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Vernacular Insurrections
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summary
Relates Black Freedom Movements to literacy education.

Table of Contents

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  1. Cover
  2. p. C
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  1. Title Page, Copyright, Dedication
  2. pp. i-vi
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  1. Contents
  2. pp. vii-viii
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  1. Acknowledgments
  2. pp. ix-xii
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  1. Introduction: Runnin with the Rabbits, but Huntin with the Dogs: On the Makings of an Intellectual Autobiography
  2. pp. 1-20
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  1. Teaching Interlude I: Method Men and Women
  2. pp. 21-24
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  1. Chapter 1: “Before I’ll Be a Slave, I’ll Be Buried in My Grave”: Black Student Protest as Discursive Challenge and Social Turn in Nineteenth- and Twentieth‑Century Literacies
  2. pp. 25-66
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  1. Teaching Interlude II: Through Their Window
  2. pp. 67-72
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  1. Chapter 2: “I Want To Be African”: Tracing Black Radical Traditions with “Students’ Rights to Their Own Language”
  2. pp. 73-106
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  1. Teaching Interlude III: Undoing the Singularity of “Ethical English” and Language‑as‑Racial‑Inferiority
  2. pp. 107-110
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  1. Chapter 3: “Ain’t We Got a Right to the Tree of Life?”: The Black Arts Movement and Black Studies as the Untold Story of and in Composition Studies
  2. pp. 111-142
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  1. Teaching Interlude IV: “Not Like the First Time, Talkin Bout the Second Time”
  2. pp. 143-148
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  1. Chapter 4: “The Revolution Will Not Be [Error Analyzed]”: The Black Protest Tradition of Teaching and the Integrationist Moment
  2. pp. 149-190
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  1. Teaching Interlude V: “Your Mother is Weak”
  2. pp. 191-196
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  1. Chapter 5: What a Difference an Error Makes: Ongoing Challenges for “White Innocence,” Historiography, and Disciplinary Knowledge Making
  2. pp. 197-232
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  1. Outerlude: Leaving the Emerald City
  2. pp. 233-250
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  1. Notes
  2. pp. 251-310
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  1. Index
  2. pp. 311-326
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  1. Back Cover
  2. p. BC
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