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• Prologue : "I have very serious doubts" about the Princeton presidency
• From Wyoming to Princeton : "he will probably turn up as one of our leading university presidents"
• Becoming provost : "somebody to handle a lot of important duties"
• Using university governance to manage campus tensions : "a most astute capacity to judge what was needed"
• New man in the president's office : "a juggler who keeps all the balls in the air"
• Building intellectual muscle : "making Princeton stronger in terms of scholarship and teaching"
• An initial failure : grappling with molecular biology, "the most exciting frontier of science we will see"
• Inclusion
• gender and race : "making the place much more inclusive in all respects"
• Inclusion
• religion and residential life : helping students "feel more included in the university"
• Board of trustees : "there was never any broken glass on the floor"
• Students : "cheer leader," "talent scout," and a complex legacy
• Entr'acte : leaving Princeton for the Mellon Foundation
• Mellon : "the pace of things, the excitement of things"
• Shaping the Mellon agenda : "perfectly prepared to take on really bold things"
• Books that helped define the agenda of American higher education
• Director and trustee : "graced with a seemingly endless supply of practical wisdom"
• "President-whisperer" : "a kind of switchboard for higher education"
• The last decade : "as many good days as can be managed"
• Afterword : the Bowen legacy.

• Intro
• Contents
• Alabama
• Alaska
• Arizona
• Arkansas
• California
• Colorado
• Connecticut
• Delaware
• District of Columbia
• Florida
• Georgia
• Hawaii
• Idaho
• Illinois
• Indiana
• Iowa
• Kansas
• Kentucky
• Louisiana
• Maine
• Maryland
• Massachusetts
• Michigan
• Minnesota
• Mississippi
• Missouri
• Montana
• Nebraska
• Nevada
• New Hampshire
• New Jersey
• New Mexico
• New York
• North Carolina
• North Dakota
• Ohio
• Oklahoma
• Pennsylvania
• Rhode Island
• South Carolina
• South Dakota
• Tennessee
• Texas
• Utah
• Vermont
• Virginia

• Washington
• West Virginia
• Wisconsin
• Wyoming
• Appendix 1: How to Contact State Offices of Certification
• Appendix 2: Addresses for Certification Information for US Possessions and Territories

• Freedom learning: lineages and obstacles
• Creating the "Black University," "black city," and "Life Studies" with Toni Cade Bambara, David Henderson, and June Jordan
• Audre Lorde and Adrienne Rich: Sisters in struggle
• The power of student writing and action
• Contemporary struggles for our futures
• Coda: CUNY will be free.

"In the 1960s and '70s--when Toni Cade Bambara, Samuel Delany, David Henderson, June Jordan, Audre Lorde, Guillermo Morales, Adrienne Rich, and Assata Shakur all studied and taught at CUNY--New York City's classrooms and streets radiated as epicenters of Black, Puerto Rican, queer, and women's liberation. Conor Tom̀s Reed is part of the next generation of an insurgent CUNY movement nourished by these legacies. Highlighting the decolonial feminist metamorphosis that transformed our educational landscape, New York Liberation School explores how study and movement coalesced across classrooms and neighborhoods. Reed's immersive and wide-ranging narrative brings us into the archives and up close to the stories of its participants in order to reactivate these vibrant struggles. The result is a radiant reclamation of collective history that charts a vision for liberating education and society today." -- Provided by publisher.

• A "Big Mind," Childhood, and Early Beginnings
• "It Was Like Putting Diapers on Gnats"
• Planting the Seed
• Aluta Continua! The Struggle Continues!: Looking Outward to Strengthen Within
• Retrieving What Was Lost, Building New Beginnings
• Charlotte's Afro-American Cultural Center: And the Rise Of The New South, Post-Soul City
• What does it mean to be a Delta?
• Bertha's Girls and the Dimensions of a Political Sisterhood
• Conclusion: I Am Because We Are.

"The life and accomplishments of an influential leader in the desegregated South This biography of educational activist and Black studies pioneer Bertha Maxwell-Roddey examines a life of remarkable achievements and leadership in the early years of the desegregated South. Sonya Ramsey modernizes the nineteenth-century term 'race woman' to describe how Maxwell-Roddey and her peers turned hard-won civil rights and feminist milestones into tangible accomplishments in North Carolina and nationwide from the late 1960s to the 1990s. Born in 1930, Maxwell-Roddey became one of Charlotte's first Black woman principals of a white elementary school; she was the founding director of the University of North Carolina at Charlotte's Africana Studies Program; and she cofounded the Afro-American Cultural and Service Center, now the Harvey B. Gantt Center for African-American Art Culture. Maxwell-Roddey founded the National Council for Black Studies, helping institutionalize the field with what is still its premiere professional organization, and served as the 20th National President of Delta Sigma Theta Sorority, Inc., one of the most influential Black women's organizations in the United States. Using oral histories and primary sources that include private records from numerous Black women's home archives, Ramsey illuminates the intersectional leadership strategies used by Maxwell-Roddey and other modern race women to dismantle discriminatory barriers in the classroom and the boardroom. Bertha Maxwell-Roddey offers new insights into desegregation, urban renewal, and the rise of the Black middle class through the lens of a powerful leader's life story"-- Provided by publisher.

• Introduction: The push and pull to homeschool
• Elmford homeschooling: Regional and national context
• The shape of women's work: Why Black and white mothers come home
• Protective mothering: Black and white women's mothering narratives
• "They made me feel like he was a terrorist": Schooling decisions of Black mothers
• "I wish it was a bit more diverse": Schooling decisions of white mothers
• The contours of homeschooling: Benefits, challenges, and supports
• Conclusion: The color of homeschooling.

"Through extensive interviews with Black and white middle class mothers, The Color of Homeschooling explores how race, class, and gender shape families' decisions around whether to homeschool their children"-- Provided by publisher.

"This volume offers the necessary steps-playful, participatory, historically informed-that are required to forge a new pathway for education. The authors use speculative approaches to teacher education and student learning to intentionally design beyond traditional boundaries. Chapters suggests new forms of engagement for diverse learners, including innovative examples of digital learning"-- Provided by publisher.

• Section 1. Literate Identities in Early Childhood
• Section 2. Literate Identities in Middle Childhood
• Section 3. Literate Identities in Adolescence
• Section 4. Literate Identities Across Childhood and Adolescence.