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xiv Introduction authors tackle call-ins—an event hosted by law-enforcement and human- service organizations whose stated purposes are to curb violence and assist people in making better life choices. The authors call for the same time of transparency and accountability of law-enforcement officials and others blessed with the public trust. Absent from many discussions about the militarization, occupation, and segregation of communities of color are discussions about the unique experiences of black women. Melinda Jackson, Castel Sweet, and Dari Green place the experiences of black women front and center in chap- ter 7, “The Effects of Hurricane Katrina on Black Women: Understand- ing Women’s Fear through an Intersectional Lens.” The authors provide a deeper understanding of the experiences and insights of black women as we continue to remember the days of despair ten years after Hurricane Katrina. Analyzing women’s complex identities and experiences speaks to wider concerns of race, gender, and class inequality and gives voice to the most vulnerable. The authors explore the effects of Hurricane Katrina on the lives of African American women residents of New Orleans during August 2005. Jackson, Sweet, and Green ask important questions, includ- ing how hard is it for those women to recall the experiences of Katrina as its tenth anniversary approaches? In chapter 8, “Hand Over Minority Economies (H.O.M.E): Examining the Persistent Waves of Divesting, Dismantling, and Devaluing of Black Bodies in America,” Tifanie Pulley and Lori Latrice Martin argue that black bodies in America are subjected to three persistent waves of divest- ing, dismantling, and devaluing no matter where they are located within the social hierarchy. Pulley and Martin outline these waves in terms of minority economies characterized by asset ownership, education, political power and influence, and the criminal justice system. In this chapter, the authors also discuss the effects of the waves of divesting, dismantling, and devaluing of black bodies that African Americans need to acknowledge when calling America “home.” The chapter also includes an important discussion about race and the conflicting perceptions of “black bodies” in a postracial America. Chapter 9, “Giving Students Voice: Book Dealing and Discussions That Build a Broken Community,” Susan Densmore-James offers an Emotional Intelligence theoretical framework for understanding the importance of building a literacy-rich community of learners who can learn tolerance through literature. Within this framework, research-based educational strategies are provided that simultaneously equip teachers and students to consider multiple views related to race, ethnic, and social economic issues. Through this method of teaching and learning, educators are encouraged