Everyday antiracism : getting real about race in school

著者

書誌事項

Everyday antiracism : getting real about race in school

edited by Mica Pollock

New Press , Distributed by W.W. Norton, c2008

  • : pbk

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

Which acts by educators are racist' and which are 'antiracist'? How can an educator constructively discuss complex issues of race with students and colleagues? In Everyday Antiracism leading educators deal with the most challenging questions about race in school, offering invaluable and effective advice.'

目次

Contents Acknowledgments xi Suggestions for Using This Book xiii Introduction: Defining Everyday Antiracism xvii SECTION A RACE CATEGORIES: WE ARE ALL THE SAME, BUT OUR LIVES ARE DIFFERENT 1 Part I: Remember That Racial Categories Are Not Biological Realities 3 1. Exposing Race as an Obsolete Biological Concept Alan H. Goodman 4 2. No Brain Is Racial Mica Pollock 9 3. Getting Rid of the Word “Caucasian” Carol C. Mukhopadhyay 12 Part II: Get Ready to Talk about a Racialized Society 17 4. Beginning Courageous Conversations about Race Glenn E. Singleton and Cyndie Hays 18 5. Talking Precisely about Equal Opportunity Mica Pollock 24 6. Nice Is Not Enough: Defining Caring for Students of Color Sonia Nieto 28 Part III: Remember That People Do Not Fit Neatly and Easily into Racial Groups 33 7. Following Children's Leads in Conversations about Race Kimberly Chang and Rachel Conrad 34 8. Observing Students Sharing Language Ben Rampton 39 Part IV: Remember That People Are Treated as Racial Group Members and Need to Examine That Experience 43 9. Strengthening Student Identity in School Programs Patricia Gándara 44 10. Uncovering Internalized Oppression Angela Valenzuela 50 11. Helping Students See Each Other's Humanity L. Janelle Dance 56 Part V: Emphasize Individuality 61 12. Constructing Colorblind Classrooms Samuel R. Lucas 62 13. Knowing Students as Individuals Joshua Aronson 67 14. Showing Students Who You Are Heather M. Pleasants 70 SECTION B HOW OPPORTUNITIES ARE PROVIDED AND DENIED INSIDE SCHOOLS 75 Part VI: Remember That Students Experience Racially Unequal Expectations about Their Brainpower 77 15. Helping Students of Color Meet High Standards Ronald F. Ferguson 78 16. Providing Supportive Feedback Geoffrey L. Cohen 82 Part VII: Counter Racially Patterned Skill Gaps 85 17. Teaching and Transcending Basic Skills Amanda Taylor 86 18. Grouping in Detracked Classrooms Beth C. Rubin 90 Part VIII: Help Students Gain Fluency in “Standard” Behaviors While Honoring the “Nonstandard” Behaviors They Already Have 97 19. Standards vs.“Standard” Knowledge Edmund T. Hamann 98 20. Valuing Nonstandard English John Baugh 102 21. Teaching Students Fluency in Multiple Cultural Codes Prudence Carter 107 Part IX: Defy Racially Based Notions of Potential Careers and Contributions 113 22. Challenging Cultural Stereotypes of “Scientific Ability” Maria Ong 114 23. Finding Role Models in the Community Meira Levinson 120 Part X: Analyze Racial Disparities in Opportunities to Learn 125 24. Providing Equal Access to “Gifted” Education Karolyn Tyson 126 25. What Discipline Is For: Connecting Students to the Benefits of Learning Pedro A. Noguera 132 SECTION C CURRICULUM THAT ASKS CRUCIAL QUESTIONS ABOUT RACE 139 Part XI: Create Curriculum That Invites Students to Explore Complex Identities and Consider Racial Group Experiences 141 26. Using Photography to Explore Racial Identity Alexandra Lightfoot 142 27. Exploring Racial Identity Through Writing Jennifer A. Mott-Smith 146 28. Involving Students in Selecting Reading Materials Christine E. Sleeter 150 Part XII: Create Curriculum That Analyzes Opportunity Denial 155 29. Teaching Critical Analysis of Racial Oppression Jeff Duncan-Andrade 156 30. Using Critical Hip-Hop in the Curriculum Ernest Morrell 161 31. Engaging Youth in Participatory Inquiry for Social Justice María Elena Torre and Michelle Fine 165 Part XIII: Create Curriculum That Represents a Diverse Range of People Thoroughly and Complexly 173 32. Arab Visibility and Invisibility Thea Abu El-Haj 174 33. Evaluating Images of Groups in Your Curriculum Teresa L. McCarty 180 34. Teaching Representations of Cultural Difference Through Film Sanjay Sharma 186 35. What Is on Your Classroom Wall? Problematic Posters Donna Deyhle 191 36. Teaching Racially Sensitive Literature Jocelyn Chadwick 195 Part XIV: Create Curriculum That Discusses History Accurately and Thoroughly 199 37. Making Race Relevant in All-White Classrooms: Using Local History Mara Tieken 200 38. Teaching Facts, Not Myths, about Native Americans Paul Ongtooguk and Claudia S. Dybdahl 204 SECTION D RACE AND THE SCHOOL EXPERIENCE: THE NEED FOR INQUIRY 209 Part XV: Investigate Learning Experiences in Your Classroom 211 39. Inviting Students to Analyze Their Learning Experience Makeba Jones and Susan Yonezawa 212 40. Interrogating Students' Silences Katherine Schultz 217 41. Questioning “Cultural” Explanations of Classroom Behaviors Doug Foley 222 42. Creating Safe Spaces in Predominantly White Classrooms Pamela Perry 226 43. On Spotlighting and Ignoring Racial Group Members in the Classroom Dorinda J. Carter 230 Part XVI: Spearhead Conversations with Students about Racism in Their Lives and Yours 235 44. Racial Incidents as Teachable Moments Lawrence Blum 236 45. Debating Racially Charged Topics Ian F. Haney López 242 46. Developing Antiracist School Policy David Gillborn 246 Part XVII: Talk Thoroughly with Colleagues about Race and Achievement 253 47. Focusing on Student Learning John B. Diamond 254 48. Moving Beyond Quick “Cultural” Explanations Vivian Louie 257 49. Naming the Racial Hierarchies That Arise During School Reforms Rosemary Henze 262 50. Spearheading School-wide Reform Willis D. Hawley 267 Part XVIII: Analyze, with Colleagues and Students, How Your Race Affects Your Teaching 273 51. Responding to the “N-Word” Wendy Luttrell 274 52. Engaging Diverse Groups of Colleagues in Conversation Alice McIntyre 279 53. Locating Yourself for Your Students Priya Parmar and Shirley Steinberg 283 54. Expanding Definitions of “Good Teaching” Lee Anne Bell 287 SECTION E ENGAGING COMMUNITIES FOR REAL 291 Part XIX: Inquire Fully about Home Communities 293 55. Valuing Students' Home Worlds Eugene E. García 294 56. Getting to Know Students' Communities Leisy Wyman and Grant Kashatok 299 57. Helping Students Research Their Communities Kathleen Cushman 305 Part XX: Discuss Parents' Experiences of Racially Unequal Opportunity 309 58. Cultivating the Trust of Black Parents Beverly Daniel Tatum 310 59. Helping Parents Fight Stereotypes about Their Children Janie Victoria Ward 314 60. Informing Parents about Available Opportunities Roslyn Arlin Mickelson and Linwood H. Cousins 318 SECTION F KEEPING IT GOING 325 Part XXI: Struggle to Change a System That Is Unequal, While Working Within It 327 61. Resisting the “Lone Hero” Stance Audrey Thompson 328 62. Recognizing the Likelihood of Reproducing Racism Eduardo Bonilla-Silva and David G. Embrick 334 63. Staying Hopeful Ronald David Glass 337 64. What Is Next? Mica Pollock 341 Complete List of Everyday Antiracist Strategies 343 Notes 349 Reference List 361 Index 381

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