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First published in 1995, I Am Because We Are has been recognized as a major, canon-defining anthology and adopted as a text in a wide variety of college and university courses. Bringing together writings by prominent black thinkers from Africa, the Caribbean, and North America, Fred Lee Hord and Jonathan Scott Lee made the case for a tradition of "relational humanism" distinct from the philosophical preoccupations of the West. Over the past twenty years, however, new scholarly research has uncovered other contributions to the discipline now generally known as "Africana philosophy" that were not included in the original volume. In this revised and expanded edition, Hord and Lee build on the strengths of the earlier anthology while enriching the selection of readings to bring the text into the twenty-first century. In a new introduction, the editors reflect on the key arguments of the book's central thesis, refining them in light of more recent philosophical discourse. This edition includes important new readings by Kwame Gyekye, Oyèrónké Oy˘ewùmí, Paget Henry, Sylvia Wynter, Toni Morrison, Charles Mills, and Tommy Curry, as well as extensive suggestions for further reading.

Philosophy, Black. --- Social groups --- Identity (Philosophical concept) --- Blacks --- Black philosophy --- Association --- Group dynamics --- Groups, Social --- Associations, institutions, etc. --- Social participation --- Identity --- Philosophy --- Comparison (Philosophy) --- Resemblance (Philosophy) --- Black identity --- Blackness (Race identity) --- Negritude --- Race identity of blacks --- Racial identity of blacks --- Ethnicity --- Race awareness --- Philosophy. --- Race identity. --- Race identity of Black people --- Racial identity of Black people --- Black persons --- Negroes --- Ethnology --- Black people --- Philosophy, African.

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This volume follows eleven Black male teachers from an urban, predominantly Black school district to reveal a complex set of identity politics and power dynamics that complicate these teachers’ relationships with students and fellow educators. It provides new and important insights into what it means to be a Black male teacher and suggests strategies for school districts, teacher preparation programs, researchers and other stakeholders to rethink why and how we recruit and train Black male teachers for urban K-12 classrooms.

Masculinity. --- Education, Urban. --- Male teachers. --- Masculinity (Psychology) --- Sex (Psychology) --- Men --- Men teachers --- Teachers --- Inner city education --- Urban education --- Cities and towns --- Urban policy --- Black education --- Black Identity --- Black Queer Male Teachers --- Black students --- Critical Black Masculinity Studies --- educational foundations --- educational leadership --- Father Figures --- gender and education --- heteronormativity --- masculinity studies --- Patriarchy --- teacher preparation programs

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Becoming Black is a powerful theorization of Black subjectivity throughout the African diaspora. In this unique comparative study, Michelle M. Wright discusses the commonalties and differences in how Black writers and thinkers from the United States, the Caribbean, Africa, France, Great Britain, and Germany have responded to white European and American claims about Black consciousness. As Wright traces more than a century of debate on Black subjectivity between intellectuals of African descent and white philosophers, she also highlights how feminist writers have challenged patriarchal theories of Black identity. Wright argues that three nineteenth-century American and European works addressing race-Thomas Jefferson's Notes on the State of Virginia, G. W. F. Hegel's Philosophy of History, and Count Arthur de Gobineau's Essay on the Inequality of the Human Races-were particularly influential in shaping twentieth-century ideas about Black subjectivity. She considers these treatises in depth and describes how the revolutionary Black thinkers W. E. B. Du Bois, Aimé Césaire, Léopold Sédar Senghor, and Frantz Fanon countered the theories they promulgated. She explains that while Du Bois, Césaire, Senghor, and Fanon rejected the racist ideologies of Jefferson, Hegel, and Gobineau, for the most part they did so within what remained a nationalist, patriarchal framework. Such persistent nationalist and sexist ideologies were later subverted, Wright shows, in the work of Black women writers including Carolyn Rodgers and Audre Lorde and, more recently, the British novelists Joan Riley, Naomi King, Jo Hodges, and Andrea Levy. By considering diasporic writing ranging from Du Bois to Lorde to the contemporary African novelists Simon Njami and Daniel Biyaoula, Wright reveals Black subjectivity as rich, varied, and always evolving.

Blacks --- Identity (Psychology) --- African diaspora. --- Noirs --- Identité (Psychologie) --- Africains --- Race identity. --- Identité ethnique --- Identité (Psychologie) --- Identité ethnique --- African diaspora --- Personal identity --- Personality --- Self --- Ego (Psychology) --- Individuality --- Black identity --- Blackness (Race identity) --- Negritude --- Race identity of blacks --- Racial identity of blacks --- Ethnicity --- Race awareness --- Black diaspora --- Diaspora, African --- Human geography --- Africans --- Race identity --- Migrations --- Race identity of Black people --- Racial identity of Black people --- Black persons --- Negroes --- Ethnology --- Black people --- Transatlantic slave trade --- Identité (psychologie) --- À l'étranger

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By examining Amilcar Cabral's theories and praxes, Reiland Rabaka reintroduces and analyzes several of the core characteristics of the Africana critical theory. Ultimately, this book promotes the ways in which classical black radicalism should inform contemporary black radicalism, and contemporary Africana critical theory.

Cabral, Amílcar --- Critical theory --- Blacks --- Théorie critique --- Noirs --- Race identity --- Identité ethnique --- Cabral, Amílcar, --- Political and social views --- Philosophy --- Théorie critique --- Identité ethnique --- Cabral, Amílcar, --- Political and social views. --- Critical theory. --- Black identity --- Blackness (Race identity) --- Negritude --- Race identity of blacks --- Racial identity of blacks --- Ethnicity --- Race awareness --- Critical social theory --- Critical theory (Philosophy) --- Critical theory (Sociology) --- Negative philosophy --- Criticism (Philosophy) --- Philosophy, Modern --- Rationalism --- Sociology --- Frankfurt school of sociology --- Socialism --- Race identity. --- Kabral, Amilkar, --- Lopes Cabral, Amílcar, --- Philosophy. --- Race identity of Black people --- Racial identity of Black people --- Black persons --- Negroes --- Ethnology --- Black people

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Blacks --- Noirs --- History. --- Race identity. --- Histoire --- Identité ethnique --- Caribbean Area --- Latin America --- Caraïbes (Région) --- Amérique latine --- Race relations. --- Race relations --- Relations raciales --- Social change. --- Functionalism (Social sciences) --- #SBIB:39A6 --- #SBIB:39A74 --- #SBIB:316.7C160 --- Functional analysis (Social sciences) --- Structural-functional analysis (Social sciences) --- Ethnology --- Social sciences --- Social systems --- Change, Social --- Cultural change --- Cultural transformation --- Societal change --- Socio-cultural change --- Social history --- Social evolution --- Black identity --- Blackness (Race identity) --- Negritude --- Race identity of blacks --- Racial identity of blacks --- Ethnicity --- Race awareness --- Negroes --- Etniciteit / Migratiebeleid en -problemen --- Etnografie: Amerika --- Cultuursociologie: contact tussen culturen --- Philosophy --- Caribbean Free Trade Association countries --- Caribbean Region --- Caribbean Sea Region --- West Indies Region --- Identité ethnique --- Caraïbes (Région) --- Amérique latine --- Social change --- History --- Race identity --- Race identity of Black people --- Racial identity of Black people --- Black persons --- Black people