Past Book Clubs

After almost every presentation activist and writer Mia Birdsong gives to executives, think tanks, and policy makers, one of those leaders quietly confesses how much they long for the profound community she describes. They have family, friends, and colleagues, yet they still feel like they’re standing alone. They’re “winning” at the American Dream, but they’re lonely, disconnected, and unsatisfied.

It seems counterintuitive that living the “good life”–the well-paying job, the nuclear family, the upward mobility–can make us feel isolated and unhappy. But in a divided America, where only a quarter of us know our neighbors and everyone is either a winner or a loser, we’ve forgotten the key element that helped us make progress in the first place: community. In this provocative, groundbreaking work, Mia Birdsong shows that what separates us isn’t only the ever-present injustices built around race, class, gender, values, and beliefs, but also our denial of our interdependence and need for belonging. In response to the fear and discomfort we feel, we’ve built walls, and instead of leaning on each other, we find ourselves leaning on concrete.

Through research, interviews, and stories of lived experience, How We Show Up returns us to our inherent connectedness where we find strength, safety, and support in vulnerability and generosity, in asking for help, and in being accountable. Showing up–literally and figuratively–points us toward the promise of our collective vitality and leads us to the liberated well-being we all want.

Isabel Wilkerson gives us a masterful portrait of an unseen phenomenon in America as she explores, through an immersive, deeply researched narrative and stories about real people, how America today and throughout its history has been shaped by a hidden caste system, a rigid hierarchy of human rankings. Beyond race, class, or other factors, there is a powerful caste system that influences people’s lives and behavior and the nation’s fate.

Linking the caste systems of America, India, and Nazi Germany, Wilkerson explores eight pillars that underlie caste systems across civilizations, including divine will, bloodlines, stigma, and more. Using riveting stories about people–including Martin Luther King, Jr., baseball’s Satchel Paige, a single father and his toddler son, Wilkerson herself, and many others–she shows the ways that the insidious undertow of caste is experienced every day. She documents how the Nazis studied the racial systems in America to plan their out-cast of the Jews; she discusses why the cruel logic of caste requires that there be a bottom rung for those in the middle to measure themselves against; she writes about the surprising health costs of caste, in depression and life expectancy, and the effects of this hierarchy on our culture and politics. Finally, she points forward to ways America can move beyond the artificial and destructive separations of human divisions, toward hope in our common humanity. 

Beautifully written, original, and revealing, Caste: The Origins of Our Discontents is an eye-opening story of people and history, and a reexamination of what lies under the surface of ordinary lives and of American life today.

Our followers will recognize Dr. Johnson and his work as he has been a guest on the Integrated Schools podcast. About the book (from the publisher’s website):

“An acclaimed economist reveals that school integration efforts in the 1970s and 1980s were overwhelmingly successful — and argues that we must renew our commitment to integration for the sake of all Americans.

We are frequently told that school integration was a social experiment doomed from the start. But as Rucker C. Johnson demonstrates in Children of the Dream, it was, in fact, a spectacular achievement. Drawing on longitudinal studies going back to the 1960s, he shows that students who attended integrated and well-funded schools were more successful in life than those who did not — and this held true for children of all races.

Yet as a society we have given up on integration. Since the high point of integration in 1988, we have regressed and segregation again prevails. Contending that integrated, well-funded schools are the primary engine of social mobility, Children of the Dream offers a radical new take on social policy. It is essential reading in our divided times.”

To read more background about why we chose this book, head over to our blog.

About the book (from the publisher’s website):

“Spanning more than 400 years, this classic bottom-up history examines the legacy of Indigenous peoples’ resistance, resilience, and steadfast fight against imperialism.

Going beyond the story of America as a country “discovered” by a few brave men in the “New World,” Indigenous human rights advocate Roxanne Dunbar-Ortiz reveals the roles that settler colonialism and policies of American Indian genocide played in forming our national identity.

The original academic text is fully adapted by renowned curriculum experts Debbie Reese and Jean Mendoza, for middle-grade and young adult readers to include discussion topics, archival images, original maps, recommendations for further reading, and other materials to encourage students, teachers, and general readers to think critically about their own place in history.”

“For white people who are committed to equity and justice, living in a nation that remains racially unjust and deeply segregated creates unique conundrums.

These conundrums begin early in life and impact the racial development of white children in powerful ways. What can we do within our homes, communities and schools? Should we teach our children to be “colorblind”? Or, should we teach them to notice race? What roles do we want to equip them to play in addressing racism when they encounter it? What strategies will help our children learn to function well in a diverse nation?

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 these provocative, powerful essays acclaimed writer/journalist Jeff Chang (Can’t Stop Won’t Stop, Who We Be) takes an incisive and wide-ranging look at the recent tragedies and widespread protests that have shaken the country.

Additional Links & Resources:

• Check out this 13 minute interview from WBEZ.
• This series of four ~8 minute videos “explores a nation of historically unprecedented diversity that also seems to be becoming more separate and unequal” by asking the questions: “how did we become so divided, and what can we do now to be alright?”
• Watch Jeff speak about the book at the 2016 Wisconsin Book Festival (this video is a little over an hour long, including Q&A).
• Read an interview with Jeff from right after the 2016 presidential election.

A must-read for integrating parents!

Through five years’ worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latino counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the ‘racial achievement gap,’ exploring what race actually means in this situation, and why it matters.

Your assignment:

• read the book Despite the Best Intentions — and especially Chapter 5 on Opportunity Hoarding. Seriously.
• &/or listen to the Integrated Schools podcast interview with Dr. Lewis

Join us at the end of February to discuss Elizabeth McRae’s compelling history of how white women have ‘tended the gardens of segregation’. For this February Book Club, we are thrilled to have Peter Piazza, Doctoral Fellow at the Center for Equity facilitating the discussions (you also know him from the School Desegregation Notebook and the great news round-ups he shares with Integrated Schools!).

“Examining racial segregation from 1920s to the 1970s, Mothers of Massive Resistance explores the grassroots workers who maintained the system of racial segregation and Jim Crow. For decades in rural communities, in university towns, and in New South cities, white women performed myriad duties that upheld white over black: censoring textbooks, denying marriage certificates, deciding on the racial identity of their neighbors, celebrating school choice, canvassing communities for votes, and lobbying elected officials. They instilled beliefs in racial hierarchies in their children, built national networks, and experimented with a color-blind political discourse. Without these mundane, everyday acts, white supremacist politics could not have shaped local, regional, and national politics the way it did or lasted as long as it has.”

After the summer hiatus, Integrated Schools’ Book Club is back! Join parents across the country on September 25, 2018 to discuss two articles and a video (all available free online)… This session is great for parents who are new to thinking about school integration as well as parents who’ve been in these discussions for a while…

Through five years’ worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latino counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the ‘racial achievement gap,’ exploring what race actually means in this situation, and why it matters.

“Public schools are among America’s greatest achievements in modern history, yet from the earliest days of tax-supported education—today a sector with an estimated budget of over half a billion dollars—there have been intractable tensions tied to race and poverty. Now, in an era characterized by levels of school segregation the country has not seen since the mid-twentieth century, cultural critic and American studies professor Noliwe Rooks provides a trenchant analysis of our separate and unequal schools and argues that profiting from our nation’s failure to provide a high-quality education to all children has become a very big business.

Cutting School deftly traces the financing of segregated education in America, from reconstruction through Brown v. Board of Education up to the current controversies around school choice, teacher quality, the school-to-prison pipeline, and more, to elucidate the course we are on today: the wholesale privatization of our schools. Rooks’s incisive critique breaks down the fraught landscape of “segrenomics,” showing how experimental solutions to the so-called achievement gaps—including charters, vouchers, and cyber schools—rely on, profit from, and ultimately exacerbate disturbingly high levels of racial and economic segregation under the guise of providing equal opportunity.

Now that school is back in session, Integrated Schools is continuing our monthly Book Club Meetings. We’ve heard reading suggestions from many of you (keep it coming!) and will start this October with a re-read of Beverly Daniel Tatum‘s Why Are All the Black Kids Sitting Together in the Cafeteria (we suggest the 20th anniversary re-release with updated work).

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? Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about enabling communication across racial and ethnic divides. These topics have only become more urgent as the national conversation about race is increasingly acrimonious. This fully revised edition is essential reading for anyone seeking to understand the dynamics of race in America.

You might also be interested in this video of Dr. Tatum speaking before the National Center for Institutional Diversity (2016).

In a radically unequal United States, schools are often key sites in which injustice grows. Ansley T. Erickson’s Making the Unequal Metropolis presents a broad, detailed, and damning argument about the inextricable interrelatedness of school policies and the persistence of metropolitan-scale inequality. While many accounts of education in urban and metropolitan contexts describe schools as the victims of forces beyond their control, Erickson shows the many ways that schools have been intertwined with these forces and have in fact—via land-use decisions, curricula, and other tools—helped sustain inequality.

Taking Nashville as her focus, Erickson uncovers the hidden policy choices that have until now been missing from popular and legal narratives of inequality. In her account, inequality emerges not only from individual racism and white communities’ resistance to desegregation, but as the result of long-standing linkages between schooling, property markets, labor markets, and the pursuit of economic growth. By making visible the full scope of the forces invested in and reinforcing inequality, Erickson reveals the complex history of, and broad culpability for, ongoing struggles in our schools.

See also:

• Youtube Video of Dr. Erickson presenting her book, 56min 
• Book TV Video
• Flatbush and Main Podcast 
• Chalkbeat Article 
• Prospect Article

At our first session, parents were hungry for a rich and deep history and interrogation of segregation and we think Erickson’s book will provide a nuanced look at how policies emerged, were linked to other policies, and reverberated through communities. Participation in Session 1 is not a prerequisite – everyone is welcome!