商品簡介
Mocombe and Tomlin explore the black/white achievement gap in America and Great Britain, gaining understanding through black bourgeois living and the labeled pathologies of the black underclass. Within the class dualism or capitalist social relations, blacks throughout the Diaspora attempt to exist in the world. Furthermore, blacks must construct their identities and be in the world by choosing between die discursive practices of the Protestant and capitalist ideology of the black Protestant bourgeoisie, or the beliefs of the black underclass, which appear to dismiss these practices as "acting-white" (John Ogbu's term). Presently the practical consciousness (constituted as hip-hop culture) of the black underclass, supported by finance capital, has dominated the American and global social structure, and one of its (dys)functionals is the black/white achievements gap, which is a global phenomenon emanating from black America and affecting blacks around the globe. Although the histories of blacks in America and in Great Britain are fundamentally different, Mocombe and Tomlin argue in this work that during the age of globalization, the social functions of the dominating black consciousness (hip-hop culture) coming out of America are the locus of causality for the black/white achievement gap in America and Great Britain. Tomlin highlights this problematic by analyzing effective strategies employed by high achieving blacks in Great Britian, and Mocombe does the same through an analysis of an effective reading curriculum in an American inner-city after school program.
作者簡介
Paul C. Mocombe is president/CEO of The Mocombeian Foundation and assistant professor of sociology and philosophy at West Virginia State University. A social theorist interested in the application of social theory to contemporary issues such as race, class, and capitalism (globalization).
Carol Tomlin has teaching experiences both nationally and internationally. She is senior lecturer/assistant professor at the University of Wolverhampton and was awarded one of the University's Learning and Teaching Rewarding Excellence Awards (2005). Tomlin has research background in language and education.