Reimagining Black Difference and Politics in Brazil examines Black Brazilian political struggle and the predicaments it faces in a time characterized by the increasing institutionalization of ethno-racial policies and black participation in policy orchestration. Greater public debate and policy attention to racial inequality suggests the attenuation of racial democracy and positive miscegenation as hegemonic ideologies of the Brazilian nation-state. However, the colorblind and post-racial logics of mixture and racial democracy, especially the denial and/or minimization of racism as a problem, maintain a strong grip on public thinking, social action, and institutional practices. Through a focus on the epistemic dimensions of black struggles and the anti-racist pluri-cultural efforts that have been put into action by activists, scholars, and organizations over the past decade, Alexandre Emboaba Da Costa analyzes the ways in which these politics negotiate as well as seek to go beyond the delimited understandings of racial difference, belonging, and citizenship that shape the contemporary politics of inclusion.

This book examines Afro-Brazilian individual and group identity and political behavior, and develops a theory of racial spatiality of Afro-Brazilian underrepresentation.

With new momentum, the Brazilian black movement is working to bring attention to and change the situation of structural racism in Brazil. Black consciousness advocates are challenging Afro-Brazilians to define themselves and politically organize around being black, and more Afro-Brazilians are increasingly doing so. Other segments of the Brazilian black movement are working to influence legislation and implement formal mechanisms that aim to promote racial equality, including Affirmative Action Racial Verification Committees. For advocates of these committees, one needs to be phenotypically black enough to be a more likely target of racism to qualify for Affirmative Action programs. Paradoxically, individuals are told to identify as black but only some people are considered black enough to benefit from these policies. Afro-Brazilians are presented with a whole range of identity choices, from how to classify oneself, to whether one votes for political candidates based on shared racial experiences. Between Brown and Black argues that Afro-Brazilian activists’ continued exploration of blackness confronts anti-blackness while complicating understandings of what it means to be black. Blending linguistic and ethnographic accounts, this book raises complex questions about current black struggles in Brazil and beyond, including the black movements’ political initiatives and antiracist agenda.

This book examines the emergence of the black middle classes in urban Brazil, after 30 years of black mobilization and against the backdrop of deep economic, cultural, and political transformations taking place in recent decades within the country. One of the consequences of such transformations is said to be the restructuring of gender, race, and class relations. Utilizing qualitative research techniques such as ethnography, interviews, life histories, and focus groups among Afro-descendant families in the Northeast region of the country, the book explores contemporary race, class, and gender inequalities and their impact on daily lived experience. It reveals the dynamics underlying upward mobility, the diverse modes and experiences of social ascent into the middle classes, and the everyday negotiations involved in establishing one's status in the socio-racial hierarchy, which are not captured by other, more "macro" lenses. While some of these patterns are not peculiar to black people, this book argues that "race" shaped the contours and possibilities of social mobility in particular ways. This book is critical reading for specialists in the fields of inequality and race, class, and gender relations.

How disenfranchised Black Brazilians use hip-hop to reinvigorate the Black radical tradition. Known as Black Rome, Salvador da Bahia, Brazil, is a predominantly Black city. The local art, food, and dance are closely linked to the population’s African roots. Yet many Black Brazilian residents are politically and economically disenfranchised. Bryce Henson details a culture of resistance and activism that has emerged in response, expressed through hip-hop and the social relations surrounding it. Based on years of ethnographic research, Emergent Quilombos illuminates how Black hip-hop artists and their circles contest structures of anti-Black racism by creating safe havens and alternative social, cultural, and political systems that serve Black people. These artists valorize and empower marginalized Black peoples through song, aesthetics, media, visual art, and community action that emphasize diasporic connections, ancestrality, and Black identifications in opposition to the anti-Black Brazilian nation. In the process, Henson argues, the Salvador hip-hop scene has reinvigorated and reterritorialized a critical legacy of Black politicocultural resistance: quilombos, maroon communities of Black fugitives who refused slavery as a way of life, gathered away from the spaces of their oppression, protected their communities, and nurtured Black life in all its possibilities.

The Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom. This second edition re-frames the teaching of social issues with a dedicated emphasis on issues of social justice. It raises the potential for a new and stronger focus on social issues instruction in schools. Contributors include many of the leading experts in the field of social studies education. Issues-centered social studies is an approach to teaching history, government, geography, economics and other subject related courses through a focus on persistent social issues. The emphasis is on problematic questions that need to be addressed and investigated in-depth to increase social understanding, active participation, and social progress. Questions or issues may address problems of the past, present, or future, and involve disagreement over facts, definitions, values, and beliefs arising in the study of any of the social studies disciplines, or other aspects of human affairs. The authors and editor believe that this approach should be at the heart of social studies instruction in schools. ENDORSEMENTS "At a time when even the world’s most stable democracies are backsliding towards autocratic rule, Ronald Evans has pulled together an essential guide for teachers who want to do something about it. The 2nd edition of the Handbook on Teaching Social Issues is a brilliant and timely collection that should be the constant companion for teachers across the disciplines." Joel Westheimer University Research Chair in Democracy and Education University of Ottawa "The Handbook on Teaching Social Issues (2nd edition) is a fantastic resource for teachers, teacher educators, and professional development specialists who are interested in ensuring that social issues are at the center of the curriculum. The chapters are focused on the most important contemporary thinking about what social issues are, why they are so important for young people to learn about, and what research indicates are the most effective pedagogical approaches. The wide-ranging theoretical and practical expertise of the editor and all of the chapter authors account for why this handbook makes such an exceptional contribution to our understanding of how and why the social issues approach is so important and stimulating." Diana Hess Dean, UW-Madison School of Education Karen A. Falk Distinguished Chair of Education "Democracy, both as a form of governance and a reservoir of principles and practices, faces an existential threat. The Handbook on Teaching Social Issues is a perfectly-timed and wonderfully engaging exploration of what lies at the heart of social studies curriculum: social inquiry for democratic life. The authors provide conceptual frames, classroom strategies and deep insights about the complex and utterly crucial work of education for democratic citizenship. Education like that conceptualized and described in this volume is a curative so needed at this critical moment. Ron Evans and his colleagues have delivered, assembling an outstanding set of contributions to the field. The Handbook underscores John Dewey's now-haunting invocation that democracy must be renewed with each generation and an education worthy of its name is the handmaiden of democratic rebirth." William Gaudelli Dean and Professor Lehigh University "This volume is so timely and relevant for democratic education. Instead of retreating to separate ideological corners, the authors in this handbook invite us to engage in deliberative discourse that requires civic reasoning and often requires us to meet in a place that serves us all." Gloria Ladson-Billings, Professor Emerita Department of Curriculum & Instruction University of Wisconsin President, National Academy of Education Fellow, AERA, AAAS, and Hagler Institute @ Texas A&M "At the heart of our divisive political and social climate is the need to understand and provide clarity over polarizing concepts. Historically, confusion and resistance has hindered the nation's growth as a democratic nation. Typically, the most vulnerable in our society has suffered the most from our unwillingness to reconceptualize society. The Handbook on Teaching Social Issues, 2nd edition, is a good step in helping social studies educators, students, and laypersons realize a new society that focuses on equity. With over 30 chapters, Ronald Evans and his colleagues' centered inquiry, critical thinking, controversy, and action to challenge ideologies and connect social studies to student's lives and the real world. The first edition helped me as a young social studies teacher; I am excited to use the 2nd edition with my teacher education students!" LaGarrett King Isabella Wade Lyda and Paul Lyda Professor of Education Founding Director, CARTER Center for K-12 Black history education University of Missouri "Ronald Evans has curated a collection of informative contributions that will serve as an indispensable resource for social studies educators committed to engaging their students in the thoughtful examination of social issues. The Handbook on Teaching Social Issues, 2nd edition, articulates the historical, definitional, and conceptual foundations of social issues education. It offers clear presentations of general guidelines for unit planning, discussion methods, and assessment. It identifies specific teaching strategies, resources, and sample lessons for investigating a range of persistent and contemporary social issues on the elementary, middle, and secondary levels through the social studies disciplines. Updated with perspectives on education for social justice that have emerged since the first edition, this edition effectively situates social issues education in the contemporary sociopolitical milieu. The Handbook on Teaching Social Issues, is a timely, accessible, and practical guide to involving students in a vital facet of citizenship in a democracy." William G. Wraga, Professor Dean’s Office Mary Frances Early College of Education University of Georgia "The Handbook on Teaching Social Issues, 2nd edition is a long-awaited, welcome, and timely volume. It is apparent that the foundational tenets of the first edition have served social studies professionals well over the past 25 years, given the growth of social issues scholarship showcased in this new edition. Notable is the re-framing and presentation here of scholarship through a social justice lens. I appreciate the offering of unique tools on an array of specific, critical topics that fill gaps in our pedagogical content knowledge. This volume will sit right alongside my dog-eared 1996 edition and fortify many methods courses, theses, and dissertations to come. Sincere thanks to the editor and authors for what I am certain will be an enduring, catalyzing contribution." Nancy C. Patterson Professor of Education Social Studies Content Area Coordinator Bowling Green State University "The Handbook on Teaching Social Issues is a tool that every informed social studies educator should have in their instructional repertoire. Helping students understand how to investigate and take action against problems is essential to developing a better world. The articles in this handbook provide explanations and reasonings behind issues-centered education as well as strategies to employ at every age level of learning. I look forward to using this edition with the K-12 social studies teachers in my district in order to better prepare our students for future learning and living." Kelli Hutt, Social Studies Curriculum Facilitator Dallas Center-Grimes CSD Grimes, Iowa "Ron Evans has chosen an appropriate time to create a companion publication to the first Handbook on Teaching Social Issues published in 1996. During the last few years, social studies teachers have been confronted by student inquiries on a plethora of historical and contemporary issues that implores for the implementation of an interdisciplinary approach to the teaching of anthropology, economics, geography, government, history, sociology, and psychology in order for students to make sense of the world around them and develop their own voices. This demands a student centered focus in the classroom where problematic questions must be addressed and investigated in depth in order to increase social understanding and active participation toward social progress. This volume provides crucial upgrades to the original handbook including a greater emphasis on teaching issues in the elementary grades, the inclusion of issues pertaining to human rights, genocide and sustainability to be addressed in the secondary grades, and addressing issues related to disabilities." Mark Previte, Associate Professor of Secondary Education University of Pittsburgh-Johnstown Chair, NCSS Issues Centered Education Community

The Brill Handbook of Contemporary Religions in Brazil provides an unprecedented overview of Brazil’s religious landscape. It offers a full, balanced and contextualized portrait of contemporary religions in Brazil, bringing together leading scholars from both Brazil and abroad, drawing on both fieldwork and detailed reviews of the literatures. For the first time a single volume offers overviews by leading scholars of the full range of Brazilian religions, alongside more theoretically oriented discussions of relevant religious and culture themes. This Handbook’s three sections present specific religions and groups of traditions, Brazilian religions in the diaspora, and issues in Brazilian religions (e.g., women, possession, politics, race and material culture).

Explains how weakly institutionalized and male-dominant parties undermine descriptive representation in Brazil's OLPR legislative elections.

Collected writings by one of the most influential Black Brazilian intellectuals of the twentieth century Beatriz Nascimento (1942–1995) was a poet, historian, artist, and political leader in Brazil’s Black movement, an innovative and creative thinker whose work offers a radical reimagining of gender, space, politics, and spirituality around the Atlantic and across the Black diaspora. Her powerful voice still resonates today, reflecting a deep commitment to political organizing, revisionist historiography, and the lived experience of Black women. The Dialectic Is in the Sea is the first English-language collection of writings by this vitally important figure in the global tradition of Black radical thought. The Dialectic Is in the Sea traces the development of Nascimento’s thought across the decades of her activism and writing, covering topics such as the Black woman, race and Brazilian society, Black freedom, and Black aesthetics and spirituality. Incisive introductory and analytical essays provide key insights into the political and historical context of Nascimento’s work. This engaging collection includes an essay by Bethânia Gomes, Nascimento’s only daughter, who shares illuminating and uniquely personal insights into her mother’s life and career.

Brazil's "comfortable racial contradiction"--"Good" appearances : race, language, and citizenship -- Investing in whiteness: middle-class practices of linguistic discipline -- Fears of racial contact : crime, violence, and the struggle over urban space -- Avoiding blackness : the flip side of boa aparência -- Making the mano : the uncomfortable visibility of blackness in politically conscious Brazilian hip hop -- Conclusion : "seeing" race