Jonathan Kozol traveled from the most blighted neighborhoods of Chicago to the urban wreckage of Camden, New Jersey; from the ghetto suburbs of Detroit to inner-city San Antonio; East St. Louis, and Washington, D.C. Everywhere, he discovered separate systems of public schools, with the children of America's poor condemned to schools that are underfunded, understaffed, physically crumbling, and imbued with despair.

Diane Ravitch, America's foremost historian of education, says that public education in the United States is one of the pillars of our democratic society. In this eloquent book, she explains that our public schools have been wrongly criticized for low achievement, when federal data show that test scores and graduation rates are at their highest point in history - for black students, Hispanic students, white students, and Asian students - and dropout rates are at their lowest point in history.

The classic, New York Times best-selling book on the psychology of racism that shows us how to talk about race in America. Walk into any racially mixed high school and you will see Black, White, and Latino youth clustered in their own groups. Is this self-segregation a problem to address or a coping strategy? How can we get past our reluctance to discuss racial issues? This fully revised edition is essential listening for anyone seeking to understand dynamics of race and racial inequality in America.

The children we meet through the deepening friendships that evolve between Janathan Kozol and their families defy the stereotypes of urban youth too frequently presented on TV and in newspapers. Tender, generous, and often religiously devout, they speak with painful clarity about the poverty and racial isolation that have wounded but not hardened them. "It's not like being in a jail," says 15-year-old Isabel. "It's more like being hidden."

In these affectionate letters to Francesca, a first-grade teacher at an inner-city school in Boston, Jonathan Kozol vividly describes his repeated visits to her classroom while, under Francesca's likably irreverent questioning, also revealing his own most personal stories of the years that he has spent in public schools.

Seldom does a book have the impact of Michelle Alexander’s The New Jim Crow. Since it was first published in 2010, it has been cited in judicial decisions and has been adopted in campus-wide and community-wide reads; it helped inspire the creation of the Marshall Project and the new $100 million Art for Justice Fund; it has been the winner of numerous prizes, including the prestigious NAACP Image Award; and it has spent nearly 250 weeks on the New York Times best seller list.

Featuring current information and challenging perspectives on the latest issues and forces shaping the American educational system, with scholarship that is often cited as a primary source, the author introduces listeners to the historical, political, social, and legal foundations of education and to the profession of teaching in the United States.

The New York Times Magazine’s award-winning “1619 Project” issue reframed our understanding of American history by placing slavery and its continuing legacy at the center of our national narrative. This new book substantially expands on that work, weaving together 18 essays that explore the legacy of slavery in present-day America with 36 poems and works of fiction that illuminate key moments of oppression, struggle, and resistance.

Nobody who works hard should be poor in America, writes Pulitzer Prize-winner David Shipler. Clear-headed, rigorous, and compassionate, he journeys deeply into the lives of individual store clerks and factory workers, farm laborers and sweat-shop seamstresses, illegal immigrants in menial jobs and Americans saddled with immense student loans and paltry wages. They are known as the working poor.

First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing. This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor, and many inspirational interviews.

In this groundbreaking history of the modern American metropolis, Richard Rothstein explodes the myth that America's cities came to be racially divided through de facto segregation - that is, through individual prejudices, income differences, or the actions of private institutions like banks and real estate agencies. Rather, he incontrovertibly makes clear that it was de jure segregation - the laws and policy decisions passed by local, state, and federal governments - that actually promoted the discriminatory patterns that continue to this day.

In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system - one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware.

Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on “fixing” and “filling” academic gaps, we must envision and rebuild the system from the student up—with classrooms, schools and systems built around students’ brilliance, cultural wealth, and intellectual potential. Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing.

What are our obligations to others as people in a free society? Should government tax the rich to help the poor? Is the free market fair? Is it sometimes wrong to tell the truth? Do individual rights and the common good conflict? These questions are at the core of our public life today - and at the heart of Justice, in which Michael J. Sandel shows how a surer grasp of philosophy can help us to make sense of politics, morality, and our own convictions as well.

As Ferguson, Missouri, erupted in August 2014 and media commentators across the ideological spectrum referred to the angry response of African Americans as 'Black rage', historian Carol Anderson wrote a remarkable op-ed in the Washington Post showing that this was, instead, 'white rage at work. With so much attention on the flames,' she wrote, 'everyone had ignored the kindling.'