This book examines the intersection of race, political sermons, and social justice. Religious leaders and congregants who discuss and encourage others to do social justice embrace a form of civil religion that falls close to the covenantal wing of American civil religious thought. Clergy and members who share this theological outlook frame the nation as being exceptional in God’s sight. They also emphasize that the nation’s special relationship with the Creator is contingent on the nation working toward providing opportunities for socioeconomic well-being, freedom, and creative pursuits. God’s covenant, thus, requires inclusion of people who may have different life experiences but who, nonetheless, are equally valued by God and worthy of dignity. Adherents to such a civil religious worldview would believe it right to care for and be in solidarity with the poor and powerless, even if they are undocumented immigrants, people living in non-democratic and non-capitalist nations, or members of racial or cultural out-groups. Relying on 44 national and regional surveys conducted between 1941 and 2019, Race and the Power of Sermons on American Politics explores how racial experiences impact the degree to which religion informs social justice attitudes and political behavior. This is the most comprehensive set of analyses of publicly available survey data on this topic.
Since the eighteenth century when natural historians created the idea of distinct racial categories, scientific findings on race have been a double-edged sword. For some antiracists, science holds the promise of one day providing indisputable evidence to help eradicate racism. On the other hand, science has been enlisted to promote racist beliefs ranging from a justification of slavery in the eighteenth century to the infamous twentieth-century book, The Bell Curve,whose authors argued that racial differences in intelligence resulted in lower test scores for African Americans.
This well-organized, readable textbook takes the reader through a chronological account of how and why racial categories were created and how the study of “race” evolved in multiple academic disciplines, including genetics, psychology, sociology, and anthropology. In a bibliographic essay at the conclusion of each of the book’s seven sections, the authors recommend primary texts that will further the reader’s understanding of each topic. Heavily illustrated and enlivened with sidebar biographies, this text is ideal for classroom use.
Imagining America’s racialist future, the diverse contributors to this special issue—anthropologists, sociologists, historians, poets, and literary critics—offer their conceptualizations of race today, discuss how racial ideology has changed through the years, and explain its continuing ability to morph according to geopolitical, cultural, and economic strictures. Essays focus on how notions of race have helped constitute varied definitions of Americanness in the past and the present; offer critiques and recuperations of antiessentialist efforts; excavate the affective links between racism and patriotism after September 11; examine how race and gender intersect in the lives of African American jazz musicians; and determine what Du Bois's earlier arguments say about contemporary representations of “Latinidad.”
Contributors. Elizabeth Alexander, Amiri Baraka, Tess Chakkalakal, Theodore A. Harris, John Hartigan Jr., Sharon P. Holland, John L. Jackson Jr., Marcyliena Morgan, Vijay Prashad, Don Robotham, Nichole T. Rustin, Brackette F. Williams
Reconstructing Argumentative Discourse analyzes argumentation in ordinary disputes. The analysis begins with an ideal model: a theoretical structure of discourse that might be used to resolve a dispute about the merits of two opposing cases. The ideal model does not describe actual argumentative practice. Argumentative discourse does not always seek genuine resolution and, when it does, the participants may not perform as ideal arguers.
This collection of provocative and timely essays addresses the ways in which religious and educational institutions have come to define one another and American culture and identity.
Education in America-public and private, from the elementary to the university level-is the subject of urgent, ongoing debates. School vouchers, home schooling, prayer in the classrooms, sex education in the schools, and evolution versus creationism are just a few of the touchstones and flashpoints that have ignited a national dialogue concerning the role of religion in U.S. educational institutions.
The ten major essays assembled here emerged from a series of conferences conducted by the Public Religion Project at the University of Chicago Divinity School, funded by a grant from The Pew Charitable Trust. Written by recognized leaders in the fields of education and religion, the essays address such issues as the role of religious studies programs in tax-supported public universities; the evolving role of the university chaplain; the impact of religious doctrine on literary scholarship and the natural sciences; the college president as a spiritual leader; the secularization of private colleges whose foundations rest in the spiritual mission of a specific church or denomination and, conversely, the obligations, if any, of colleges that have maintained distinct denominational identities toward pluralistic outreach and openness; and an examination of the home schooling movement.
A true "dialogue" designed to inspire readers to rethink, argue, act, and continually converse on the subject, Religion, Education, and the American Experience will appeal to educators, college and university administrators, and boards of trustees, as well as academic libraries and scholars of education and religious studies.
Sharing a focus on reparations as an issue of justice, the contributors provide a historical primer of the movement; introduce the philosophical, political, economic, legal and ethical issues surrounding reparations; explain why government, corporations, universities, and other institutions must take steps to rehabilitate, compensate, and commemorate African Americans; call for the restoration of Black people’s human and civil rights and material and psychological well-being; lay out specific ideas about how reparations can and should be paid; and advance cutting-edge interpretations of the complex long-lasting effects that enslavement, police and vigilante actions, economic discrimination, and other behaviors have had on people of African descent.
Groundbreaking and innovative, Reparations and Reparatory Justice offers a multifaceted resource to anyone wishing to explore a defining moral issue of our time.
Contributors: Dedrick Asante-Muhammad, Hilary McDonald Beckles, Mary Frances Berry, Sundiata Keita Cha-Jua, Chuck Collins, Ron Daniels, V. P. Franklin, Danny Glover, Adom Gretachew, Charles Henry, Kamm Howard, Earl Ofari Hutchinson, Jesse Jackson, Sr., Brian Jones, Sheila Jackson Lee, James B. Stewart, the Movement 4 Black Lives, the National African American Reparations Commission, the National Coalition of Blacks for Reparations in America, the New Afrikan Peoples Organization/Malcolm X Grassroots Movement
Trick-or-treating. Flower girls. Bedtime stories. Bar and bat mitvah. In a nation of increasing ethnic, familial, and technological complexity, the patterns of children's lives both persist and evolve. This book considers how such events shape identity and transmit cultural norms, asking such questions as:
* How do immigrant families negotiate between old traditions and new?
* What does it mean when children engage in ritual insults and sick jokes?
* How does playing with dolls reflect and construct feelings of racial identity?
* Whatever happened to the practice of going to the Saturday matinee to see a Western?
* What does it mean for a child to be (in the words of one bride) "flower-girl material"? How does that role
cement a girl's bond to her family and initiate her into society?
* What is the function of masks and costumes, and why do children yearn for these accoutrements of disguise?
Rituals and Patterns in Children's Lives suggests the manifold ways in which America's children come to know their society and themselves.
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