• About Me
  • Other Writings
  • Interview Clips
  • All About Me: American Racism, American Narcissism, and the Conversation America Can’t Have
  • Video Clips
  • Boy @ The Window Pictures
  • Boy @ The Window Theme Music

Notes from a Boy @ The Window

~

Notes from a Boy @ The Window

Monthly Archives: June 2013

Rachel Jeantel, A Real, True Beautiful Friend

28 Friday Jun 2013

Posted by decollins1969 in 1, Boy @ The Window, culture, Eclectic, Mount Vernon High School, Mount Vernon New York, Movies, Politics, race, Youth

≈ 2 Comments

Tags

Beauty, Black Twitter, Criminal Justice System, Cultural Stereotypes, Doc Holliday, Don West, Friendship, Friendships, George Zimmerman, Lazy Tongue Syndrome, Media Coverage, Rachel Jeantel, Racial Stereotypes, Racism, Stereotypes, Tombstone (1993), Trayvon Martin, Val Kilmer


Witness Rachel Jeantel continued her testimony,  George Zimmerman trial, Sanford, FL, June 27, 2013. (Jacob Langston, AP/Orlando Sentinel; http://time.com).

Witness Rachel Jeantel continued her testimony, George Zimmerman trial, Sanford, FL, June 27, 2013. (Jacob Langston, AP/Orlando Sentinel; http://time.com).

There will be months’ worth of stuff written and said about Rachel Jeantel and her performance on the witness stand during the George Zimmerman trial. Everything from her dark skin and being overweight to her lazy tongue syndrome and reluctance to take the witness stand. Between Black Twitter on Wednesday critiquing her language, shyness, and style and blond-haired, bubble-headed Whites picking apart her testimony on Thursday, it’s a wonder that anyone sees Ms. Jeantel as a human being. She’s far more than the hero, villain or ghetto girl that folks in social media have and will portray her to be.

Ms. Jeantel is beautiful to me, skin-deep and otherwise. Yes, she’s not perfect, which is one of the things that makes her a beautiful person. The most important thing to remember about Jeantel, though, is that she’s a real person and a real friend. The truest friend any human being could ever hope to have. I should know. I’ve never had more than eight people in my life at any time that I could truly call friend, and none during my preteen and teenage years before college. Of those, about half have proven themselves to be fair-weather friends, unreachable when I’ve needed them the most.

Jeantel is the ultimate friend, for she has acted in Trayvon Martin’s best interests even after his death. A friendship that gave her the strength to tell the truth, to endure ridicule and scorn and hours of cross-examination from Don West. Jeantel gave voice to Martin from beyond the grave, knowing that she was in the right.

Jeantel makes me think of a scene from Tombstone (1993), the one with Val Kilmer playing Doc Holliday. Dying from the long-term effects of tuberculosis and living the life of an alcoholic gambler, Holliday continued to ride with Wyatt Earp to hunt down his youngest brother’s killers. When asked, “Why you doin’ this, Doc?,” Holliday said

“Because Wyatt Earp is my friend.”

In response, the other character said, “Friend? Hell, I got lots of friends.” To which Holliday replied, “…I don’t.”

Jeantel may well have lots of friends, but her friendship with Trayvon Martin is as real, true and beautiful as it gets. I hope that my close friends are even one-tenth as true to me after I’m dead as she was to Martin this week.

Boy @ The Window Update: Barnes & Noble

26 Wednesday Jun 2013

Posted by decollins1969 in 1, Boy @ The Window, culture, Eclectic, Mount Vernon High School, Mount Vernon New York, New York City, Pittsburgh, race, Religion, University of Pittsburgh, Youth

≈ Leave a comment

Tags

Barnes & Noble, NOOK, NOOK Books, Promoting/Marketing Books, Writing


Barnes & Noble (bn.com) logo, June 26, 2013. (http://www.logotypes101.com).

Barnes & Noble (bn.com) logo, June 26, 2013. (http://www.logotypes101.com).

As of yesterday, Barnes & Noble now carries a NOOK book version of Boy @ The Window on its BN.com website. It was a difficult process, actually, converting the book for Barnes & Noble’s NOOK Books purposes. Will it be worth it? I have no idea.

Still, for those of you who haven’t found or bought a Kindle or iBooks version of Boy @ The Window, but have or prefer a NOOK version, this link is for you:

http://bit.ly/138gkne (translates as http://www.barnesandnoble.com/w/boy-the-window-donald-earl-collins/1115182183?ean=2940016741567).

On another note, the free PDF version of Boy @ The Window will come down next week. Plenty of you have downloaded it, and hopefully read it as well. I will let you all know of up and coming events and other news when plans become more definitive. In the meantime, happy reading!

Harold Meltzer Appreciation Day

21 Friday Jun 2013

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Mount Vernon High School, Youth

≈ Leave a comment

Tags

Advanced Placement, AP, AP Reader, AP Readings, College Preparation, CollegeBoard, Critical Thinking, Educational Testing Service, Essays, ETS, Harold Meltzer, High Schools, Historical Analysis, K-12 Education, Profit Motive, US History, World History, Writing


MVHS AP US History/Mock Trial Team visit to Mount Vernon's City Hall with Harold Meltzer and Frank Pandolfo, March 18, 1986. (Frank Pandolfo).

MVHS AP US History/Mock Trial Team visit to Mount Vernon’s City Hall with Harold Meltzer and Frank Pandolfo, March 18, 1986. (Frank Pandolfo).

Today marks twenty eight years (both day and date — the ’13 calender and the ’85 calendar are in the same sequence) since the end of tenth grade for the Class of ’87. It’s also the day that fourteen of us met Harold Meltzer in “Room 275 of the Mount Vernon High School” for the first time. We were a grumpy bunch that third Friday in June, having gone through days of Regents exams and other tests from a rather underwhelming (though well-meaning) group of teachers. Again, it’s all in Boy @ The Window. But because I’ve had some experience teaching high school students, not to mention AP reader and ETS (Educational Testing Service, the exam developers) consulting experience, my appreciation for Meltzer has grown over the years.

In all, I’ve given up forty-five days of my life to scoring AP US and World History essays over the years, in the not-so-nice towns of Louisville, Kentucky, Fort Collins, Colorado, Salt Lake City (not to mention Princeton and from my own home). Scoring exams in a factory-esque setting is about as appealing as being an antibiotic-infused chicken at a Tyson’s egg-laying factory in Arkansas. Aside from the long hours of sitting around reading documents-based question essays, comparative essays, other essays and listening to long discussions of rubrics and accuracy in “meeting the standard” for scoring exams, it’s a blast. Especially with all of the coughing, sneezing and farting that can be heard throughout the week!

AP logo, The College Board, June 21, 2013. (http://www.stjacademy.org/).

AP logo, The College Board, June 21, 2013. (http://www.stjacademy.org/).

But the one thing I’ve learned is that many of America’s best and brightest students have significant reading, writing and analyzing issues, and not just because AP exam essay questions are written to be deliberately opaque. I’ve scored about 3,500 essays for the AP folks in all, and I can honestly say I’ve never read more than ten in any session that would’ve been A-level material in any of my college courses (or when I’ve taught high school students, for that matter). My last AP read, every one of the nearly 800 essays I read made my eyeballs ache and my teeth grind.

Most of these essays lack an introduction, a thesis statement, organization of ideas, examples that provide evidence of understanding or analysis, transition sentences between paragraphs and main ideas, and a conclusion. So many students don’t even try. They spend three hours drawing, journaling, writing short stories, poems and haikus, quoting rap lyrics and theme songs, or write in detail about their terrible AP US or World History teacher.

My pretend version of an introduction to a documents-based question essay for AP World History (in my best-worst handwriting), June 21, 2013. (Donald Earl Collins).

My pretend version of an introduction to a documents-based question essay for AP World History (in my best-worst handwriting), June 21, 2013. (Donald Earl Collins).

Aside from the almost indecipherable handwriting, that’s what has bothered me most in scoring these essays. That there are tens of thousands of unlucky students out their who by virtue of having a teacher unable to teach US or World History for advanced students. Or worse, teachers who don’t care to find out how best to teach these courses, to teach students how to write a proper introduction and thesis, to teach students how to bring in outside knowledge and intertwine it with documents or other materials within the actual exams. The inability of so many students to draw solid connections and to make a critical examination of the questions that these AP exams pose stems from both teacher neglect (benign and malignant), school districts hungry for ETS and College Board (the latter runs the AP program) dollars, and ETS and the College Board pushing these exams to more and more schools.

That reality makes me still appreciate all that I learned from Meltzer during the 1985-86 school year. Eccentric? Most def. Counterintuitive beyond what was necessary for AP US History? Without a doubt. Strange and somewhat meddlesome compared to our other teachers to be sure. But if any of us paid attention in his class even twenty percent of the time, we not only scored a 3 or better. We learned how to think beyond an answer, to ask “How?” and “Why?” for the first time. We learned how to read for an argument, and not just to read for understanding. We learned how to write a college essay (not just an AP essay) two full years before college.

And all of this learning began this day and date twenty-eight years ago. I can honestly say that I’ve had more than my share of life-changing teachers growing up. Meltzer, though, is at the top of my list, giving the time in which he was my teacher. May he rest in peace.

Humanities: 26 Years On

18 Tuesday Jun 2013

Posted by decollins1969 in 1, Academia, Boy @ The Window, Carnegie Mellon University, culture, Eclectic, Mount Vernon High School, Mount Vernon New York, Pittsburgh, University of Pittsburgh, Youth

≈ 3 Comments

Tags

A.B. Davis Middle School, Academic Competition, College Access and Success, College Retention, Gifted, Graduating, High-Stakes Testing, Humanities, Humanities Program, Talented, Well-Rounded Students


Leonardo di Vinci's Human Body sketch, June 18, 2013. (Wikipedia).

Leonardo di Vinci’s Vitruvian Man (human body sketch, 1485-90), June 18, 2013. (Flickr.com).

Today marks anniversary number twenty-six since the Class of ’87 spent two hours sweating in our polyester caps and gowns on a triple-H summer evening at Memorial Field in Mount Vernon, New York. Oh yeah – and graduated from Mount Vernon High School. Not a big year to mark an anniversary, for sure. But still important for me to remember. After all, I’ve just published a book in which I spend a significant amount of time talking about myself and my former classmates whom help comprise this Class of ’87.

Today I want to say a few positive things about this class, particularly the Humanities Program members of this class. Not that this isn’t in Boy @ The Window as well. But it does help me to reiterate both the obvious and the hidden. Without Humanities, I wouldn’t have taken the path that led me to become the writer, historian, thinker or man that I am today, good, bad and occasionally even ugly. Period.

Not that every high-achieving student in A.B. Davis Middle School or Mount Vernon High School was in Humanities. Some of the more creative and musically-talented folks I’d either met or knew of were in what what I call “gen pop” and not in Humanities. But being someone who on his best days can barely hold a baritone tune (in the same way that an experimental fusion reactor produces energy for only a few seconds), Humanities gave me a chance to do some of what I did best on a platform that could occasionally allow me to maximize my academic gifts.

After ten years of undergrad and grad school at the University of Pittsburgh and Carnegie Mellon, and years of teaching at places as different as Pitt, CMU, Duquesne University School of Education and George Washington University GSEHD, my former classmates remain among the highest academic achievers I’ve ever met. As a group, that is. I’ve met many super-talented and highly creative individuals since ’87. Some of whom were literal geniuses as musicians, actors, studio artists or writers. Students whose academic and athletic prowess would’ve made their peers think about how unfair life can be.

But the one boon (and one criticism too) of Humanities for me was the competition it inadvertently sanctioned. That competition made me a better student, one who could actually focus on the long-term implications for any course I took and how it would apply to what I’d need to do in college. Some of my classes I realized were bullshit (see Andy Butler’s eleventh grade “Higher Math” as prima facie evidence), but I found something useful in most of my courses for my years at Carnegie Mellon, if not at Pitt.

Mount Vernon High School graduation ceremony, June 24, 2009. (http//education.lohudblogs.com).

Mount Vernon High School graduation ceremony, June 24, 2009. (Carucha L. Meuse/The Journal News; http//education.lohudblogs.com).

I think that this competition made us all better students, even as it often didn’t make us better human beings. After all, out of my immediate circle of the top twenty students in the Class of ’87, three of us have doctorates (history, psychology and mathematics education), two have medical degrees, and seventeen of us have earned at least a bachelor’s degree. I’m sure that some of us would’ve done well in college, grad school and our careers even without Humanities. But I’m also sure that the poorest among us – yours truly included – would’ve struggled mightily in college (even if we found a way to graduate) without such a focus on the academic in the first place.

I’ve taught high school students whose skills readily approached my own and those of my classmates from a quarter-century ago, particularly in versions of the AP US History course I taught at Princeton in ’08 and ’09. I’ve also served on the curriculum committee at my son’s school here in Montgomery County, Maryland for the past three years. These students – some more talented than anyone I knew in Humanities – have one thing in common. For the most part, they aren’t challenged by their schools, teachers or curriculum to be competitive, to be well-rounded academically, to strive to be both better students and develop creative talent simultaneously.

Many of these students already feel a sense of academic fatigue, partly because of constant yet meaningless testing, and partly because of a concentration on STEM (Science, Technology, Engineering and Mathematics) fields. Both have led to the near-total exclusion of extensive work on reading and writing skills (even though picking apart STEM field problems requires good reading and analysis skills). Not to mention the slashing of budgets for physical education and art, music and chorus, theater and so many other things that would push them to be better students, to be competitive – in a healthy way, that is.

There are nearly 120,000 words in Boy @ The Window, about 60,000 of them dedicated to my years between the end of sixth grade and the beginning of my junior year at Pitt. Many of them describe all that I remember about being in Humanities. It’s not a pretty picture overall. Despite this, without the likes of Laurell and Sam, Brandie and Bobby, Alex and Allison, Dahlia and Dara, Phyllis and Wendy and JD, Joe and Danny, Suzanne and Denise and Mandume and Rhonda and Kim and so many others, I’d still be living in Mount Vernon right now. I’d be lucky to have a minimum-wage job and a one-room flat in someone’s dilapidated house on the South Side. It’s just that simple.

Why the NBA’s Got No Rhythm

13 Thursday Jun 2013

Posted by decollins1969 in 1, culture, Eclectic, eclectic music, music, Pop Culture, Sports, Youth

≈ Leave a comment

Tags

"Careless Whisper" (1985), 2013 NBA Finals, Boredom, NBA, Rhythm, State of the Game, Superstars, Teamwork, Wham!


Missed dunk by "Big Baby" Glen Davis when with Boston Celtics, June 12, 2013. (http://nbamusings.tumblr.com).

Missed dunk by “Big Baby” Glen Davis when with Boston Celtics, June 12, 2013. (http://nbamusings.tumblr.com).

I’m not watching the NBA Finals again this year. And, no, it’s not just because I’m out of town working away this week, either. The NBA has become as predictably out-of-rhythm as DMX’s rap lyrics. The game lacks flow and consistency, a chemistry that can only be approximated by today’s best teams. Which is why only a handful of teams – the Miami Heat, San Antonio Spurs, Oklahoma City Thunder (before Russell Westbrook’s ACL tear), Memphis Grizzles and Indiana Pacers – had a real shot at even making the finals this year.

But let’s be real. The NBA has always had a bit more predictability to it than, say, the Stanley Cup Playoffs or the NFL Playoffs. For as long as I can remember – the past thirty-five years or so – there have been no more than ten teams at any time and for any season who were well stacked and balanced enough to compete for a title. Most years, we’re lucky to see six teams with that kind of rhythm.

Tim Duncan apparently faking Chris Bosh out of sneakers, Game 1 NBA Finals, June 6, 2013. (http://sneakernews.com).

Tim Duncan apparently faking Chris Bosh out of sneakers, Game 1 NBA Finals, June 6, 2013. (http://sneakernews.com).

But it’s not about teams, right? It’s all about the superstars, the grown men whose talent is literally otherworldly, no? This has been an issue that many a dumb-ass sportswriter has brought up as the David Stern era is about to enter decade number four. Tying the popularity of the game to the elite of the elite basketball stars.

My argument isn’t about the downfall of superstars who can’t carry Michael Jordan’s, Magic Johnson’s or Larry Bird’s jockstrap, much less stand on their mantle. Instead, the lack of rhythm in the game comes down to teams fielding collections of talented (though many are also pampered) athletes, rather than talented and hardworking basketball players. That’s why the argument for a Miami Heat dynasty is ridiculous. Compared to my Knicks of the early-1970s, the Heat of LeBron James and Dwyane Wade might as well be the old San Diego Clippers.

Oh, please call me out for sounding like an old man who doesn’t understand today’s game of tapped-on-the-arm fouls and the need to make threes as critical to today’s NBA. Because the reality is, the team game only works well when a team maximizes the number of easy shots they take and make. Two feet with no one guarding you is easier than any three unguarded. Period.

It’s why I never got excited about my Knicks when they came out in November making nearly sixty percent from three-point range. Those shots aren’t there to be made in the playoffs. You need a team that can guard the ball, get a turnover or a rebound, and then use their athletic skills to get down the court for an easy bucket. Giving the ball to J.R. Smith during a four-on-two fast-break so he can shoot and miss a three has about as much rhythm as a character from Oz being pushed down the stairs and breaking his neck.

My Knicks are just a single case of why the NBA game has the rhythm of a wino playing the drums while drooling on his thighs. Most teams can’t spread the floor, pass the ball around, consistently find the open man, or know when and where to shoot a three. Too many teams have players who try to go one-on-five. Not just in the fourth quarter, but every time they touch the ball.

Speaking of guilty feet have got no rhythm, Mark Sanchez's Butt Fumble, November 22, 2012. (http://huffingtonpost.com).

Speaking of “guilty feet have got no rhythm,” Mark Sanchez’s Butt Fumble, November 22, 2012. (http://huffingtonpost.com).

So when I hear others say how boring the Spurs are, I just think “You don’t know anything about the game.” The Spurs are the closest thing we have right now to the NBA game prior to Michael Jordan’s second retirement in ’98. It’s NBA-light compared to my ’90s bruising Knicks, much less the Lakers and Celtics of the ’80s or the Celtics of the ’60s. Those teams had John Coltrane rhythm with Savion Glover tap-dancing skills.

Maybe it’s just that the league needs to shrink, to maximize talent. I’d get rid of Orlando, Charlotte, New Orleans, Minnesota and Atlanta in a New York minute. But that would just concentrate more athletic talent on fewer teams. It would do nothing to make these teams play like teams.

Some would say that it’s all part of this era of hip-hop and rap, this selfish and self-centered way of thinking about life and sports. Football players seem to have the sense that they’re part of teams, though. Bottom line: maybe it’s time for the NBA to hire dance instructors and a jazz ensemble.

CMU “Pope Girl” Update # 2

12 Wednesday Jun 2013

Posted by decollins1969 in 1, Carnegie Mellon University, Christianity, culture, Pittsburgh, Religion

≈ Leave a comment

Tags

CMU, Pittsburgh Post-Gazette, Pope Girl, Public Nudity


I was wondering why my Carnegie Mellon blog post on Spring Carnival and the “Pope Girl” was trending again, and then I saw this, courtesy of Kaitlynn Riely of the Pittsburgh Post-Gazette on Monday, June 10:

“A Carnegie Mellon University student who dressed as a naked pope and another who portrayed a naked astronaut during an on-campus art parade in April will have their indecent-exposure charges withdrawn so long as they each complete 80 hours of community service.

The agreement, struck by CMU, the district attorney’s office and the students, was ‘a great result’ for Katherine B. O’Connor, 19, and Robb S. Godshaw, 22, who had been scheduled for preliminary hearings Monday morning, said attorney Jon Pushinsky, who represented Ms. O’Connor on behalf of the American Civil Liberties Union.”

O’Connor, a.k.a. “Pope Girl,” and Godshaw must complete their community service in 120 days. Good for them. Now the ACLU can get back to PRISM, NSA and the Obama Administration.

Read more: http://www.post-gazette.com/stories/news/education/2-cmu-students-accept-community-service-for-parade-nudity-691108/#ixzz2W0JvhenV

Road to My Memoir, Part 2: Multiculturalism

08 Saturday Jun 2013

Posted by decollins1969 in 1, Academia, Boy @ The Window, Carnegie Mellon University, culture, Eclectic, Mount Vernon High School, Mount Vernon New York, New York City, Pittsburgh, Politics, Pop Culture, race, University of Pittsburgh, Youth

≈ Leave a comment

Tags

Ability Grouping, Academic Historian, Academic Writing, Afrocentricity, Barbara Sizemore, Comparative Slavery, Elaine, Humanities, Jeannie Oakes, Joyce Harrington, Keeping Track (1985), Multicultural Education, Multiculturalism, Pitt, Pittsburgh Public Schools, Sociology, Tracking


When I wrote about this long path to Boy @ The Window last month, I figured that it would take three posts in all to discuss the path. But the road’s shown itself to be longer — and more convoluted — than I anticipated.

So I never did write my book about being on welfare, dehumanization and welfare policy. I found a much more interesting subject to take up the following year, in the summer of ’90. I decided to take the late Barbara Sizemore’s research methods course in Black Studies that fall, to move beyond my history courses, as I’d already taken enough of them to have fulfilled my major.

I wanted to look at the re-segregation of desegregated schools through tracking or ability grouping, specifically in Mount Vernon’s public schools. The book that brought me to this topic was Jeannie Oakes’ masterpiece Keeping Track: How School Structure Inequality (1985). It had begun to turn my mind away from slavery as a long-term history project (perhaps one I would’ve pursued in doing my master’s papers or doctoral research) and toward history of education and racial inequality.

Oakes’ main argument was that school desegregation was a mixed bag of success and failure precisely because of the fact that with tracking by academic “ability,”disadvantaged Black students and advantaged White students would seldom meet in the same classrooms. That made me think of my still recent experiences with the Humanities Program in middle school and high school. After all, a school district that was three-quarters Black, Afro-Caribbean and Hispanic had a magnet program that was about sixty percent White during my six years in Humanities.

I spent that summer — when I wasn’t working — at Mount Vernon Public Library, NYU’s Bobst Library, and New York Public Library giving myself a stronger background on this topic. I met with the former MVHS Humanities coordinator Joyce Flanagan (who had become Harrington by then) about getting more specific demographic data about the program by class year and school (Pennington-Grimes ES, A.B. Davis Middle School and MVHS). Much of the data had already been destroyed, Harrington confided. The data she did give me, while informative, wasn’t enough to do even a watered down version of what Oakes did for Keeping Track (she interviewed 14,000 students and teachers in all).

I ended up doing my research project on Pittsburgh Public Schools and their International Baccalaureate programs at Schenley and Allderdice HS. It was a solid paper, an easy A compared to my comparative slavery paper for Drescher’s graduate course the semester before. But it wasn’t enough for me.

In the course of building up my knowledge on segregation, suburban schools, urban school districts, and community control, I stumbled onto books about multicultural education. I wanted to learn more, so I took a sociology course my final undergraduate semester on the sociology of race and ethnicity (there weren’t any education courses that focused on either race or multiculturalism at Pitt in ’91).

The turning point came with my friend Elaine, who knew of my interest in the topic. She was the one who had informed me of a growing controversy with New York State’s newly proposed history curriculum, one in which the ideas of multicultural education had played a key role. That work the summer before grad school, that work to understand why there was any controversy at all, led me to finding out more about cultural pluralism and its history. This then led to the role of Black intellectuals and educators in applying cultural pluralism, the differences between multiculturalism, multicultural education and Afrocentricity.

I had my dissertation topic in broad strokes before I’d taken any courses as a master’s student (not counting the comparative slavery class). But in the process of moving from re-segregation and Jeannie Oakes to multiculturalism, I’d moved from a wide-eyed student of everything that related to my life at age twenty to an aspiring academician, a historian of educational and cultural ideas.

I’d taken the first steps to bury myself in academic writing and thinking, without fully understanding why I cared about multiculturalism in the first place. It took me a decade to figure out that the lack of understanding of diversity in Humanities was part of what made it a bittersweet experience for me, an experience that drove me toward multiculturalism as a research topic. It took ten years before I realized that my pursuit of multiculturalism in Black Washington, DC was my way of dealing with my own past without any emotion. Multiculturalism took me further away from the writer (and historian) I wanted to be, even as I earned my doctorate on the topic.

← Older posts

Boy @ The Window: A Memoir

Boy @ The Window: A Memoir

Places to Buy/Download Boy @ The Window

There's a few ways in which you can read excerpts of, borrow and/or purchase and download Boy @ The Window. There's the trade paperback edition of Boy @ The Window, available for purchase via Amazon.com at http://www.amazon.com/Boy-Window-Donald-Earl-Collins/dp/0989256138/

There's also a Kindle edition on Amazon.com. The enhanced edition can be read only with Kindle Fire, an iPad or a full-color tablet. The links to the enhanced edition through Apple's iBookstore and the Barnes & Noble NOOK edition are below. The link to the Amazon Kindle version is also immediately below:

scr2555-proj697-a-kindle-logo-rgb-lg

Boy @ The Window on Amazon.com: http://www.amazon.com/Boy-The-Window-Memoir-ebook/dp/B00CD95FBU/

iBookstore-logo-300x100

Boy @ The Window on Apple's iBookstore: https://itunes.apple.com/us/book/boy-the-window/id643768275?ls=1

Barnes & Noble (bn.com) logo, June 26, 2013. (http://www.logotypes101.com).

Boy @ The Window on Barnes & Noble: http://www.barnesandnoble.com/w/boy-the-window-donald-earl-collins/1115182183?ean=2940016741567

You can also add, read and review Boy @ The Window on Goodreads.com. Just click on the button below:

Boy @ The Window

Twitter Updates

  • @moorehn ✋🏾this, for me, when I 12, too many adult roles. 4 minutes ago
  • RT @moorehn: Just going to re-up this because remember: A 16-year-old cannot have agency in a world of adults. They don't even have full le… 6 minutes ago
  • RT @DavidDTSS: Is this…a good thing? Lol twitter.com/cnnpolitics/st… 6 minutes ago
  • RT @polumechanos: 3LW in 2000 🤝 my TL @ Biden in 2021 https://t.co/sg8rsC9SlT 6 minutes ago
  • RT @mdawriter: All of these Twitter threads from teachers / professors pouring out their hearts about how they respect Ss privacy but teach… 7 minutes ago
  • RSS - Posts
  • RSS - Comments

Archives

  • February 2021
  • January 2021
  • December 2020
  • November 2020
  • October 2020
  • September 2020
  • August 2020
  • July 2020
  • May 2020
  • April 2020
  • March 2020
  • January 2020
  • December 2019
  • November 2019
  • August 2019
  • July 2019
  • June 2019
  • May 2019
  • April 2019
  • March 2019
  • February 2019
  • January 2019
  • December 2018
  • November 2018
  • October 2018
  • September 2018
  • August 2018
  • July 2018
  • June 2018
  • May 2018
  • March 2018
  • February 2018
  • January 2018
  • December 2017
  • November 2017
  • October 2017
  • September 2017
  • August 2017
  • July 2017
  • June 2017
  • May 2017
  • April 2017
  • March 2017
  • February 2017
  • January 2017
  • December 2016
  • November 2016
  • October 2016
  • September 2016
  • August 2016
  • July 2016
  • June 2016
  • May 2016
  • April 2016
  • March 2016
  • February 2016
  • January 2016
  • December 2015
  • November 2015
  • October 2015
  • September 2015
  • August 2015
  • July 2015
  • June 2015
  • May 2015
  • April 2015
  • March 2015
  • February 2015
  • January 2015
  • December 2014
  • November 2014
  • October 2014
  • September 2014
  • August 2014
  • July 2014
  • June 2014
  • May 2014
  • April 2014
  • March 2014
  • February 2014
  • January 2014
  • December 2013
  • November 2013
  • October 2013
  • September 2013
  • August 2013
  • July 2013
  • June 2013
  • May 2013
  • April 2013
  • March 2013
  • February 2013
  • January 2013
  • December 2012
  • November 2012
  • October 2012
  • September 2012
  • August 2012
  • July 2012
  • June 2012
  • May 2012
  • April 2012
  • March 2012
  • February 2012
  • January 2012
  • December 2011
  • November 2011
  • October 2011
  • September 2011
  • August 2011
  • July 2011
  • June 2011
  • May 2011
  • April 2011
  • March 2011
  • February 2011
  • January 2011
  • December 2010
  • November 2010
  • October 2010
  • September 2010
  • August 2010
  • July 2010
  • June 2010
  • May 2010
  • April 2010
  • March 2010
  • February 2010
  • January 2010
  • December 2009
  • November 2009
  • October 2009
  • September 2009
  • August 2009
  • July 2009
  • June 2009
  • May 2009
  • April 2009
  • March 2009
  • February 2009
  • January 2009
  • December 2008
  • November 2008
  • October 2008
  • September 2008
  • August 2008
  • July 2008
  • June 2008
  • May 2008
  • April 2008
  • March 2008
  • February 2008
  • January 2008
  • December 2007
  • November 2007
  • October 2007
  • September 2007
  • August 2007
  • July 2007
  • June 2007

Blogroll

  • Kimchi and Collard Greens
  • Thinking Queerly: Schools, politics and culture
  • Website for My First Book and Blog
  • WordPress.com

Recent Comments

BARRrr on Why Ferengi Are Jewish & T…
Kelly on Middle School Teachers, Middle…
decollins1969 on Why Ferengi Are Jewish & T…

NetworkedBlogs on Facebook

NetworkedBlogs
Blog:
Notes From a Boy @ The Window
Topics:
My Life, Culture & Education, Politics & Goofyness
 
Follow my blog

616 616 East Lincoln Avenue A.B. Davis Middle School Abuse Academia Academy for Educational Development Afrocentricity American Narcissism Authenticity Bigotry Blackness Boy @ The Window Carnegie Mellon University Child Abuse Class of 1987 CMU Coping Strategies Crush #1 Crush #2 Death Disillusionment Diversity Domestic Violence Economic Inequality Education Family Friendship Friendships Graduate School Hebrew-Israelites High-Stakes Testing Higher Education History Homelessness Humanities Humanities Program Hypocrisy Institutional Racism Internalized Racism Jealousy Joe Trotter Joe William Trotter Jr. K-12 Education Love Manhood Maurice Eugene Washington Maurice Washington Misogyny Mother-Son Relationship Mount Vernon High School Mount Vernon New York Mount Vernon public schools Multiculturalism MVHS Narcissism NFL Pitt Pittsburgh Politics of Education Poverty President Barack Obama Race Racial Stereotypes Racism Relationships Self-Awareness Self-Discovery Self-Reflection Sexism Social Justice Teaching and Learning University of Pittsburgh Violence Whiteness Writing

Top Rated

Blog at WordPress.com.

Cancel

 
Loading Comments...
Comment
    ×