A leading womanist biblical scholar reads passages from the New Testament in dialogue with modern-day issues of racial justice. The narratives and letters of the New Testament emerged from a particular set of historical contexts that differ from today’s, but they resonate with us because of how the issues they raise “rhyme” with subjects of contemporary relevance. Listening for these echoes of the present in the past, Love Sechrest utilizes her cultural experience and her perspective as a Black woman scholar to reassess passages in the New Testament that deal with intergroup conflict, ethnoracial tension, and power dynamics between dominant and minoritized groups. After providing an overview of womanist biblical interpretation and related terminology, Sechrest utilizes an approach she calls “associative hermeneutics” to place select New Testament texts in dialogue with modern-day issues of racial justice. Topics include: antiracist allyship and Jesus’s interaction with marginalized individuals in the Gospel of Matthew cultural assimilation and Jesus’s teachings about family and acceptance in the Gospel of Luke gendered stereotypes and the story of the Samaritan woman in the Gospel of John the experience of Black women and girls in the American criminal justice system and the woman accused of adultery in the Gospel of John group identity and the incorporation of Gentiles into the early Jesus movement in Acts privilege and Paul’s claims to apostolic authority in 2 Corinthians coalition-building between diverse groups and the discussion of unity in Ephesians government’s role in providing social welfare and early Christians’ relationship to the Roman Empire in Romans and Revelation Through these creative and illuminating connections, Sechrest offers a rich bounty of new insights from Scripture—drawing out matters of justice and human dignity that spoke to early Christians and can speak still to Christians willing to listen today.

The growing movement of post-evangelicalism highlights an opportunity to elevate and center the moral teachings of Jesus. So many of those who identify as Christian intuitively know that their old version of faith is no longer working, and they feel a theological vacuum. David P. Gushee has been a leader in recent years for those ready to move on to a more examined and robust faith. Now, in The Moral Teachings of Jesus, Gushee examines forty teachings of Jesus, drawn from all four New Testament Gospels, to clarify exactly what Jesus said about the moral life.

Over the past two decades, the fields of linguistic anthropology and sociolinguistics have complicated traditional understandings of the relationship between language and identity. But while research traditions that explore the linguistic complexities of gender and sexuality have long been established, the study of race as a linguistic issue has only emerged recently. The Oxford Handbook of Language and Race positions issues of race as central to language-based scholarship. In twenty-one chapters divided into four sections-Foundations and Formations; Coloniality and Migration; Embodiment and Intersectionality; and Racism and Representations-authors at the forefront of this rapidly expanding field present state-of-the-art research and establish future directions of research. Covering a range of sites from around the world, the handbook offers theoretical, reflexive takes on language and race, the larger histories and systems that influence these concepts, the bodies that enact and experience them, and the expressions and outcomes that emerge as a result. As the study of language and race continues to take on a growing importance across anthropology, communication studies, cultural studies, education, linguistics, literature, psychology, ethnic studies, sociology, and the academy as a whole, this volume represents a timely, much-needed effort to focus these fields on both the central role that language plays in racialization and on the enduring relevance of race and racism.

As one of the most influential and popular genres of the last three decades, rap has cultivated a mainstream audience and become a multimillion-dollar industry by promoting highly visible and often controversial representations of blackness. Sounding Race in Rap Songs argues that rap music allows us not only to see but also to hear how mass-mediated culture engenders new understandings of race. The book traces the changing sounds of race across some of the best-known rap songs of the past thirty-five years, combining song-level analysis with historical contextualization to show how these representations of identity depend on specific artistic decisions, such as those related to how producers make beats. Each chapter explores the process behind the production of hit songs by musicians including Grandmaster Flash and the Furious Five, The Sugarhill Gang, Run-D.M.C., Public Enemy, N.W.A., Dr. Dre, and Eminem. This series of case studies highlights stylistic differences in sound, lyrics, and imagery, with musical examples and illustrations that help answer the core question: can we hear race in rap songs? Integrating theory from interdisciplinary areas, this book will resonate with students and scholars of popular music, race relations, urban culture, ethnomusicology, sound studies, and beyond.

Rhyme's Challenge offers a concise, pithy primer to hip-hop poetics while presenting a spirited defense of rhyme in contemporary American poetry. David Caplan's stylish study examines hip-hop's central but supposedly outmoded verbal technique: rhyme. At a time when print-based poets generally dismiss formal rhyme as old-fashioned and bookish, hip-hop artists deftly deploy it as a way to capture the contemporary moment. Rhyme accommodates and colorfully chronicles the most conspicuous conditions and symbols of contemporary society: its products, technologies, and personalities. Ranging from Shakespeare and Wordsworth to Eminem and Jay-Z, David Caplan's study demonstrates the continuing relevance of rhyme to poetry -- and everyday life.

Classroom Voices on Education and Race presents core educational issues-- with an emphasis on race and the racial achievement gap, school culture, and curriculum--through the unfiltered and poignant voices of high school students. Students from urban, rural, and suburban public schools express a strong desire for a more active role in their classrooms, as well as for a curriculum that is more responsive to their world. Current students speak out against an increasingly complex and demanding world in which standardized testing serves to detach students from their learning and from their peers. They bear witness to increasingly competitive, content-driven classrooms that minimize open communication and critical thinking, and instead foster a culture of and cheating. And, they expose a hidden curriculum that contradicts the learning expectations of formal education. In particular, they speak to the persistence of racial stereotypes and segregation. Burdened by ignorance and misunderstandings, students address the need for honest racial dialogue facilitated by adults in their desire to cross the racial divide. Educators must listen to the voices from their classrooms in order to better participate in the lives and education of their students.