Bibliography: Black Lives Matter (page 2 of 4)

This annotated bibliography is reformatted and customized for the Black Lives & Me website.  Some of the authors featured on this page include Steve Azaiki, Alistair Black, Chioma Nworgu, Cynthia M. Chambers, Iris Renell Hunter, Michael J. Dumas, Carl Leggo, Richard Gray, Anita Sinner, and Signithia Fordham.

Fordham, Signithia (2010). Passin' for Black: Race, Identity, and Bone Memory in Postracial America, Harvard Educational Review. Signithia Fordham challenges the notion that we are living in a "postracial" society where race is no longer a major social category, as indicated by the rising incidence of interracial relationships and the popularity of biracial identities. On the contrary, she contends, a powerful fusion of historical memory and inclusive kinship compels Americans whose ancestors were enslaved to embrace a Black identity even when they have White as well as African ancestors. Fordham identifies this socially constructed racial identity as "passin' for Black." She argues that virtually every socially defined Black person connected to enslavement–regardless of skin color, hair texture, facial features, or paternity–must perform Blackness. Using narratives obtained from a recent ethnographic study of female competition and aggression in a racially "integrated" suburban high school, Fordham's essay documents how the complex, charged matter of racial identity–concurrently biological and social–inflames the lives of adolescents and impairs their ability to navigate the school environment.   [More]  Descriptors: Racial Bias, Ethnography, Racial Identification, Memory

Kozol, Jonathan (2006). Confections of Apartheid Continue in Our Schools, Education Digest: Essential Readings Condensed for Quick Review. Many Americans who live far from major cities and who have no firsthand knowledge of realities in urban public schools seem to have a rather vague and general impression that the great extremes of racial isolation they recall as matters of grave national significance some 35 or 40 years ago have gradually, but steadily, diminished in more recent years. The truth, unhappily, is that the trend, for well over a decade now, has been precisely the reverse. Schools that were already deeply segregated 25 or 30 years ago, like most of the schools the author visited in the Bronx, are no less segregated now, while thousands of other schools that had been integrated either voluntarily or by the force of law have since been rapidly resegregating both in northern districts and in broad expanses of the South. Inner-city schools have embraced a pedagogy of direct command and absolute control. Taking their inspiration from the ideas of B. F. Skinner, proponents of scripted rote-and-drill curricula articulate their aim as the establishment of "faultless communication" between "the teacher, who is the stimulus," and "the students, who respond." The introduction of Skinnerian approaches, which are commonly employed in penal institutions and drug rehabilitation programs, as a way of altering the attitudes and learning styles of black and Hispanic children is provocative, and it has stirred some outcries from respected scholars. To actually go into a school and see the way these approaches can affect children's daily lives and thinking processes is even more provocative. This article discusses the confections of apartheid in schools.   [More]  Descriptors: Racial Segregation, School Resegregation, Urban Schools, Public Schools

Woessmann, Ludger (2015). An International Look at the Single-Parent: Family Structure Matters More for U.S. Students, Education Next. When Daniel Patrick Moynihan raised the issue of family structure half a century ago, his concern was the increase in black families headed by women. Since then, the share of children raised in single-parent families in the United States has grown across racial and ethnic groups and with it evidence regarding the impact of family structure on outcomes for children. Recent studies have documented a sizable achievement gap between children who live with a single parent and their peers growing up with two parents. These patterns are cause for concern, as educational achievement is a key driver of economic prosperity for both individuals and society as a whole. But how does the U.S. situation compare to that of other countries around the world? This essay draws on data from the 2000 and 2012 Program for International Student Assessment studies to compare the prevalence of single-parent families and how family structure relates to children's educational achievement across countries. The 2012 data confirm that the U.S. has nearly the highest incidence of single-parent families among developed countries. And the educational achievement gap between children raised in single-parent and two-parent families, although present in virtually all countries, is particularly pronounced in the U.S. Since 2000, there have been substantial changes in achievement gaps by family structure in many countries, with the gap widening in some countries and narrowing in others. The U.S. stands out in this analysis as a country that has seen a substantial narrowing of the educational achievement gap between children from single-parent and two-parent families.   [More]  Descriptors: One Parent Family, Child Rearing, Achievement Gap, Academic Achievement

Karaolis, Olivia (2009). Honey Bee, Exceptional Parent. Art matters. Theater, film, paintings, writing–all forms of creative expression are an important part of people's lives. It is often through art that people reach understanding about themselves and about one another. Drama can help children find their voice. It does this because it offers an alternative form of communication. Using anything from chopsticks to puppets, children can interact with one another making imaginary worlds and practicing some of the skills they need for the real one. This article reports on the UCPLAy Project, a satellite program taking creative workshops and artistic experiences to children with autistic spectrum disorders (ASD) and other related disabilities, which United Cerebral Palsy in Los Angeles has launched. UCPLAy projects take many forms and are shaped by the children's interests. Being in movie town, it is currently working on The Bee Project. The workshops run for seven weeks and invite children to make a silent black and white film about a bee, named Honey. The author believes art matters very much to children with language and communication challenges. They are given time to process new information, with their fingers, toes, eyes, and ears. Art helps people to make connections. For the students in the workshops, it helps the author to reach them and bring them out to play for a while.   [More]  Descriptors: Creative Activities, Autism, Childhood Interests, Cerebral Palsy

Black, Alistair (2011). "We Don't Do Public Libraries Like We Used to": Attitudes to Public Library Buildings in the UK at the Start of the 21st Century, Journal of Librarianship and Information Science. Although the quality, performance and future of public library services in the UK is a matter of debate, there is little doubt that in recent years, despite claims relating to the emergence of a cyber-society, interest in library buildings and the library as "place" has been intense, almost matching that seen during the Carnegie era of mass public library building in the early 20th century. Tapping into this renewed enthusiasm for the library built form, this article analyses evidence collected by the Mass-Observation Archive (MOA) in response to a request for written commentary on public library buildings, an investigation commissioned by the author. The MOA contains evidence, stretching back to the 1930s, of the British public's daily lives and attitudes. The Archive's data-collection method takes the form of essay-style contributions, varying from a few sentences to thousands of words, submitted from anonymous volunteer correspondents. A total of 180 essays (from 121 women and 59 men) were received, and all were read and analysed for the purpose of this study. Analysis focused on the tension between old and new styles of library design. It was found that while some people prefer public library buildings to retain their historic style and feel, others demand contemporary designs like those employed in recent years for new, "flagship" buildings in Norwich, Peckham, Brighton and Newcastle-upon-Tyne. A third category of opinion expressed a taste for the provision of up-to-date facilities and interior decoration in historic settings. A fourth strain of thought–the essence of which might be described as "libraryness"–played down the importance of style, whether old or new, foregrounding the importance of services and collections. The second half of the article offers a discussion that places the MOA evidence in the context of an assessments of, and commentaries on, recent public library design.   [More]  Descriptors: Evidence, Interior Design, Library Facilities, Public Libraries

Longman, Phillip; Mundy, Liza; Black, Rachel; Bornfreund, Laura; Byrum, Greta; Cramer, Reid; Gangadharan, Seeta Peña; Guernsey, Lisa; Lieberman, Abbie; Lynn, Barry; McCarthy, Mary Alice (2015). Strengthening Ties: The Case for Building a Social Policy Centered on Families, New America. Most of the social and economic policies in the U.S. do not explicitly address or take into account the growing importance of families as sources of human capital and determinants of individual success. Even the small subsets of programs that we conventionally frame as part of "family policy" are often based on long-defunct assumptions about the actual structure of modern families. This report calls for new frameworks to help American families navigate today's challenges. Outdated and siloed social policies fail to help families thrive and prosper in the face of new economic, demographic, and technological changes. The authors view the problems facing the family as matters of political economy that humans and human institutions have the power to change. The challenge of framing effective social policy to meet the needs of families is complicated by a series of enormously important megatrends. Some of the trends are reshaping how families live together, participate in the economy, and interact with the the world around them include: (1) Changing role of women–and men–in the workplace; (2) Rise of single parenthood; (3) Rising cost of living for families; (4) Generational downward mobility; (5) Decline in the number and quality of jobs; (6) Decline in family business; and (7) Pressures of digital technologies. In designing and implementing social programs, policymakers often fail to account for the enduring impact of the family, its fast-changing composition, or the pressures created by economic and technological change. Policy "silos" prevent the strategic coordination of support systems and social programs, which range from child care to early and higher education to workforce and small business development to ensuring access to digital technologies. It is time to correct this failure to adapt–to think of innovative ways to strengthen families and help them thrive and prosper. In response to the new set of realities and large-scale trends, policymakers must develop new ways to support families across generations. To do so effectively will require bringing together expertise from many policy realms. New frameworks are needed for analyzing the increasingly critical role of the family in modern America, examining the influence of technology on families and social networks, and exploring ideas for policies and programs that will more effectively support the modern American family in all its diversity. This report makes the case for rethinking social policy and explains New America's approach to building a new family-centered policy framework. [Programs at New America taking part in this initiative include Asset Building, Breadwinning and Caregiving, Education Policy, the Markets Enterprise and Resiliency Initiative, and the Open Technology Institute.]   [More]  Descriptors: Human Capital, Social Indicators, Public Policy, Family Programs

Chatmon, Chris; Gray, Richard (2015). Lifting Up Our Kings: Developing Black Males in a Positive and Safe Space, Voices in Urban Education. African American males are three times more likely than their White male counterparts to be suspended or expelled in public schools. Changing these odds requires not only addressing disparities in discipline practices, but also lifting up a new narrative of hope, possibility, and brilliance so that young Black men can see and realize their potential. In 2010, Oakland Unified School District (OUSD) Superintendent Tony Smith, Oakland's Board of Education, the Urban Strategies Council, and the East Bay Community Foundation concluded that past efforts to improve the educational experiences and supports of African American male students in OUSD had changed little for this student population. They determined that real change would require a culture-shifting commitment by the school system. To institutionalize this commitment, OUSD launched the Office of African American Male Achievement (OAAMA), a bold project created to fundamentally improve academic and life outcomes for African American male students in Oakland, making OUSD the first district in the United States to create a department specifically to address the needs of African American male students. OAAMA Director, Chris Chatmon, and his colleagues have courageously and creatively cultivated new forms of interactions, relationships, rituals, and practices between young Black men, educators, parents, unions, district staff, community members, and organizations. Richard Gray, Director of Community Organizing & Engagement at the Annenberg Institute for School Reform at Brown University, sat down with Chris Chatmon to discuss the path and steps he has taken to create and sustain his program. This article focuses on how Chris's program reaches, uplifts, and educates Black males. OAAMA's approach to changing the outcomes for young Black men in OUSD is centered on the belief that every interaction, no matter how small, impacts the culture and the lives of young people. In fact, it is these many small interactions that often matter the most.   [More]  Descriptors: African American Students, Males, African American Achievement, Educational Change

North, Charlotte (2011). Designing STEM Pathways through Early College: Ohio's Metro Early College High School, Jobs for the Future. Calls for improved outcomes in U.S. science, technology, engineering, and mathematics education are frequent and insistent. In 2009, the Commission on Mathematics and Science Education, convened by the Institute for Advanced Study and Carnegie Corporation of New York, concluded that: "Knowledge and skills from science, technology, engineering and mathematics–the so-called STEM fields–are crucial to virtually every endeavor of individual and community life. All young Americans should be educated to be "STEM-capable," no matter where they live, what educational path they pursue, or in which field they choose to work." Implicit in this conclusion is the pressing need to dramatically reduce and eventually eliminate the enormous achievement gaps in high school completion, college preparedness, and completion of STEM degrees between, on the one hand, white and Asian students and children from relatively prosperous families and, on the other hand, black, Hispanic, and Native-American students and children from poorer families. Among the models illuminating the way forward are STEM-themed schools built on Early College Designs. These early colleges are a compelling illustration of how school can be done differently–and how high levels of math and science achievement can be realized by a broad spectrum of students. Now in its ninth year, the "Early College High School Initiative" has grown into a network of 230 schools committed to providing access to advanced learning in high school. Early colleges provide students with opportunities to earn college credit at a partner college at the same time as they meet local and state requirements for high school graduation. This paper profiles a STEM-focused early college high school, Metro Early College High School in Columbus, Ohio.   [More]  Descriptors: High Schools, Mathematics Achievement, Science Achievement, College Credits

Dumas, Michael J. (2011). A Cultural Political Economy of School Desegregation in Seattle, Teachers College Record. Background/Context: School desegregation has been variably conceptualized as a remedy for racial injustice, a means toward urban (economic) revitalization, an opportunity to celebrate human diversity, and an attempt to more equally distribute educational resources. At the center of the debate over the years is the extent to which school desegregation is a matter of class or race, of redistribution or recognition. A cultural political economy of school desegregation begins with a rejection of the popular notion that desegregation is simply, or even primarily, about race. It also eschews the idea that what is needed is a "corrective" interjection of social class and economic justice. In proposing neither a racial nor an economic solution, cultural political economy sheds doubt on the very proposition of a "racial" or "economic" analysis, politics, or remedy and helps us more powerfully explain how the cultural and material force of race and class breathes as one through the historical-political trajectory of school desegregation. Purpose/Objective/Research Question/Focus of Study: This article is based on findings from a larger historical-ethnographic research project intended to explicate the cultural-ideological and structural context(s) within which Seattle's Black leaders, educators, and activists made sense of the relationship between school desegregation and the lives and liberation of Black people in the post-civil-rights era. Here, the author uses cultural political economy as an analytical framework to elucidate the relationship(s) between cultural productions such as the construction of rights, justice, and racial progress, and political-economic formations such as the (ab)use of the state and market by certain classes–in this case, middle-class and affluent White Seattleites–to preserve their own privilege through the implementation of social and educational policies that serve to reproduce material inequities. Setting: The study setting is Seattle, Washington. Population/Participants: Black leaders, educators, and activists who participated in the school desegregation struggle in the city of Seattle from the mid-1970s through 2007. Research Design: This study employed semistructured ethnographic interviews, content analysis, and historical/archival analysis. Conclusion/Recommendations: The trajectory of school desegregation politics in Seattle, culminating in the U.S. Supreme Court ruling in Parents Involved in Community Schools v. Seattle School District No. 1, reveals a long and systematic political effort to delegitimize and dismantle justice-oriented redistribution of educational resources along racial lines. Cultural political economy provides an analytical framework that contributes to our theoretical understanding of the interimbrication of culture and political economy in education politics and policy-making. The author argues that understanding the interimbrication of class and race in the politics of school desegregation allows us to more clearly theorize how school desegregation policies are undermined in ways that reproduce material and cultural relations of power. Ultimately, critical researchers, educators, and youth and community activists must develop political strategies to shift the very relations of power highlighted in the Seattle case.   [More]  Descriptors: Race, Social Class, School Desegregation, Ethnography

Richardson, Joseph B., Jr. (2009). Men Do Matter: Ethnographic Insights on the Socially Supportive Role of the African American Uncle in the Lives of Inner-City African American Male Youth, Journal of Family Issues. This article examines the role of the African American uncle as a vital yet overlooked form of social support and social capital in the lives of adolescent African American male sons living in single-female-headed households. Research rarely examines the affective roles and functions of men in Black families; moreover, poor urban Black male youth are typically portrayed as a monolithic and homogeneous group who lack positive relationships with their biological fathers. The absence of these relationships has been correlated to numerous social problems for Black male youth–specifically, delinquency and violent behavior. Although much of the work on African American fatherhood has focused on the role of the biological father (and, to some extent, the stepfather), minimal attention has been given to men within extended familial networks and their impact on successful adolescent development among young African American males.   [More]  Descriptors: Adolescent Development, African Americans, Family Relationship, Social Support Groups

Achinewhu-Nworgu, Elizabeth; Nworgu, Chioma; Azaiki, Steve; Nworgu, Helen (2013). Examining the Reasons Black Male Youths Give for Committing Crime with Reference to Inner City Areas of London, Bulgarian Comparative Education Society. This paper presents a mini research carried out by the Focus Learning Support (FLS) team on reasons why young black males in the community commit crime. Knife and gun crime is seen as a serious problem in the black community involving black males in the inner London city areas–many of whom are both victims and offenders of knife and gun crime. One of the primary aims of FLS is to focus on engaging the youths in positive activities such as career development. Youth crime is a big issue hindering some of the youths who are victims of crime from developing a career, as most of the offenders spend their lives in prison and miss out on what matters. The paper examines the reasons why young black youths engage in criminal activities and suggests ways to prevent such criminal acts, thereby enabling them to be focused on their career aspirations and becoming good citizens. The study uses quantitative and qualitative research methods, quantitative method aimed to explore existing literature and research on reasons behind youth crimes in inner London cities. The use of qualitative method is designed to find out the reasons young black males give for committing crime instead of focusing on their career development. The paper uses case studies to share the experiences of the black youths on reasons why they are forced to commit crime. The findings from the study identified factors contributing to youth crimes such as fatherless families, self image, relationships with police, education system and negative influences. Other factors include unemployment, lack of career engagement and bad gangs. One of the measures to prevent youth crimes amongst black male youths is to continue to ensure that knowledge on crimes is made compulsory in schools and shared at home. Other suggestions are to fully engage the youths on positive activities such as career development, sports, employment opportunities, and community policing. [For complete volume, see ED567118.]   [More]  Descriptors: Males, African Americans, Youth, Crime

Greene, Beverly (2010). 2009 Carolyn Wood Sherif Award Address: Riding Trojan Horses from Symbolism to Structural Change–In Feminist Psychology, Context Matters, Psychology of Women Quarterly. Against the backdrop of the historical 2008 presidential election, I discuss the ways that the election of marginalized group members to public office can be used to silence the discourse on the social marginalization of group members and to remove these analyses from their appropriate context. I emphasize the need to materialize alternatives to the dominant cultural narrative as one way of contextualizing the behavior of marginalized group members, specifically African Americans, regarding their appropriate angry responses to their marginalization. The toxic effects of racism in the lives of African Americans are trivialized when we ignore their narratives and the social contexts of their behavior. Accurate explorations of social contexts require an explicit examination of social inequity and not just individual responsibility. I use the discussion of these phenomena to highlight an important aspect of the social context in which Black men become fathers and what happens when we understand their behavior as fathers within this social context as opposed to in isolation. My goal is to raise our consciousness about how ignoring social contexts reinforces dominant cultural stereotypes of Black men that vilify them, specifically in their role as fathers, and how in doing so they reinforce the racial, gender, heterosexist, and socioeconomic class social status quo.   [More]  Descriptors: African Americans, Social Status, Stereotypes, Social Environment

Heckman, James J. (2011). The American Family in Black and White: A Post-Racial Strategy for Improving Skills to Promote Equality. NBER Working Paper No. 16841, National Bureau of Economic Research. In contemporary America, racial gaps in achievement are primarily due to gaps in skills. Skill gaps emerge early before children enter school. Families are major producers of those skills. Inequality in performance in school is strongly linked to inequality in family environments. Schools do little to reduce or enlarge the gaps in skills that are present when children enter school. Parenting matters, and the true measure of child advantage and disadvantage is the quality of parenting received. A growing fraction of American children across all race and ethnic groups is being raised in dysfunctional families. Investment in the early lives of children in disadvantaged families will help close achievement gaps. America currently relies too much on schools and adolescent remediation strategies to solve problems that start in the preschool years. Prevention is likely to be more cost-effective than remediation. Voluntary, culturally sensitive support for parenting is a politically and economically palatable strategy that addresses problems common to all racial and ethnic groups.   [More]  Descriptors: Achievement Gap, Family Influence, Family Environment, Disadvantaged

Hunter, Iris Renell (2012). Standing on a Strong Foundation of Servitude: The 1960's Civil Rights Movement, Septima Clark and Other South Carolina African American Women Educators, ProQuest LLC. This research study examines nine African American women educators during the 1960s Civil Rights Movement in South Carolina. Additionally, the study conducts an analogous study of the lifeworks and contributions of Septima Clark, an African American woman educator who made significant community activist contributions during this period. For its research methodology, the study utilized the qualitative research methodology of oral history which involves in-depth interviewing as the primary method of data gathering. The research which utilized semi-structured open-ended interviews was guided by the following key questions: 1) How did the experiences of the Civil Rights Movement matter to you as a woman and African American person?; 2) What did it mean for you to be part of the civil rights struggle?; 3) How did the 1960s matter to you?; 4) How did South Carolina matter? Black feminist theory, Critical Race Theory (CRT), and Critical Pedagogy provided the theoretical and analytical bases for interpreting the data. The study focused on the impact of race, class, and gender in the lives of these nine women, and indicated that these factors played a significant influence on the lives of each woman. While each element was a pivotal influence, race was identified as the most prominent element as it regulated and dictated every component of each woman's lived experience. Four themes emerged from the analysis of the data: 1) Resiliency, Resourcefulness and Preservation, the Struggle Against Racial Oppression, Education as A Tool for Social Empowerment, and, Eradicating Silence, and Finding One's Voice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: African Americans, Females, Women Faculty, Minority Group Teachers

Chambers, Cynthia M., Ed.; Hasebe-Ludt, Erika, Ed.; Leggo, Carl, Ed.; Sinner, Anita, Ed. (2012). A Heart of Wisdom: Life Writing as Empathetic Inquiry. Complicated Conversation: A Book Series of Curriculum Studies. Volume 39, Peter Lang New York. This anthology explores life writing as a mode of educational inquiry, one where students and teachers may get a "heart of wisdom" as they struggle with the tensions and complexities of learning and teaching in challenging contemporary circumstances. Contributors write first-person creative non-fiction in a variety of life-writing genres, such as memoir, poetry, personal essay, and various blended genres. Four sections entitled Memory Work, Place Work, Curriculum Work, and Social Work explore the struggles and joys of pedagogy where relationships are at the heart of teaching and learning. The essays address questions such as: What critical moments in learning and teaching change lives? What stories need to be told? What questions ache to be asked? Contents include: (1) Bread Crumbs: Finding My Way in Poetry (Carl Leggo); (2) Unlearning Heartlessness, Restorative Education (Leah C. Fowler); (3) Old Narratives Break Apart (Teresa Strong-Wilson); (4) Kissing Lessons (Wanda Hurren); (5) The Gravity Garden (Rebecca Luce-Kapler); (6) Imagining Mothers: Re-Joyce (Bruce Hunter); (7) Yarnnotes From a Wild Woman Who Loves to Knit (Celeste Snowber); (8) Encounters with Cracked and Broken Tongues (Candace P. Lewko); (9) After the War With Hannelore (G. Scott MacLeod); (10) Bereaved (N. Rochelle Yamagishi); (11) On the Esoterics of Thread (Nane Ariadne Jordan); (12) Triumph Street Pedestrians (Erika Hasebe-Ludt and Anne Scholefield); (13) A Season for Less (Veronica Gaylie); (14) Tutelaries of a Place We Came Into (Christi Kramer); (15) Liminal Lessons From Two Islands and One Son (Tasha Henry); (16) The Gates of Butterstone Farm (Ahava Shira); (17) Confessions of an English Teacher in Francophone Quebec (Lynn Thomas); (18) Mzungu (Marguerite Leahy); (19) Travels Through Global Indigenity (Priscilla Settee); (20) Nigglings From Kurdistan (Sheila Simpkins); (21) Okonokistsi (Hali Heavy Shield); (22) Spelling and Other Illiteracies (Cynthia Chambers); (23) Pedagogy of Papa (Phong Kuoch); (24) Dezi Was a Drummer (Christy Audet); (25) Curricular Fixations and Poetic Tactics (Sean Wiebe); (26) A Pedagogy of Hearing (Janet Pletz); (27) So Far From Shore (Daniel Scott); (28) The Shape of Questions (Daniela Elza); (29) Professions of a Stay-at-Home Father and Writer (GW Rasberry); (30) Conscious Awakening: From Impersonator to Loving Teacher (Margaret Louise Dobson); (31) Minding What Matters: Relationship as Teacher (Avraham Cohen and Heesoon Bai); (32) Teacher Burnout: Recovery From a Toxic Condition (Heidi Clark); (33) Haunting Children (Lisa Nucich); (34) A Curriculum for Miracles (Jackie Seidel); (35) Finding Canada in the American Midwest: Life Writing as Public Discourse (Anita Sinner); (36) Eavesdropping as Seductive Conversation (Pat Palulis); (37) Death of the Black Cat (Bruce Hunter); (38) An Ethic of Humility (Alexandra Fidyk); (39) Fieldnotes of a Punjabi-Canadian Researcher (Hartej Gill); (40) Blood Trails (Pauline Sameshima and Yvette Dubel); (41) Each Moment, a Child of Duration (Lynn Fels); (42) Floodgates (Susan Braley); (43) Vampires and Oil Spills (Patti Fraser); (44) Towards a Definition of Pornography (Bruce Hunter); (45) Hard to Place (Tasha Hubbard); (46) A Social Study of the Double Helix (Denise Schellhase); and (47) A Metis Manifesto (Vicki Kelly).   [More]  Descriptors: Autobiographies, Personal Narratives, Nonfiction, Creative Writing

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