Education

Contains workable recommendations for changing the school curriculum to include more African and African-American content.

Thought. Activism. Love. These are three words that well characterize the life, career, and contributions of Edmund W. Gordon. Like his mentor W.E.B. Du Bois, Edmund W. Gordon has led a pragmatist line of inquiry, a concern with the practical application of ideas in a universe that's understood to be always changing but still informed by underlying persistent challenges.

Educational experts and psychologists expound upon the handling of testing and language for African American students.

BUT PAUSE ON KING, begin talking to folks, and the clutter, the noise of the rest of America falls away, and you are transported beyond the sometimes battered facade into a black America that, with astonishing welcome, reveals itself as not only more separate and self-contained than imagined but also more tightly interconnected, powerfully whole. Many black people have moved beyond the neighborhoods through which King runs (though there are now King streets in new black suburbs), but few live beyond the reach of the sounds, sentiments, and stories rooted on King. These are streets united by struggle and circumstance, by history and happenstance. One King street leads to the next and next and back again. For many whites, a street sign that says Martin Luther King tells them they are lost. For many blacks, a street sign that says Martin Luther King tells them they are found.

Cathy Jackson-Gent provides instruction about how to avoid such financial mishaps. She represents a kind of public intellectual, a field that is top heavy with those aim is to change the attitudes of millions of Whites about race. Such public intellectuals, religious and secular, perform a service. But Cathy is telling Blacks how to survive in a time when the attitude towards Blacks held by the Democratic Party is benign neglect and that of the Republican Party is benign extermination, which explains Katrina and Flint.

This essay collection concerns the myriad implications of human diversity as they intersect with teaching, learning, and assessment for education. Seven of the essays were initially written for and published by the Gordon Commission on the Future of Assessment for Education.

Educating African American Males: Detroit's Malcolm X Academy Solution shows an African-centered educational program in action, documenting its success stories and new challenges. It is must reading for teachers, parents, and all those concerned about the future of our children and our community. For years, Detroit's Malcolm X Academy has been on the frontline of the struggle to reclaim our youth and our community. Their philosophy, curriculum, and pedagogy are African-based and proven effective.

With essays concerned with the struggle to achieve equal educational opportunity through desegregation and the struggle for equality of educational achievement, Gordon uses logical analysis to exploit the potential of the dominant system's theories (""the master's tools"") to subvert that system's efforts at intellectual marginalization and oppression of low-income people of color. Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education Emeritus and Director, Emeritus of the Institute of Urban and Minority Education, at Teachers College, Columbia University. He is also the John M. Musser Professor of Psychology Emeritus at Yale University and has been the Senior Scholar-in-Residence at the College Board. The Educational Testing Service created the Edmund W. Gordon Chair in Evaluation, Research and Policy in 2004. The following year, Columbia University named its Harlem facility the Edmund W. Gordon Campus of Teachers College. Locally he and his wife, Dr. Susan G. Gordon, are the Co-Founders of the CEJJES Institute in Pomona.

With essays concerned with the struggle to achieve equal educational opportunity through desegregation and the struggle for equality of educational achievement, Gordon uses logical analysis to exploit the potential of the dominant system's theories (""the master's tools"") to subvert that system's efforts at intellectual marginalization and oppression of low-income people of color. Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education Emeritus and Director, Emeritus of the Institute of Urban and Minority Education, at Teachers College, Columbia University. He is also the John M. Musser Professor of Psychology Emeritus at Yale University and has been the Senior Scholar-in-Residence at the College Board. The Educational Testing Service created the Edmund W. Gordon Chair in Evaluation, Research and Policy in 2004. The following year, Columbia University named its Harlem facility the Edmund W. Gordon Campus of Teachers College. Locally he and his wife, Dr. Susan G. Gordon, are the Co-Founders of the CEJJES Institute in Pomona.

With essays concerned with the struggle to achieve equal educational opportunity through desegregation and the struggle for equality of educational achievement, Gordon uses logical analysis to exploit the potential of the dominant system's theories (""the master's tools"") to subvert that system's efforts at intellectual marginalization and oppression of low-income people of color. Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education Emeritus and Director, Emeritus of the Institute of Urban and Minority Education, at Teachers College, Columbia University. He is also the John M. Musser Professor of Psychology Emeritus at Yale University and has been the Senior Scholar-in-Residence at the College Board. The Educational Testing Service created the Edmund W. Gordon Chair in Evaluation, Research and Policy in 2004. The following year, Columbia University named its Harlem facility the Edmund W. Gordon Campus of Teachers College. Locally he and his wife, Dr. Susan G. Gordon, are the Co-Founders of the CEJJES Institute in Pomona.

We the Village: Achieving Our Collective Greatness Now was developed from Ramona Hoage Edelin’s scholarship, teaching, mentoring, policy development, and leadership; and was established on a proven cultural foundation. In this book she asks, what are the best ways to engage young people in conversations about history and culture, politics and economic, or even music and sports? In We the Village, Edelin finds that the best strategy for engaged dialogue and increased learning requires a simple get back to basics and “connect the dots” methodology. This book—designed for educators, students, parents and all who are involved in the nurturing of young people—is meant to help build the foundation for those who will lead what Edelin calls the 21st Century Movement.