In an American society both increasingly diverse and increasingly segregated, the signals children receive about race are more confusing than ever. In this context, how do children negotiate and make meaning of multiple and conflicting messages to develop their own ideas about race? Learning Race, Learning Place engages this question using in-depth interviews with an economically diverse group of African American children and their mothers.
Through these rich narratives, Erin N. Winkler seeks to reorient the way we look at how children develop their ideas about race through the introduction of a new framework—comprehensive racial learning—that shows the importance of considering this process from children’s points of view and listening to their interpretations of their experiences, which are often quite different from what the adults around them expect or intend. At the children’s prompting, Winkler examines the roles of multiple actors and influences, including gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place. She brings to the fore the complex and understudied power of place, positing that while children’s racial identities and experiences are shaped by a national construction of race, they are also specific to a particular place that exerts both direct and indirect influence on their racial identities and ideas.
How do survivors recover from the worst urban flood in American history, a disaster that destroyed nearly the entire physical landscape of a city, as well as the mental and emotional maps that people use to navigate their everyday lives? This question has haunted the survivors of Hurricane Katrina and informed the response to the subsequent flooding of New Orleans across many years.
Left to Chance takes us into two African American neighborhoods—working-class Hollygrove and middle-class Pontchartrain Park—to learn how their residents have experienced “Miss Katrina” and the long road back to normal life. The authors spent several years gathering firsthand accounts of the flooding, the rushed evacuations that turned into weeks- and months-long exile, and the often confusing and exhausting process of rebuilding damaged homes in a city whose local government had all but failed. As the residents’ stories make vividly clear, government and social science concepts such as “disaster management,” “restoring normality,” and “recovery” have little meaning for people whose worlds were washed away in the flood. For the neighbors in Hollygrove and Pontchartrain Park, life in the aftermath of Katrina has been a passage from all that was familiar and routine to an ominous world filled with raw existential uncertainty. Recovery and rebuilding become processes imbued with mysteries, accidental encounters, and hasty adaptations, while victories and defeats are left to chance.
Harvard’s searing and sobering indictment of its own long-standing relationship with chattel slavery and anti-Black discrimination.
In recent years, scholars have documented extensive relationships between American higher education and slavery. The Legacy of Slavery at Harvard adds Harvard University to the long list of institutions, in the North and the South, entangled with slavery and its aftermath.
The report, written by leading researchers from across the university, reveals hard truths about Harvard’s deep ties to Black and Indigenous bondage, scientific racism, segregation, and other forms of oppression. Between the university’s founding in 1636 and 1783, when slavery officially ended in Massachusetts, Harvard leaders, faculty, and staff enslaved at least seventy people, some of whom worked on campus, where they cared for students, faculty, and university presidents. Harvard also benefited financially and reputationally from donations by slaveholders, slave traders, and others whose fortunes depended on human chattel. Later, Harvard professors and the graduates they trained were leaders in so-called race science and eugenics, which promoted disinvestment in Black lives through forced sterilization, residential segregation, and segregation and discrimination in education.
No institution of Harvard’s scale and longevity is a monolith. Harvard was also home to abolitionists and pioneering Black thinkers and activists such as W. E. B. Du Bois, Charles Hamilton Houston, and Eva Beatrice Dykes. In the late twentieth century, the university became a champion of racial diversity in education. Yet the past cannot help casting a long shadow on the present. Harvard’s motto, Veritas, inscribed on gates, doorways, and sculptures all over campus, is an exhortation to pursue truth. The Legacy of Slavery at Harvard advances that necessary quest.
Gus Reed was a freed slave who traveled north as Sherman’s March was sweeping through Georgia in 1864. His journey ended in Springfield, Illinois, a city undergoing fundamental changes as its white citizens struggled to understand the political, legal, and cultural consequences of emancipation and black citizenship. Reed became known as a petty thief, appearing time and again in the records of the state’s courts and prisons. In late 1877, he burglarized the home of a well-known Springfield attorney—and brother of Abraham Lincoln’s former law partner—a crime for which he was convicted and sentenced to the Illinois State Penitentiary.
Reed died at the penitentiary in 1878, shackled to the door of his cell for days with a gag strapped in his mouth. An investigation established that two guards were responsible for the prisoner’s death, but neither they nor the prison warden suffered any penalty. The guards were dismissed, the investigation was closed, and Reed was forgotten.
Gus Reed’s story connects the political and legal cultures of white supremacy, black migration and black communities, the Midwest’s experience with the Civil War and Reconstruction, and the resurgence of nationwide opposition to African American civil rights in the late nineteenth century. These experiences shaped a nation with deep and unresolved misgivings about race, as well as distinctive and conflicting ideas about justice and how to achieve it.
On a long dark road in deep East Texas, James Byrd Jr. was dragged to his death behind a pickup truck one summer night in 1998. The brutal modern-day lynching stunned people across America and left everyone at a loss to explain how such a heinous crime could possibly happen in our more racially enlightened times. Many eventually found an answer in the fact that two of the three men convicted of the murder had ties to the white supremacist Confederate Knights of America. In the ex-convict ringleader, Bill King, whose body was covered in racist and satanic tattoos, people saw the ultimate monster, someone so inhuman that his crime could be easily explained as the act of a racist psychopath. Few, if any, asked or cared what long dark road of life experiences had turned Bill King into someone capable of committing such a crime.
In this gripping account of the murder and its aftermath, Ricardo Ainslie builds an unprecedented psychological profile of Bill King that provides the fullest possible explanation of how a man who was not raised in a racist family, who had African American friends in childhood, could end up on death row for viciously killing a black man. Ainslie draws on exclusive in-prison interviews with King, as well as with Shawn Berry (another of the perpetrators), King's father, Jasper residents, and law enforcement and judicial officials, to lay bare the psychological and social forces—as well as mere chance—that converged in a murder on that June night. Ainslie delves into the whole of King's life to discover how his unstable family relationships and emotional vulnerability made him especially susceptible to the white supremacist ideology he adopted while in jail for lesser crimes.
With its depth of insight, Long Dark Road not only answers the question of why such a racially motivated murder happened in our time, but it also offers a frightening, cautionary tale of the urgent need to intervene in troubled young lives and to reform our violent, racist-breeding prisons. As Ainslie chillingly concludes, far from being an inhuman monster whom we can simply dismiss, "Bill King may be more like the rest of us than we care to believe."
Look, a White! returns the problem of whiteness to white people. Prompted by Eric Holder's charge, that as Americans, we are cowards when it comes to discussing the issue of race, noted philosopher George Yancy's essays map out a structure of whiteness.
He considers whiteness within the context of racial embodiment, film, pedagogy, colonialism, its "danger," and its position within the work of specific writers. Identifying the embedded and opaque ways white power and privilege operate, Yancy argues that the Black countergaze can function as a "gift" to whites in terms of seeing their own whiteness more effectively.
Throughout Look, a White! Yancy pays special attention to the impact of whiteness on individuals, as well as on how the structures of whiteness limit the capacity of social actors to completely untangle the way whiteness operates, thus preventing the erasure of racism in social life.
An innovative, hybrid work of literary nonfiction, Lowest White Boy takes its title from Lyndon Johnson’s observation during the civil rights era: “If you can convince the lowest white man he’s better than the best colored man, he won’t notice you’re picking his pocket.”
Greg Bottoms writes about growing up white and working class in Tidewater, Virginia, during school desegregation in the 1970s. He offers brief stories that accumulate to reveal the everyday experience of living inside complex, systematic racism that is often invisible to economically and politically disenfranchised white southerners—people who have benefitted from racism in material ways while being damaged by it, he suggests, psychologically and spiritually. Placing personal memories against a backdrop of documentary photography, social history, and cultural critique, Lowest White Boy explores normalized racial animus and reactionary white identity politics, particularly as these are collected and processed in the mind of a child.
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