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This book explores sacred music and spiritual activism in a little-known region of the South, the Wiregrass Country of Georgia, Alabama, and North Florida. It examines African American sacred music outside of Sunday church-related activities, showing that singing conventions and anniversary programs fortify spiritual as well as social needs. In this region African Americans maintain a social world of their own creation. Their cultural performances embrace some of the most pervasive forms of African American sacred music—spirituals, common meter, Sacred Harp, shape-note, traditional, and contemporary gospel. Moreover, the contexts in which African Americans sing include present-day observations such as the Twentieth of May (Emancipation Day), Burial League Turnouts, and Fifth Sunday. Rather than tracing the evolution of African American sacred music, this ethnographic study focuses on contemporary cultural performances, almost all by women, which embrace all forms. These women promote a female-centered theology to ensure the survival of their communities and personal networks, and function in leadership roles that withstand the test of time. Their spiritual activism presents itself as a way of life. In Wiregrass Country, “You don’t have to sing like an angel” is a frequently expressed sentiment. To these women, “good” music is God’s music regardless of the manner delivered.

Teaching with Tenderness follows in the tradition of bell hooks’ Teaching to Transgress and Paulo Freire’s Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with Tenderness makes room for emotion, offers a witness for experiences people have buried, welcomes silence, breath, and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries, and praises self and community care. Teaching with Tenderness identifies a range of stresses that students and faculty bring to the classroom—as young people worried about the state of the world, veterans, trauma survivors, people with disabilities, and social justice activists—and ways of teaching that remind us that we belong to each other. It identifies why people take flight from their own bodies and strategies that enable people to stay fully present for each other. The book draws upon the author’s teaching at a range of universities in the United States as well as in China, Greece, and Thailand. Thompson writes as a professor, poet, yoga teacher, and humanitarian worker seeking spontaneous, planned, and found rituals of inclusion that lean us toward justice, rest on rigorous study, and treat the classroom as a sacred space.