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Since the 1930s, federal housing policies and individual practices increased the spatial separation of whites and blacks. Practices such as redlining, restrictive covenants, and discrimination in the rental and sale of housing not only led to residential segregation by race but also continue to shape Whiteness and frame narratives about what constitutes Blackness. Despite the judicial and legislative victories of the civil rights movement, including the Brown v. Board of Education of Topeka, Kansas decision, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968, residential segregation persists and in many cases has grown. Claims of a postracial society notwithstanding, the continued segregation of Blacks and Whites exacerbates racial wealth inequality, racial achievement gaps, and racial profiling. Using White racial frame and critical race theory, we explain the persistence of residential segregation amid growing ethnic diversity in the United States. We also demonstrate why current efforts to narrow racial gaps in wealth, education, and the criminal justice system have failed. Finally, we discuss several important tenets that must guide efforts to curb the epidemic of death by residential segregation in America.

"Many urban centres are shaken to their core with mistrust between communities and law enforcement. Erosion was exacerbated in the Obama-era, intensified during the 2016 campaign, and is violently manifested in Trump's presidency. The promise of uniting communities articulated by leaders lays broken. The text suggests that promise of prosperous and engaged urban citizenry will remain broken until we can honestly address the following unanswered questions: What factors contribute to the creation of divided communities? What happened to erode trust between community and law enforcement? What concerns and challenges do law enforcement officials have relating to policing within urban centres? What are the experiences of residents and police? And, finally, whose lives really matter, and how do we move forward?"--

This article explores some of the challenges facing teacher education and how glocality as a concept can be used toward a Glocally sustaining pedagogical framework for teacher education. Higher education has long espoused particular commitments to the preparation of educations that appear, to us, to fall short in their ability to be followed. The areas of disconnect are amplified by snowballing tensions within higher education settings, a range of hyperbolic political discourses, and a resistance both in society generally and higher education to engaging difference in meaningful and authentic ways. A framework of Glocally sustaining pedagogy (GSP) takes as its skin a realist approach that sees no greater value to perspectives and contexts that are global over those that are local, recognizing that every local is connected in a global network of connectivity. In this piece we aim to outline the challenges, using culturally relevant pedagogy, as an example. We then provide an understanding of the meaning of glocality that will serve to pose a five-question frame that we might understand as a GSP.

Trayvon Martin, Race, and "American Justice": Writing Wrong is the first comprehensive text to analyze not only the killing of Trayvon Martin, but the implications of this event for the state of race in the United States. Bringing together contributions from a variety of disciplines and approaches, this text pushes readers to answer the question: "In the wake of the killing of Trayvon Martin, and the acquittal of his killer, how post-racial can we claim to be?" This collection of short and powerful chapters is at times angering and at times hopeful, but always thought provoking, critical, and poignant. This interdisciplinary volume is well suited for undergraduate and graduate students as well as faculty in sociology, social work, law, communication, and education. This book can also be read by anyone interested in social justice and equity through the lens of race in the 21st century

The Assault on Communities of Color provides a critical look at issues such as racism, community segregation, whiteness and other hegemonies and how they re/produce injustice and violence; but also how space, place, and institutionalism produce and maintain white dominance and violence. This is the right volume during a time of wrongs.

This volume examines the school-to-prison pipeline, which refers to a number of interrelated concepts and activities that most often include the criminalization of students, the police-like state found in many schools throughout the country, and the introduction of youth into the criminal justice system at an early age. The school-to-prison pipeline negatively and disproportionally affects communities of color throughout the United States, particularly in urban areas. While the academic conversation has consistently called the pipeline "school-to-prison," including the framing of many chapters in this book, the economic and market forces driving the prison-industrial complex urge us to consider reframing the pipeline as one working from "prison-to-school." Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline points toward the tensions between efforts to articulate values of democratic education and schooling against practices that criminalize youth and engage students in reductionist and legalistic manners.--from back cover

This article draws upon the cross-continental experiences of teacher educators in Australia, Germany, and the United States to contextualize and connect localized experiences in each country in the education and training of teachers as glocal phenomena. Through a glocal lens, the paper suggests that the dynamics working against the successful education and training of teachers are multifaceted, locally significant, and globally consistent. Two relevant areas are considered, resonating in both the local contexts of the authors and in their global reach, connectivity, and consistency: 1) internal university resistance and fighting over funding, status, and role and 2) over-reliance on market economies that depend on cheap labor fuelled by nationalism, neoliberalism, and xenophobia. The authors address issues related to enrolment, reduction, and accreditation within university-based teacher education and training pro- grams as particular areas of common complexity before yielding to discussion of the effects of those concerns situated within neoliberalism and neo-nationalism. The glocalized analysis and critical approach ta- ken by the authors serve as foils to combat the negative scenario that encapsulates the education and training of teachers. Finally, questions are framed to help readers join in the broader discussion in their particular contexts, extending the capacity for democratic dialogue.