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1 Historical and Social Context of the Schooling and Education of African Canadians
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Chapters in this book
- Frontmatter i
- Contents v
- Foreword: The Long Game vii
- Introduction: Exploring the Social and Educational Experiences of Black Canadian Youth over Time xv
- 1 Historical and Social Context of the Schooling and Education of African Canadians 1
- Response to Chapter 1 Complicating Gender and Racial Identities within the Study of Educational History 43
- 2 Generational Differences in Black Students’ Education Pursuits and Performance 47
- Response to Chapter 2 It’s the Same with Black British Caribbean Pupils 72
- 3 “To Make a Better Future”: Narrative of a 1.5-Generation Caribbean Canadian 76
- Response to Chapter 3 Using Gender to Think Through Migration, Love, and Student Success 107
- 4 Students “at Risk”: Stereotypes and the Schooling of Black Boys 112
- Response to Chapter 4 Black Lives Matter in the USA and Canada 141
- 5 More than Brains, Education, and Hard Work: The Aspirations and Career Trajectories of Two Young Black Men 150
- Response to Chapter 5 What Folks Don’t Get: Race and Class Matter 169
- 6 Class, Race, and Schooling in the Performance of Black Male Athleticism 174
- Response to Chapter 6 Basketball’s Black Creative Labour and the Mitigation of Anti-Black Schooling 191
- 7 Troubling Role Models: Seeing Racialization in the Discourse Relating to “Corrective Agents” for Black Males 197
- Response to Chapter 7 Black Role Models and Mentorship under Racial Capitalism 216
- 8 “Up to No Good”: Black on the Streets and Encountering Police 221
- Response to Chapter 8 It Could Have Been Written Today: A Montrealer’s Reflection 246
- 9 “Colour Matters”: Suburban Life as Social Mobility and Its High Cost for Black Youth 251
- Response to Chapter 9 “What Floats in the Air Is Chance”: Respectability Politics and the Search for Upward Mobility in Canada 278
- 10 Towards Equity in Education for Black Students in the Greater Toronto Area 283
- Response to Chapter 10 “I Will Treat All My Students with Respect”: The Limits of Good Intentions 309
- Epilogue 315
- Acknowledgments 327
- Contributors 331
- Index 335
Chapters in this book
- Frontmatter i
- Contents v
- Foreword: The Long Game vii
- Introduction: Exploring the Social and Educational Experiences of Black Canadian Youth over Time xv
- 1 Historical and Social Context of the Schooling and Education of African Canadians 1
- Response to Chapter 1 Complicating Gender and Racial Identities within the Study of Educational History 43
- 2 Generational Differences in Black Students’ Education Pursuits and Performance 47
- Response to Chapter 2 It’s the Same with Black British Caribbean Pupils 72
- 3 “To Make a Better Future”: Narrative of a 1.5-Generation Caribbean Canadian 76
- Response to Chapter 3 Using Gender to Think Through Migration, Love, and Student Success 107
- 4 Students “at Risk”: Stereotypes and the Schooling of Black Boys 112
- Response to Chapter 4 Black Lives Matter in the USA and Canada 141
- 5 More than Brains, Education, and Hard Work: The Aspirations and Career Trajectories of Two Young Black Men 150
- Response to Chapter 5 What Folks Don’t Get: Race and Class Matter 169
- 6 Class, Race, and Schooling in the Performance of Black Male Athleticism 174
- Response to Chapter 6 Basketball’s Black Creative Labour and the Mitigation of Anti-Black Schooling 191
- 7 Troubling Role Models: Seeing Racialization in the Discourse Relating to “Corrective Agents” for Black Males 197
- Response to Chapter 7 Black Role Models and Mentorship under Racial Capitalism 216
- 8 “Up to No Good”: Black on the Streets and Encountering Police 221
- Response to Chapter 8 It Could Have Been Written Today: A Montrealer’s Reflection 246
- 9 “Colour Matters”: Suburban Life as Social Mobility and Its High Cost for Black Youth 251
- Response to Chapter 9 “What Floats in the Air Is Chance”: Respectability Politics and the Search for Upward Mobility in Canada 278
- 10 Towards Equity in Education for Black Students in the Greater Toronto Area 283
- Response to Chapter 10 “I Will Treat All My Students with Respect”: The Limits of Good Intentions 309
- Epilogue 315
- Acknowledgments 327
- Contributors 331
- Index 335