu and Carol Camp Yeakey cyeakey@wustl.edu.
TENTATIVE PUBLICATION SCHEDULE
Book chapter proposals received: April 30, 2011
Notification of accepted chapter proposals: May 30, 2011
Receipt of full book chapters: September 15, 2011
Review book chapters and provide feedback: October 15, 2011
Final draft submitted to editors: November 30, 2011
Anticipated publication: Winter 2011-12.
RELATED CATEGORIES
> Multicultural Education
> Social Context of Education
MORE TITLES IN THIS SERIES
Cultural Capital and Black Education: African American Communities and the Funding of Black
Surmounting all Odds: Equalizing Education Opportunities in the New Millennium (Vol 1 & 2)
The Broken Cisterns of African American Education: Academic Performance and Achievement in the Post-Brown Era
Towards a Brighter Tomorrow: The College Barriers, Hopes and Plans of Black, Latino/a and Asian American Students in California
Reversing Deficit Thinking: Toward a Paradigm of Strength-Based Approaches to Educating African American Children (In Development)
Black Men in Black Colleges: Implications for Diversity, Recruitment, Support and Retention (In Development)
African Americans in Higher Education: Reflective Research, Racial Realities (In Development)
Living at the Intersections: Social Identities and Black Collegians (In Development)
Curators of the Legacy: An Exploration of the Role of Faculty and Staff at Black Colleges (In Development)
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