In White Fragility, Robin DiAngelo explained how racism is a system into which all White people are socialized and challenged the belief that racism is a simple matter of good people versus bad. DiAngelo also made a provocative claim: White progressives cause the most daily harm to people of color. In Nice Racism, her follow-up work, she explains how they do so. Drawing on her background as a sociologist and over 25 years working as an anti-racist educator, she picks up where White Fragility left off and moves the conversation forward.

In Punished for Dreaming Dr. Bettina Love argues forcefully that Reagan’s presidency ushered in a War on Black Children, pathologizing and penalizing them in concert with the War on Drugs. New policies punished schools with policing, closure, and loss of funding in the name of reform, as white savior, egalitarian efforts increasingly allowed private interests to infiltrate the system. These changes implicated children of color, and Black children in particular, as low performing, making it all too easy to turn a blind eye to their disproportionate conviction and incarceration.

Drawing on her life’s work, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex.

Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity - one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom.

The classic, New York Times best-selling book on the psychology of racism that shows us how to talk about race in America. Walk into any racially mixed high school and you will see Black, White, and Latino youth clustered in their own groups. Is this self-segregation a problem to address or a coping strategy? How can we get past our reluctance to discuss racial issues? This fully revised edition is essential listening for anyone seeking to understand dynamics of race and racial inequality in America.

The New York Times Magazine’s award-winning “1619 Project” issue reframed our understanding of American history by placing slavery and its continuing legacy at the center of our national narrative. This new book substantially expands on that work, weaving together 18 essays that explore the legacy of slavery in present-day America with 36 poems and works of fiction that illuminate key moments of oppression, struggle, and resistance.

In this follow-up to Cultivating Genius, Dr. Gholdy Muhammad adds a fifth pursuit—joy—to her groundbreaking instructional model. She defines joy as more than celebration and happiness, but also as wellness, beauty, healing, and justice for oneself and across humanity. She shows how teaching from cultural and historical realities can enhance our efforts to cultivate identity, skills, intellect, criticality, and—indeed—joy for all students, giving them a powerful purpose to learn and contribute to the world.

In Teaching to Transgress, Bell Hooks - writer, teacher, and insurgent black intellectual - writes about a new kind of education, education as the practice of freedom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for Hooks, the teacher's most important goal. Bell Hooks speakes to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom? Full of passion and politics, Teaching to Transgress combines a practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise questions about eros and rage, grief and reconciliation, and the future of teaching itself.

In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development.

In this “vital, necessary, and beautiful book” (Michael Eric Dyson), antiracist educator Robin DiAngelo deftly illuminates the phenomenon of white fragility and “allows us to understand racism as a practice not restricted to 'bad people'" (Claudia Rankine). Referring to the defensive moves white people make when challenged racially, white fragility is characterized by emotions such as anger, fear, and guilt and by behaviors including argumentation and silence. These behaviors, in turn, function to reinstate white racial equilibrium and prevent meaningful cross-racial dialogue.

Heather McGhee’s specialty is the American economy—and the mystery of why it so often fails the American public. From the financial crisis of 2008 to rising student debt to collapsing public infrastructure, she found a root problem: racism in our politics and policymaking. But not just in the most obvious indignities for people of color. Racism has costs for white people, too. It is the common denominator of our most vexing public problems, the core dysfunction of our democracy and constitutive of the spiritual and moral crises that grip us all.

When Layla Saad began an Instagram challenge called #meandwhitesupremacy, she never predicted it would spread as widely as it did. She encouraged people to own up and share their racist behaviors, big and small. She was looking for truth, and she got it. Thousands of people participated in the challenge, and over 90,000 people downloaded the Me and White Supremacy Workbook.

Austin Channing Brown’s first encounter with a racialized America came at age seven, when she discovered her parents named her Austin to deceive future employers into thinking she was a white man. Growing up in majority-white schools and churches, Austin writes, “I had to learn what it means to love blackness,” a journey that led to a lifetime spent navigating America’s racial divide as a writer, speaker, and expert helping organizations practice genuine inclusion.

For two centuries, the deep-seated fear that many White people feel—of losing power, of losing economic standing, of losing a particular “way of life”—has been the driving force behind American politics and culture. And as we approach a future where White people will become a racial minority in the US, something estimated to occur as early as 2043, that fear is only intensifying, festering, and becoming more visible. Are we destined for a violent clash? What can we do to step into our country’s inevitable future, without tearing ourselves apart in the process?

What would it be like to live in a well-rested world? Far too many of us have claimed productivity as the cornerstone of success. Brainwashed by capitalism, we subject our bodies and minds to work at an unrealistic, damaging, and machine‑level pace—feeding into the same engine that enslaved millions into brutal labor for its own relentless benefit. In Rest Is Resistance, Tricia Hersey, aka the Nap Bishop, casts an illuminating light on our troubled relationship with rest and how to imagine and dream our way to a future where rest is exalted.

Talking about race means naming the reality of white privilege and hierarchy. How do we talk about race honestly, then, without making our children feel bad about being white? Most importantly, how do we do any of this in age-appropriate ways? While a great deal of public discussion exists in regard to the impact of race and racism on children of color, meaningful dialogue about and resources for understanding the impact of race on white children are woefully absent. Raising White Kids steps into that void.

In this short and powerful book, celebrated philosopher Martha Nussbaum makes a passionate case for the importance of the liberal arts at all levels of education. Historically, the humanities have been central to education because they have been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry in the United States and abroad.

I'm Not Yelling is part strategy for savvy black business women navigating a predominantly white corporate America and part vessel empowering black women to find their voices in toxic work environments and be successful business women. Statistical and anecdotal evidence guide the way. Explore the data and hear the accounts of Black women in business who face, work through, and rise above workplace discrimination. Finding your voice as women entrepreneurs. Successful business women use their voice to become strong Black leaders who instill positive change in the workplace culture.

Ken Robinson is one of the world's most influential voices in education, and his 2006 TED Talk on the subject is the most viewed in the organization's history. Now, the internationally recognized leader on creativity and human potential focuses on one of the most critical issues of our time: how to transform the nation's troubled educational system.

As a global pandemic shuttered schools across the country in 2020, parents found themselves thrust into the role of teacher — in more ways than one. Not only did they take on remote school supervision, but after the murder of George Floyd and the ensuing Black Lives Matter protests, many also grappled with the responsibility to teach their kids about social justice — with few resources to guide them.

In this revolutionary book, a professor of education at Stanford University and acclaimed math educator who has spent decades studying the impact of beliefs and bias on education, reveals the six keys to unlocking learning potential, based on the latest scientific findings.

Claude M. Steele, who has been called “one of the few great social psychologists,” offers a vivid first-person account of the research that supports his groundbreaking conclusions on stereotypes and identity. He sheds new light on American social phenomena from racial and gender gaps in test scores to the belief in the superior athletic prowess of black men, and lays out a plan for mitigating these “stereotype threats” and reshaping American identities.

When The Real Housewives of New York City hired its first black cast member after more than 13 years on the air, attorney, speaker, and journalist Eboni K. Williams knew that the public would consider her a diversity hire. But instead of accepting the label, Williams re-envisioned her role as a “Diversity Higher,” an opportunity to prove the significance of Black excellence in the workspace and in society at-large. In this book, she shares all the benefits and advantages that have helped her and many others historically reach great heights in their careers and beyond.

The Combahee River Collective, a path-breaking group of radical black feminists, was one of the most important organizations to develop out of the antiracist and women's liberation movements of the 1960s and 70s. In this collection of essays and interviews edited by activist-scholar Keeanga-Yamahtta Taylor, founding members of the organization and contemporary activists reflect on the legacy of its contributions to black feminism and its impact on today's struggles.

In How to Educate a Citizen, E.D. Hirsch continues the conversation he began 30 years ago with his classic best seller Cultural Literacy, urging America’s public schools, particularly at the elementary level, to educate our children more effectively to help heal and preserve the nation. Since the 1960s, our schools have been relying on “child-centered learning”. History, geography, science, civics, and other essential knowledge have been dumbed down by vacuous learning “techniques” and “values-based” curricula.