At a time when popular solutions to the educational plight of poor children of color are imposed from the outside-national standards, high-stakes tests, charismatic individual saviors-the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: 'Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.' We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools. From the Trade Paperback edition.
Civil Rights from Mississippi to the Algebra Project
Author: Robert Moses,Charles E. Cobb
Publisher: Beacon Press
Argues that math and science literacy is essential for equality and citizenship, and suggests that the grassroots organizational techniques that sucessfully impacted Southern politics can be applied to math education.
Civil Rights from Mississippi to the Algebra Project
Author: Robert Parris Moses,Charles E. Cobb
Publisher: Beacon Press
Civil Rights from Mississippi to the Algebra Project
Category: African Americans
Education for Rebellion. A manifesto for today's broken schools.
The Roles of Young People in Schools of Poverty
Author: Jay Gillen
Publisher: AK Press
This in-depth look at the civil rights movement goes to the places where pioneers of the movement marched, sat-in at lunch counters, gathered in churches; where they spoke, taught, and organized; where they were arrested, where they lost their lives, and where they triumphed. Award-winning journalist Charles E. Cobb Jr., a former organizer and field secretary for SNCC (Student Nonviolent Coordinating Committee), knows the journey intimately. He guides us through Washington, D.C., Maryland, Virginia, North Carolina, South Carolina, Georgia, Alabama, Mississippi, and Tennessee, back to the real grassroots of the movement. He pays tribute not only to the men and women etched into our national memory but to local people whose seemingly small contributions made an impact. We go inside the organizations that framed the movement, travel on the "Freedom Rides" of 1961, and hear first-person accounts about the events that inspired Brown vs. Board of Education. An essential piece of American history, this is also a useful travel guide with maps, photographs, and sidebars of background history, newspaper coverage, and firsthand interviews.
A Guided Tour of the Civil Rights Trail
Author: Charles E. Cobb Jr.
Publisher: Algonquin Books
Based on the author’s experience as a researcher and teacher of lower-track students, Beyond Formulas in Mathematics and Teaching illuminates the complex dynamics of the algebra classroom. From within this setting, Daniel Chazan thoughtfully explores topics that concern all dedicated educators, how to really know one’s students, how to find engaging material, and how to inspire meaningful classroom conversations. Throughout, he addresses the predicaments that are central to the lives of teachers who work in standard educational settings. By highlighting teaching dilemmas, Chazan prompts readers to consider what their own responses would be in similar situations. With an eye to ways of restructuring roles and relationships, Beyond Formulas in Mathematics and Teaching is essential reading for educators seeking to enhance their teaching practices and understanding of students who may be estranged from school.
Dynamics of the High School Algebra Classroom
Author: Daniel Chazan
Publisher: Teachers College Press
A collection of more than thirty articles shows teachers how to weave social justice principles throughout the math curriculum, and how to integrate social justice math into other curricular areas as well.
Teaching Social Justice by the Numbers
Author: Eric Gutstein
Publisher: Rethinking Schools
One of the most influential leaders in the civil rights movement, Robert Parris Moses was essential in making Mississippi a central battleground state in the fight for voting rights. As a leader of the Student Nonviolent Coordinating Committee (SNCC), Moses presented himself as a mere facilitator of grassroots activism rather than a charismatic figure like Martin Luther King Jr. His self-effacing demeanor and his success, especially in steering the events that led to the volatile 1964 Freedom Summer and the formation of the Mississippi Freedom Democratic Party, paradoxically gave him a reputation of nearly heroic proportions. Examining the dilemmas of a leader who worked to cultivate local leadership, historian Laura Visser-Maessen explores the intellectual underpinnings of Moses's strategy, its achievements, and its struggles. This new biography recasts Moses as an effective, hands-on organizer, safeguarding his ideals while leading from behind the scenes. By returning Moses to his rightful place among the foremost leaders of the movement, Visser-Maessen testifies to Moses's revolutionary approach to grassroots leadership and the power of the individual in generating social change.
A Life in Civil Rights and Leadership at the Grassroots
Author: Laura Visser-Maessen
Publisher: UNC Press Books
Category: Biography & Autobiography
An in-depth look at the lives, experiences, and professional careers of Black mathematicians in the United States. Erica N. Walker presents a compelling story of Black mathematical excellence in the United States. Much of the research and discussion about Blacks and mathematics focuses on underachievement; by documenting in detail the experiences of Black mathematicians, this book broadens significantly the knowledge base about mathematically successful African Americans. Beyond Banneker demonstrates how mathematics success is fostered among Blacks by mathematicians, mathematics educators, teachers, parents, and others, a story that has been largely overlooked by the profession and research community. Based on archival research and in-depth interviews with thirty mathematicians, this important and timely book vividly captures important narratives about mathematics teaching and learning in multiple contexts, as well as the unique historical and contemporary settings related to race, opportunity, and excellence that Black mathematicians experience. Walker draws upon these narratives to suggest ways to capitalize on the power and potential of underserved communities to respond to the national imperative for developing math success for new generations of young people.
Black Mathematicians and the Paths to Excellence
Author: Erica N. Walker
Publisher: SUNY Press
Category: BIOGRAPHY & AUTOBIOGRAPHY
Visiting Martin Luther King, Jr. at the peak of the civil rights movement, the journalist William Worthy almost sat on a loaded pistol. “Just for self-defense,” King assured him. One of King's advisors remembered the reverend's home as “an arsenal.” Like King, many nonviolent activists embraced their constitutional right to self-protection—yet this crucial dimension of the civil rights struggle has been long ignored. In This Nonviolent Stuff'll Get You Killed, civil rights scholar Charles E. Cobb, Jr. reveals how nonviolent activists and their allies kept the civil rights movement alive by bearing—and, when necessary, using—firearms. Whether patrolling their neighborhoods, garrisoning their homes, or firing back at attackers, these men and women were crucial to the movement's success, as were the weapons they carried. Drawing on his firsthand experiences in the Southern Freedom Movement and interviews with fellow participants, Cobb offers a controversial examination of the vital role guns have played in securing American liberties.
How Guns Made the Civil Rights Movement Possible
Author: Charles E. Cobb
Publisher: Basic Books
In 2005, famed civil rights leader and education activist Robert Moses invited one hundred prominent African American and Latino intellectuals and activists to meet to discuss a proposal for a campaign to guarantee a quality education for all children as a constitutional right—a movement that would “transform current approaches to educational inequity, all of which have failed miserably to yield results for our children.” The response was passionate, and the meeting launched a movement. This book—emerging directly from that effort—reports on what has happened since and calls for a new scale of organizing, legal initiatives, and public definitions of what a quality education is. Essays include · Robert Moses’s historically rooted call for citizens, especially young people, to make the demand for quality education · Ernesto Cortés’s view from decades of work organizing Latino communities in Texas · Charles Payne’s interview with students from the Baltimore Algebra Project, who organized to make historic demands on their district · Legal scholar Imani Perry’s nuanced analysis of the prospects of making a case for quality education as a right guaranteed by the Constitution · Perspectives from scholars Lisa Delpit and Joan T. Wynne, and by teachers Alicia Caroll and Kim Parker, who provide examples of what quality education is, describing its goal, and how to guide practice in the meantime
Creating a Grassroots Movement to Transform Public Schools
Author: Theresa Perry,Robert P. Moses,Ernesto Cortes, Jr.,Lisa Delpit,Joan T. Wynne
Publisher: Beacon Press
African news making headlines today is dominated by disaster: wars, famine, HIV. Those who respond - from stars to ordinary citizens - are learning that real solutions require more than charity. This book provides a comprehensive, panoramic view of US activism in Africa from 1950 to 2000, activism grounded in a common struggle for justice. It portrays organisations, activists and networks that contributed to African liberation and, in turn, shows how African struggles informed US activism, including the civil rights and black power movements.
African Liberation and American Activists Over a Half Century, 1950-2000
Author: Charles E. Cobb (Jr.)
Publisher: William Minter
"This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them-and who have inspiring stories of their own to tell - and any reader interested in the intersection of education and social justice. An important read for every educator, this book shows how to teach mathematics so that all students are given the tools they need to confront issues of social justice today and in the years ahead"--page  of cover.
Conversations with Educators
Author: Anita A. Wager,David W. Stinson
Publisher: National Council of Teachers of English
In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards. Book Features: Core principles of an equity-centered mathematics program. Examples of how to focus and organize the collaborative work of a math department to develop a shared pedagogy. Student experiences with an equity pedagogy that focuses on building perseverance, flexibility in thinking, and deep conceptual understanding. Connections between reconceptualizing learners and teaching, and achieving deep mathematics learning and equitable outcomes. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, and Rachel Lotan. Mathematics for Equity provides a kaleidoscopic view, in the voices of teachers, researchers, and students themselves, of one of the nations most ambitious and successful attempts at teaching mathematics for equity. It shows what it takes to create a climate that supports students and teachers in engaging in meaningful mathematical activityand, alas, how vulnerable such environments are to the wrong kinds of accountability. Read it and learn. Alan H. Schoenfeld, University of California at Berkeley Want to fix what's wrong with mathematics instruction in your school? Read this book with your colleagues and do what it inspires you to do. Written by the brave teachers and former students who did it, as well as researchers. Phil Daro, writing team, Common Core Standards, Strategic Education Research Partnership
A Framework for Successful Practice
Author: Nailah Suad Nasir,Carlos Cabana,Barbara Shreve,Estelle Woodbury,Nicole Louie
Publisher: Teachers College Press
An era of sweeping cultural change in America, the postwar years saw the rise of beatniks and hippies, the birth of feminism, and the release of the first video game. It was also the era of new math. Introduced to US schools in the late 1950s and 1960s, the new math was a curricular answer to Cold War fears of American intellectual inadequacy. In the age of Sputnik and increasingly sophisticated technological systems and machines, math class came to be viewed as a crucial component of the education of intelligent, virtuous citizens who would be able to compete on a global scale. In this history, Christopher J. Phillips examines the rise and fall of the new math as a marker of the period’s political and social ferment. Neither the new math curriculum designers nor its diverse legions of supporters concentrated on whether the new math would improve students’ calculation ability. Rather, they felt the new math would train children to think in the right way, instilling in students a set of mental habits that might better prepare them to be citizens of modern society—a world of complex challenges, rapid technological change, and unforeseeable futures. While Phillips grounds his argument in shifting perceptions of intellectual discipline and the underlying nature of mathematical knowledge, he also touches on long-standing debates over the place and relevance of mathematics in liberal education. And in so doing, he explores the essence of what it means to be an intelligent American—by the numbers.
A Political History
Author: Christopher J. Phillips
Publisher: University of Chicago Press
In this book, Ubiratan D'Ambrosio presents his most recent thoughts on ethnomathematics - a sub-field of mathematics history and mathematics education for which he is widely recognized to be one of the founding fathers. In a clear, concise format, he outlines the aim of the Program Ethnomathematics, which is to understand mathematical knowing/doing throughout history, within the context of different groups, communities, peoples and nations, focusing on the cycle of mathematical knowledge: its generation, its intellectual and social organization, and its diffusion. While not rejecting the importance of modern academic mathematics, it is viewed as but one among many existing ethnomathematics. Offering concrete examples and ideas for mathematics teachers and researchers, D'Ambrosio makes an eloquent appeal for an entirely new approach to conceptualizing mathematics knowledge and education that embraces diversity and addresses the urgent need to provide youth with the necessary tools to become ethical, creative, critical individuals prepared to participate in the emerging planetary society.
Link Between Traditions and Modernity
Author: Ubiratan D'Ambrósio
Publisher: Sense Pub
"Mathematics curriculum has long been a topic of keen interest in mathematics education and remains a central issue in efforts to improve mathematics learning opportunities for students. This Yearbook continues in a long line of NCTM Yearbooks that have addressed various facets of the changing mathematics curriculum. Although some factors such as tradition can inhibit significant change, other factors such as policy (e.g., federal No Child Left Behind legislation), societal needs (mathematically literate graduates), and technological advances (computer software, calculators) foster and accelerate the need for change. In the past year alone, a major state-initiated process for developing 'common core standards' is underway. With 48 states and several territories participating in the articulation of 'college and career-ready' high school graduation expectations and common K-12 standards, 2010 promises to be a landmark year of discussion and dialogue about mathematics curriculum. This Yearbook reflects some of the many issues that the field is currently discussing so it serves as both a record of current advances and a summary of challenges regarding curriculum. We hope that it will both guide and stimulate thinking about where we have been, where we are, and where we need to go."--Publisher's description.
Issues, Trends, and Future Directions
Author: Barbara Reys,Robert E. Reys,Rheta Norma Rubenstein
In 1978, V. P. Franklin and James D. Anderson coedited New Perspectives on Black Educational History. For Franklin, Anderson, and their contributors, there were glaring gaps in the historiography of Black education that each of the essays began to fill with new information or fresh perspectives. There have been a number of important studies on the history of African American education in the more than three decades since Franklin and Anderson published their volume that has pushed the field forward. Scholars have redefined the views of Black southern schools as simply inferior, demonstrated the active role Blacks had in creating and sustaining their schools, sharpened our understanding of Black teachers’ and educational leaders’ role in educating Black students and themselves with professional development, provided a better understanding and recognition of the struggles in the North (particularly in urban and metropolitan areas), expanded our thinking about school desegregation and community control, and broadened our understanding of Black experiences and activism in higher education and private schools. Our volume will highlight and expand upon the changes to the field over the last three and a half decades. In the shadow of 60th anniversary of Brown v. Board of Education and the 50th anniversary of the 1964 Civil Rights Act, contributors expand on the way African Americans viewed and experienced a variety of educational policies including segregation and desegregation, and the varied options they chose beyond desegregation. The volume covers both the North and South in the 19th and 20th centuries. Contributors explore how educators, administrators, students, and communities responded to educational policies in various settings including K12 public and private schooling and higher education. A significant contribution of the book is showcasing the growing and concentrated work in the era immediately following the Brown decision. Finally, scholars consider the historian’s engagement with recent history, contemporary issues, future directions, methodology, and teaching.
Contemporary Perspectives on African American Educational History
Author: Dionne Danns,Michelle A. Purdy,Christopher M. Span
"Born in Birmingham, Alabama, once known as the "most segregated city" in the United States, Freeman Hrabowski discovered the courage to stand up for civil rights and educational opportunity when he heard Martin Luther King, Jr.'s call and joined the Children's March in 1963. Along with other protesting students, 12-year old Freeman spent five terrifying days in jail. But the march, the arrests, and the experience, led to desegregation in Birmingham and a life's journey for Freeman Hrabowski. In [Title], Dr. Hrabowski relates his experiences with the civil rights movement in Birmingham as a child, his relentless desire for a quality education, his development as a leader in higher education, and the ways these experiences led to the development of programs and policies supporting inclusive excellence and educational success for African Americans. Dr. Hrabowksi details the lessons about education he drew from his own experiences as a student, faculty member, and administrator. He relates the circumstances in which he was able to draw on those lessons to develop the most successful program in the United States - the Meyerhoff Scholars Program -- for educating African Americans who go on to earn doctorates and M.D.-Ph. D.s in the natural sciences and engineering. And, lastly, he turns to a discussion of how important it is for research universities the seek inclusive excellence, work across the educational spectrum from Kindergarten through graduate school to ensure student success"--
Empowering Youth from the Civil Rights Crusade to STEM Achievement
Author: Freeman A. Hrabowski III
Publisher: Beacon Press
Category: African Americans
Andrew Hacker’s 2012 New York Times op-ed questioning the requirement of advanced mathematics in our schools instantly became one of the paper’s most widely circulated articles. Why, he wondered, do we inflict a full menu of mathematics—algebra, geometry, trigonometry, even calculus—on all young Americans, regardless of their interests or aptitudes? The Math Myth expands Hacker’s scrutiny of many widely held assumptions, like the notions that mathematics broadens our minds, that mastery of azimuths and asymptotes will be needed for most jobs, that the entire Common Core syllabus should be required of every student. He worries that a frenzied emphasis on STEM is diverting attention from other pursuits and subverting the spirit of the country. In fact, Hacker honors mathematics as a calling (he has been a professor of mathematics) and extols its glories and its goals. Yet he shows how mandating it for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and understanding statistics. The Math Myth is sure to spark a heated and needed national conversation not just about mathematics but about the kind of people and society we want to be.
And Other STEM Delusions
Author: Andrew Hacker
Publisher: New Press, The