At once an inspiring story about the shifting boundaries of race, citizenship, and democracy in America and a crucial look at the nature of racial inequality, The Black Child Savers is a stirring account of the stakes and meaning of social justice.

Each time a child was born in bondage, the system of slavery began anew. Although raised by their parents or by surrogates in the slave community, children were ultimately subject to the rule of their owners. Following the life cycle of a child from birth through youth to young adulthood, Marie Jenkins Schwartz explores the daunting world of slave children, a world governed by the dual authority of parent and owner, each with conflicting agendas.

Despite the constant threats of separation and the necessity of submission to the slaveowner, slave families managed to pass on essential lessons about enduring bondage with human dignity. Schwartz counters the commonly held vision of the paternalistic slaveholder who determines the life and welfare of his passive chattel, showing instead how slaves struggled to give their children a sense of self and belonging that denied the owner complete control.

Born in Bondage gives us an unsurpassed look at what it meant to grow up as a slave in the antebellum South. Schwartz recreates the experiences of these bound but resilient young people as they learned to negotiate between acts of submission and selfhood, between the worlds of commodity and community.

For decades, Katie D’Angelo and Valerie Harrison engaged in conversations about race and racism. However, when Katie and her husband, who are white, adopted Gabriel, a biracial child, Katie’s conversations with Val, who is black, were no longer theoretical and academic. The stakes grew from the two friends trying to understand each other’s perspectives to a mother navigating, with input from her friend, how to equip a child with the tools that will best serve him as he grows up in a white family. 

Through lively and intimate back-and-forth exchanges, the authors share information, research, and resources that orient parents and other community members to the ways race and racism will affect a black child’s life—and despite that, how to raise and nurture healthy and happy children. These friendly dialogues about guarding a child’s confidence and nurturing positive racial identity form the basis for Do Right by Me. Harrison and D’Angelo share information on transracial adoption, understanding racism, developing a child’s positive racial identity, racial disparities in healthcare and education, and the violence of racism. 

Do Right by Me also is a story about friendship and kindness, and how both can be effective in the fight for a more just and equitable society.

"All these white schools I've been sent to are racist," Sonya says. "I'd have done better in a black school. I was an outsider here." These are hard words for Vivian Paley, whose own kindergarten was one of Sonya's schools, the integrated classroom so lovingly and hopefully depicted by Paley in White Teacher. Confronted with the grown-up Sonya, now on her way to a black college, and with a chorus of voices questioning the fairness and effectiveness of integrated education, Paley sets out to discover the truth about the multicultural classroom from those who participate in it. This is an odyssey undertaken on the wings of conversation and storytelling in which every voice adds new meaning to the idea of belonging, really belonging, to a school culture. Here are black teachers and minority parents, immigrant families, a Native American educator, and the children themselves, whose stories mingle with the author's to create a candid picture of the successes and failures of the integrated classroom. As Paley travels the country listening to these stories, we see what lies behind recent moves toward self-segregation: an ongoing frustration with racism as well as an abiding need for a nurturing community. And yet, among these diverse voices, we hear again and again the shared dream of a classroom where no family heritage is obscured and every child's story enriches the life of the schoolhouse.

"It's all about dialogue, isn't it?" asks Lorraine, a black third-grade teacher whose story becomes a central motif. And indeed, it is the dialogue that prevails in this warmly provocative and deeply engaging book, as parents and teachers learn how they must talk to each other, and to their children, if every child is to secure a sense of self in the schoolroom, no matter what the predominant ethnic background. Vivian Paley offers these discoveries to readers as a starting point for their own journeys toward community and kinship in today's schools and tomorrow's culture.

“The design of this Memoir is, to present the incidents in the life of a little colored boy.” So begins the life story of James Jackson, as set down by his African American teacher, Susan Paul, in 1835, as an example to other children and adults who might learn from the boy’s goodness.This remarkable document—the first African American biography and a work that predates Harriet Jacobs’s Incidents in the Life of a Slave Girl by almost thirty years—is a lost treasure from the annals of African American history. With its combination of eyewitness accounts, personal testimony, and excerpts from traditional Sunday school texts, the memoir is an extraordinary social history rooted in both nineteenth-century evangelicalism and the experiences of free African Americans.Susan Paul’s portrayal of James Jackson’s Christian sensibility, his idealism, and his racial awareness emphasizes his humanity and exemplary American character over his racial identity, even as it embeds him in his African American community.

An exposé of the realities facing poor black children in our consumer society. What does it mean to be young, poor, and black in our consumer culture? Are black children "brand-crazed consumer addicts" willing to kill each other over a pair of the latest Nike Air Jordans or Barbie backpack? In this first in-depth account of the consumer lives of poor and working-class black children, Elizabeth Chin enters the world of children living in hardship in order to understand the ways they learn to manage living poor in a wealthy society. In order to move beyond the stereotypical images of black children obsessed with status symbols, Elizabeth Chin spent two years interviewing poor children living in New Haven, Connecticut, about where and how they spend their money. An alternate image of the children emerges, one that puts practicality ahead of status in their purchasing decisions. On a twenty-dollar shopping spree with Chin, one boy has to choose between a walkie-talkie set and an X-Men figure. In one of the most painful moments of her research, Chin watches as Davy struggles with his decision. He finally takes the walkie-talkie set, a toy that might be shared with his younger brother. Through personal anecdotes and compelling stories ranging from topics such as Christmas and birthday gifts, shopping malls, Toys-R-Us, neighborhood convenience shops, school lunches, ethnically correct toys, and school supplies, Chin critically examines consumption as a medium through which social inequalities-most notably of race, class, and gender--are formed, experienced, imposed, and resisted. Along the way she acknowledges the profound constraints under which the poor and working class must struggle in their daily lives. "Elizabeth Chin's Purchasing Power: Black Kids and American Consumer Culture has both vitality and immediacy, thanks to Natalia, Tionna, Asia, and the other pseudonymous children of Newhallville whose voices we hear. The book's purpose is well served, too, by an identifiable first-person narrator whose relationships with several of her 'subjects' grow close and affectionate. Chin's vignettes from life with the Newhallville kids are touching, funny, troubling, strange, and familiar." --Ruminator Review "Compelling. As a result of a multilevel perspective, the reader gets to see firsthand how these African-American children struggle each day with the inequality of their economic status. Not only is this book a primer for the uninitiated in ethnographic research, it also serves as a valuable tool for the seasoned reader interested in such participant-observer studies. Chin adds significantly to the literature of an understudied area--minority children as consumers." --MultiCultural Review Elizabeth Chin is an associate professor in the Department of Anthropology at Occidental College in Los Angeles.