Coolposing Secrets Of Black Male Leadership In America

Psychology and social science practically ignored “cool” as a legitimate topic of research. While in fact, the occurrence of cool has played an important role in the historical, social and cultural development of Black people, especially some Black males. Some Black male businessmen use cool behaviors to fight against stress caused by meaningful life supporting social, economic, political, and business issues. Coolposing is a leadership strategy based on African cultural elements of communicative individuality and mysticism, emerging from influences of “cool pose.” It is a part of character, and character is the representation of one’s self in everyday life. It is a positive response by America’s Black males (and not niggas) to alienation, lynching, and loss of community grounded in the coolness of the first group of captured, yet resistant Africans, who arrived at Jamestown, Virginia in 1619. Within this book, readers will learn all about this often ignored subject, its central elements, and the nine kinds of “cool.” Coolposing proposes a major shift for the best mental, spiritual and physical health of Black males and prescribes measures for crisis intervention, as well as for preventing mental burnout.

Psychology and social science practically ignored "cool" as a legitimate topic of research. While in fact, the occurrence of cool has played an important role in the historical, social and cultural development of Black people, especially some Black males. Some Black male businessmen use cool behaviors to fight against stress caused by meaningful life supporting social, economic, political, and business issues. Coolposing is a leadership strategy based on African cultural elements of communicative individuality and mysticism, emerging from influences of "cool pose." It is a part of character, and character is the representation of one's self in everyday life. It is a positive response by America's Black males (and not niggas) to alienation, lynching, and loss of community grounded in the coolness of the first group of captured, yet resistant Africans, who arrived at Jamestown, Virginia in 1619. Within this book, readers will learn all about this often ignored subject, its central elements, and the nine kinds of "cool." Coolposing proposes a major shift for the best mental, spiritual and physical health of Black males and prescribes measures for crisis intervention, as well as for preventing mental burnout.

Psychology and social science practically ignored "cool" as a legitimate topic of research. While in fact, the occurrence of cool has played an important role in the historical, social and cultural development of Black people, especially some Black males. Some Black male businessmen use cool behaviors to fight against stress caused by meaningful life supporting social, economic, political, and business issues. Coolposing is a leadership strategy based on African cultural elements of communicative individuality and mysticism, emerging from influences of "cool pose." It is a part of character, and character is the representation of one's self in everyday life. It is a positive response by America's Black males (and not niggas) to alienation, lynching, and loss of community grounded in the coolness of the first group of captured, yet resistant Africans, who arrived at Jamestown, Virginia in 1619. Within this book, readers will learn all about this often ignored subject, its central elements, and the nine kinds of "cool." Coolposing proposes a major shift for the best mental, spiritual and physical health of Black males and prescribes measures for crisis intervention, as well as for preventing mental burnout.

Biblical narratives are not simply sacred stories for religious communities: They are stories that provide transformative insight into cultural biases. By putting historical criticism and reception history into dialogue with womanist biblical hermeneutics, Luke, Widows, Judges, and Stereotypes offers a provocative reading of Jesus’ parable about a widow who confronts a judge and obtains what she seeks by means of physical threat. Rather than simply reading the widow as the model for “one who prays always and does not lose heart” (Luke 18:1), Dickerson shows that read in the context of Luke’s wider narrative, the widow, domesticated and robbed both of her agency and moral ambiguity, is more likely demanding vengeance instead of justice. Likewise, rather than simply reading the judge as one "who neither feared God nor had respect for people" (Luke 18:2), Dickerson argues that the judge is both an ideal man and one who compromises standards of ancient masculinity. Then, reading both the widow and judge through African American stereotypes (Mammy, Jezebel, Sapphire, Cool Black Male, Master-Pastor, and Foolish Judge) that are used to degrade, debase, and control, and reading them into and in light of the parable, Dickerson demonstrates how the parable calls into question these stereotypes thereby producing new liberative readings.

Realizing the brilliance, dignity, and morality of black males in education.

This is the story of a white high school English teacher, Bob Fecho, and his students of color who mutually engage issues of literacy, language, learning, and culture. Through his journey, Fecho presents a method of “critical inquiry” that allows students and teachers to take intellectual and social risks in the classroom to make meaning together and, ultimately, to transform literacy education. Features the voices, beliefs, and struggles of urban adolescents and their teachers. “This is a book about what it means to care about both who you teach and what you teach. It is a book about what it means to understand the broader social purposes of schooling and education as possible sites for the advancement of human liberation and the cultivation of democracy. Is this English? Probably. But it is also life.” —From the Foreword by Gloria Ladson-Billings “At a time when most discussion of literacy focuses on either high-stakes tests or phonics, it is refreshing to read Bob Fecho’s journey in doing critical inquiry, crossing cultural borders, and engaging passionately and totally with high school students in an urban school.” —Sonia Nieto, author of What Keeps Teachers Going? “Issues of race and struggles with self-identity eloquently permeate this text. This book is a fascinating read about life in a small urban learning community. I highly recommend it to others.” —Jennifer Obidah, University of California, Los Angeles

Provides a thoughtful conceptual frame-work for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. In the second half, the voices of teacher researchers contrast, engage, and combine as contributors explore the meaning and significance of their approaches and findings. These authors enter into the "national conversation about school reform, teacher professionalism, multicultural curriculum and pedagogy, and language and literacy education."

In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation—a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon,and Diane Waff “Cochran-Smith and Lytle once again prove themselves to be among the best at melding theory and practice. Instead of merely making the case for practitioner inquiry they go the next step to show us exactly what this genre brings to our field—rigor, relevance, and passion. The interplay of conceptual clarity and powerful exemplars make this a text we will read well into the next decade.” —Gloria Ladson-Billings, University of Wisconsin–Madison “Once again, Marilyn Cochran-Smith and Susan Lytle point the way to new and hopeful understandings of practitioner research. Rather than blame teachers for all that is wrong with education, they and their fellow authors remind us that if school reform is to have any chance of fulfilling its stated goal of equal opportunity for all students, teachers must have a significant voice in research, policy, and practice. With its focus on social justice and its view of practitioner research as transformative, this is a powerful and welcome sequel to their classic Inside/Outside.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Inquiry as Stance should be a blockbuster. This brilliant sequel re-calibrates relationships between practitioner inquiry and social justice.” —Carole Edelsky, Professor Emerita, Arizona State University “This optimistic and generous book is sure to become a central reference for teacher-researchers in K–16 schools and their colleagues and supporters throughout the system.” —Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project, University of California, Berkeley “This view of the intellectual and personal work of teaching is a major counter to the contemporary emphasis on testing and packaged curricula.” —Cynthia Ballenger, reading specialist, Cambridge Public Schools “Once again Cochran-Smith, Lytle, and their colleagues bring us an invaluable book on the enormous possibilities of practitioner research.” —Luis C. Moll, College of Education, University of Arizona