Archaeology and Anthropology of Salt: A Diachronic Approach • The Psychopath Test: A Journey Through the Madness Industry • Is Marriage for White People? How the African American Marriage Decline Affects Everyone • White Identity: Racial Consciousness in the 21st Century

The chapter reveals the violence associated with the Civil Rights Movement, the courage of African American activists (Martin Luther King, Rosa Parks, Medgar Evers) and the small minority of southern white ministers who joined them. In Montgomery, Alabama, Robert Graetz provided taxi service for demonstrators. Andrew Turnipseed paid the salary of James Love, who signed the Mobile bus petition, when his parishioners would not. No southern white minister would participate in freedom rides, but John Morris organized a Freedom Ride after the violence subsided. The group was arrested. Joseph Ellwanger was harassed in Birmingham. Hundreds of black protestors were arrested and tortured. Martin Luther King, Jr., wrote Letter from a Birmingham Jail. Edwin King was arrested and tortured. The Klan and other white supremacist groups flourished. Black activists and some whites were murdered in Mississippi. As Edwin King commented, “Good white people could do nothing in the face of madness.”

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Equity and Inclusion in Today's Diverse and Inclusive 21st Century Classroom

Accessibility and Diversity in Education ◽

10.4018/978-1-7998-1213-5.ch044 ◽

2020 ◽

pp. 891-905

Author(s):

Tiece Ruffin

Keyword(s):

African American ◽

21St Century ◽

Culturally Responsive ◽

Student Perception ◽

Teacher Educator ◽

Teacher Resistance ◽

Predominately White ◽

21St Century Classroom ◽

White Institution ◽

American Teacher

This chapter shares the odyssey of one African-American teacher educator at a predominately white institution in a diverse learner's course fostering culturally responsive pre-service teachers with the tools to provide culturally responsive instruction for today's diverse and inclusive 21st century classroom. Early on in this journey, the instructor found that resistance, fear, and anxiety often ruled student perception of diverse learners in the inclusive classroom. Therefore, through action research the African-American teacher educator collected data, and subsequently planned, implemented, and monitored various actions designed to lessen pre-service teacher resistance, anxiety, and fear of student diversities in the classroom while fostering culturally responsive teachers for the diverse and inclusive 21st century classroom. Ultimately, these experiences mitigated the fears and concerns of preservice teachers around the enormity of diversities in the classroom and equipped them with tools for success.

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African American Women Executives and 21st-century Organizational Leadership: Deconstructing “Masculine” and “Feminine” Leadership, Embracing Duality in Leadership Practice

Race, Gender, and Leadership ◽

10.4324/9781410611253-12 ◽

2004 ◽

pp. 83-152

Keyword(s):

African American ◽

African American Women ◽

Organizational Leadership ◽

21St Century ◽

Women Executives ◽

Leadership Practice ◽

American Women

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The educational status of African American males in the 21st century

Diversity in Higher Education - Black American Males in Higher Education: Diminishing Proportions ◽

10.1108/s1479-3644(2009)0000006010 ◽

2009 ◽

pp. 99-112 ◽

Cited By ~ 3

Author(s):

Antoine M. Garibaldi

Keyword(s):

African American ◽

21St Century ◽

African American Males ◽

Educational Status

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Empire and ethnocentric education

Education and Race from Empire to Brexit ◽

10.1332/policypress/9781447345824.003.0002 ◽

2019 ◽

pp. 23-46

Author(s):

Sally Tomlinson

Keyword(s):

Public Schools ◽

Working Class ◽

British Empire ◽

21St Century ◽

White People ◽

Historical Events ◽

School Teaching ◽

Invented Traditions ◽

Trade Wars

Chapter I notes that while necessarily selective of historical events, explanations for the 2016 Brexit vote, trade wars, race and migrant antagonisms and hatreds must start with the British Empire, especially in the later 19th century when power and wealth were concentrated in a white world. Racial ignorance and assumptions of national superiority have continued into the 21st century. The chapter discusses the emergence of mass education from around 1870 which was influenced by events associated with imperialism and its ideologies. It records that British values and invented traditions, imbued with nationalism, militarism and racial arrogance, were filtered down from public schools to state secondary and elementary school. Teaching, textbooks and youth literature reflected and entrenched beliefs in the superiority of white people and distrust of foreigners. There were some signs that the white working class recognised a connection between imperial rule and their own class position.

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