Everyday antiracism : getting real about race in school /
How should teachers respond when children ask challenging questions about race? How should teachers handle the use of the "N-word" or discuss "achievement gaps" with colleagues? How can teachers avoid unwittingly making children of color speak on behalf of their entire group? In...
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| Format: | Book |
| Language: | English |
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New York ; London :
The New Press,
2008.
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MARC
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| 245 | 0 | 0 | |a Everyday antiracism : |b getting real about race in school / |c edited by Mica Pollock. |
| 264 | 1 | |a New York ; |a London : |b The New Press, |c 2008. | |
| 264 | 4 | |c ©2008 | |
| 300 | |a xxii, 389 pages ; |c 24 cm | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a unmediated |b n |2 rdamedia | ||
| 338 | |a volume |b nc |2 rdacarrier | ||
| 520 | |a How should teachers respond when children ask challenging questions about race? How should teachers handle the use of the "N-word" or discuss "achievement gaps" with colleagues? How can teachers avoid unwittingly making children of color speak on behalf of their entire group? In more than fifty original pieces, this book offers practical advice for teachers and parents. Leading educators describe concrete ways to analyze classroom interactions that may or may not be "racial," deal with racial inequality and "diversity," and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments to valuing students' home worlds and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine everyday issues of race and opportunity in their own classrooms and schools.-- |c Publisher's description. | ||
| 504 | |a Includes bibliographical references (pages 361-380) and index. | ||
| 505 | 0 | |8 1.1\x |a Introduction: Defining everyday antiracism -- SECTION A. Race categories: we are all the same, but our lives are different -- PART I. Remember that racial categories are not biological realities -- 1. Exposing race as an obsolete biological concept / Alan H. Goodman -- 2. No brain is racial / Mica Pollock -- 3. Getting rid of the word "Caucasian" / Carol C. Mukhopadhyay -- PART II. Get ready to talk about a racialized society -- 4. Beginning courageous conversations about race / Glenn E. Singleton and Cyndie Hays -- 5. Talking precisely about equal opportunity / Mica Pollock -- 6. Nice is not enough: defining caring for students of color / Sonia Nieto -- PART III. Remember that people do not fit neatly and easily into racial groups -- 7. Following children's leads in conversations about race / Kimberly Chang and Rachel Conrad -- 8. Observing students sharing language / Ben Rampton -- PART IV. Remember that people are treated as racial group members and need to examine that experience -- 9. Strengthening student identity in school programs / Patricia Gándara -- 10. Uncovering internalized oppression / Angela Valenzuela -- 11. Helping students see each other's humanity / L. Janelle Dance -- PART V. Emphasize individuality -- 12. Constructing colorblind classrooms / Samuel R. Lucas -- 13. Knowing students as individuals / Joshua Aronson -- 14. Showing students who you are / Heather M. Pleasants -- | |
| 505 | 0 | |8 1.2\x |a SECTION B. How opportunities are provided and denied inside schools -- PART VI. Remember that students experience racially unequal expectations about their brainpower -- 15. Helping students of color meet high standards / Ronald F. Ferguson -- 16. Providing supportive feedback / Geoffrey L. Cohen -- PART VII. Counter racially patterned skill gaps -- 17. Teaching and transcending basic skills / Amanda Taylor -- 18. Grouping in detracked classrooms / Beth C. Rubin -- PART VIII. Help students gain fluency in "standard" behaviors while honoring the "nonstandard" behaviors they already have -- 19. Standards vs. "standard" knowledge / Edmund T. Hamann -- 20. Valuing nonstandard English / John Baugh -- 21. Teaching students fluency in multiple cultural codes / Prudence Carter -- PART IX. Defy racially based notions of potential careers and contributions -- 22. Challenging cultural stereotypes of "scientific ability" / Maria Ong -- 23. Finding role models in the community / Meira Levinson -- PART X. Analyze racial disparities in opportunities to learn -- 24. Providing equal access to "gifted" education / Karolyn Tyson -- 25. What discipline is for: connecting students to the benefits of learning / Pedro A. Noguera -- | |
| 505 | 0 | |8 1.3\x |a SECTION C. Curriculum that asks crucial questions about race -- PART XI. Create curriculum that invites students to explore complex identities and consider racial group experiences -- 26. Using photography to explore racial identity / Alexandra Lightfoot -- 27. Exploring racial identity through writing / Jennifer A. Mott-Smith -- 28. Involving students in selecting reading materials / Christine E. Sleeter -- PART XII. Create curriculum that analyzes opportunity denial -- 29. Teaching critical analysis of racial oppression / Jeff Duncan-Andrade -- 30. Using critical hip-hop in the curriculum / Ernest Morrell -- 31. Engaging youth in participatory inquiry for social justice / María Elena Torre and Michelle Fine -- PART XIII. Create curriculum that represents a diverse range of people thoroughly and complexly -- 32. Arab visibility and invisibility / Thea Abu El-Haj -- 33. Evaluating images of groups in your curriculum / Teresa L. McCarty -- 34. Teaching representations of cultural difference through film / Sanjay Sharma -- 35. What is on your classroom wall? Problematic posters / Donna Deyhle -- 36. Teaching racially sensitive literature / Jocelyn Chadwick -- PART XIV. Create curriculum that discusses history accurately and thoroughly -- 37. Making race relevant in all-white classrooms: using local history / Mara Tieken -- 38. Teaching facts, not myths, about Native Americans / Paoul Ongtooguk and Claudia S. Dybdahl -- | |
| 505 | 0 | |8 1.4\x |a SECTION D. Race and the school experience: the need for inquiry -- PART XV. Investigate learning experiences in your classroom -- 39. Inviting students to analyze their learning experience / Makeba Jones and Susan Yonezawa -- 40. Interrogating students' silences / Katherine Schultz -- 41. Questioning "cultural" explanations of classroom behaviors / Doug Foley -- 42. Creating safe spaces in predominantly white classrooms / Pamela Perry -- 43. On spotlighting and ignoring racial group members in the classroom / Dorinda J. Carter -- PART XVI. Spearhead conversations with students about racism in their lives and yours -- 44. Racial incidents as teachable moments / Lawrence Blum -- 45. Debating racially charged topics / Ian F. Haney López -- 46. Developing antiracist school policy / David Gillborn -- PART XVII. Talk thoroughly with colleagues about race and achievement -- 47. Focusing on student learning / John B. Diamond -- 48. Moving beyond quick "cultural" explanations / Vivian Louie -- 49. Naming the racial hierarchies that arise during school reforms / Rosemary Henze -- 50. Spearheading school-wide reform / Willis D. Hawley -- PART XVIII. Analyze, with colleagues and students, how your race affects your teaching -- 51. Responding to the "N-word" / Wendy Luttrell -- 52. Engaging diverse groups of colleagues in conversation / Alice McIntyre -- 53. Locating yourself for your students / Priya Parmar and Shirley Steinberg -- 54. Expanding definitions of "good teaching" / Lee Anne Bell -- | |
| 505 | 0 | |8 1.5\x |a SECTION E. Engaging communities for real -- PART XIX. Inquire fully about home communities -- 55. Valuing students' home worlds / Eugene E. García -- 56. Getting to know students' communities / Leisy Wyman and Grant Kashatok -- 57. Helping students research their communities / Kathleen Cushman -- PART XX. Discuss parents' experiences of racially unequal opportunity -- 58. Cultivating the trust of Black parents / Beverly Daniel Tatum -- 59. Helping parents fight stereotypes about their children / Janie Victoria Ward -- 60. Informing parents about available opportunities / Roslyn Arlin Mickelson and Linwood H. Cousins -- | |
| 505 | 0 | |8 1.6\x |a SECTION F. Keeping it going -- PART XXI. Struggle to change a system that is unequal, while working within it -- 61. Resisting the "lone hero" stance / Audrey Thompson -- 62. Recognizing the likelihood of reproducing racism / Eduardo Bonilla-Silva and David G. Embrick -- 63. Staying hopeful / Ronald David Glass -- 64. What is next? / Mica Pollock. | |
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| 650 | 0 | |a Educational equalization |z United States. | |
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