Despite a lack of strong affinities between these two strands of Black theorizing, intersectionality and Afropessimism, the latter provides a useful interpretive lens to illuminate the former’s post-Black feminist makeover in contemporary academe. What makes intersectionality an empty shell onto which scholars of all stripes can conveniently project their own concerns and feel completely legitimate to do so? What authorizes the easy removal of Black feminists from their theoretical innovation, intersectionality? Asking these polemical questions, the article engages a constellation of concepts (Black fungibility, natal alienation, slavery’s afterlife) typically attached to Afropessimism to propose exploratory answers. Valuing the knowledge and strength of communities that have survived and thrived in the face of centuries of oppression, we conclude that community stakeholders in collaboration with education workers, from organizers to students, envisioned a blurring of communities and schools as part of a strategy to build collective power that both exposes and challenges injustice. Drawing on an abolitionist paradigm, we describe how organizers such as those in NYC, who were interested in transforming systems as a prerequisite to advancing freedom, were the first major advocates of the original community schools project. This examination sets a context for exploring what we saw happening at the school level, where we observed community meetings with organizers and district officials and interviewed key stakeholders about their deep histories of advocating for equitable reform. Using ethnographic methods, we answer this question by examining what went into the grassroots commitments of organizers and the grasstops implementation of the community schools’ strategy at the district level.

Online access with EBA: Cambridge Books OnlineĬataloging source UkCbUP 1961-2008 Barrett, Lindon Dewey number 810.9/896073 Index index present LC call number PS153.In this article, we explore community schools, as first theorized through community organizing, in relation to movements for racial justice in education to address the following question: How has educational equity been radically imagined by the community school movement in New York City to reframe how we understand success, meaningful school experiences, and the possibility for hope, healing, and racial equity in education?.

Cambridge studies in American literature and culture, 117.

While approaches to race and value are commonly examined historically or sociologically, this intriguing study provides a new critical approach that speaks to theorists of race as well as gender and queer studies Member of The book traces several interrelations between value and race, such as literate/illiterate, the signing/singing voice, time/space, civic/criminal, and academy/street, and offers relevant and fresh readings of two novels by Ann Petry.

Testing these concepts by exploring various theoretical approaches and their shortcomings, Lindon Barrett finds that the gulf between 'the street' (where race is acknowledged as a powerful enigma) and the literary academy (where until recently it has not been) can be understood as a symptom of racial violence. Language eng Summary Blackness and Value investigates the principles by which 'value' operates, and asks if it is useful to imagine that the concepts of racial blackness and whiteness in the United States operate in terms of these principles. African Americans - Intellectual life - 20th century.Violence - Social aspects - United States.Petry, Ann, 1908-1997 - Political and social views.

Literature and society - United States - History - 20th century.

American literature - African American authors | History and criticism | Theory, etc.Label Blackness and value : seeing double Title Blackness and value Title remainder seeing double Statement of responsibility Lindon Barrett Title variation Blackness & Value Creator

Blackness and value seeing double pdf