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Raising race questions : whiteness and inquiry in education / Ali Michael ; foreword by Shaun R. Harper.

By: Michael, Ali.
Material type: TextTextSeries: Practitioner inquiry series: Publisher: New York : Teachers College Press, 2015Description: xv, 173 pages ; 24 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9780807755990 (pbk. : alk. paper); 0807755990 (pbk. : alk. paper); 9780807756003 (hardcover : alk. paper); 0807756008 (hardcover : alk. paper).Subject(s): Whites -- Race identity -- Study and teaching -- United States | Multicultural education -- United States | Race awareness -- Study and teaching -- United States | Racism in education -- United States | United States -- Race relations | Blacks -- Race identity -- Study and teaching -- United StatesDDC classification: 370.1170973
Contents:
Introduction : white teaching, whole classrooms. Guiding principles of this book ; In the field ; Road map for the book ; Teachers -- Raising race questions and managing the inquiry impasse. Questions about teaching, pedagogy, and logistics ; Questions about students as racial beings ; Questions about oneself as a teacher ; The inquiry impasse ; Strategies for raising race questions -- Racial identity is not just another tool, it's the toolbox. What's positive about being white? : teacher racial identity matters ; Navigating racial adolescence ; Strengthening the toolbox : building a positive white racial identity -- A multicultural curriculum is not sufficient for building an antiracist classroom. The students have windows and mirrors, but they still don't fit in . . . . : building an antiracist kindergarten ; The curriculum is multicultural, but the AP class is not building an antiracist classroom -- Talking about race in the classroom. Challenging the idea that talking about race is racist ; Racial socialization -- From theory to practice to theory : facilitating inquiry. Keeping the focus on race ; Storytelling ; Tracking, both internal and external ; Support and confront ; Strengthen your own toolbox ; Learning from conflict ; Group dynamics ; Nuts and bolts -- Appendix A : responses from teachers -- Appendix B : resources for use in race inquiry -- Appendix C : research models.
Summary: Provides a process for developing questions about race that eead to growth and change, as well as a vision for where engagement with race questions might lead.
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Item type Current location Call number Status Date due Barcode
Book University of Texas At Tyler
Stacks - 3rd Floor
LC212.2 .M54 2015 (Browse shelf) Available 0000002074284

Includes bibliographical references and index.

Introduction : white teaching, whole classrooms. Guiding principles of this book ; In the field ; Road map for the book ; Teachers -- Raising race questions and managing the inquiry impasse. Questions about teaching, pedagogy, and logistics ; Questions about students as racial beings ; Questions about oneself as a teacher ; The inquiry impasse ; Strategies for raising race questions -- Racial identity is not just another tool, it's the toolbox. What's positive about being white? : teacher racial identity matters ; Navigating racial adolescence ; Strengthening the toolbox : building a positive white racial identity -- A multicultural curriculum is not sufficient for building an antiracist classroom. The students have windows and mirrors, but they still don't fit in . . . . : building an antiracist kindergarten ; The curriculum is multicultural, but the AP class is not building an antiracist classroom -- Talking about race in the classroom. Challenging the idea that talking about race is racist ; Racial socialization -- From theory to practice to theory : facilitating inquiry. Keeping the focus on race ; Storytelling ; Tracking, both internal and external ; Support and confront ; Strengthen your own toolbox ; Learning from conflict ; Group dynamics ; Nuts and bolts -- Appendix A : responses from teachers -- Appendix B : resources for use in race inquiry -- Appendix C : research models.

Provides a process for developing questions about race that eead to growth and change, as well as a vision for where engagement with race questions might lead.

Reviews provided by Syndetics

CHOICE Review

Michael (Center for the Study of Race and Equity in Education, Univ. of Pennsylvania) offers readers a practical text based on her work doing "race inquiry" with teachers. Drawing on the experiences of six white teachers who vary in age, experience, and background, Michael aims to share with readers what these teachers have learned about race and how race operates in relationships with students and their parents. Her presentation is guided by four principles she believes to be key to developing the tools to become "racially competent" (e.g., develop healthy cross-racial relationships) and equipped to examine race. A key assumption is that whites must adopt a positive racial identity by engaging in anti-racist inquiry and practices. The book is similar in orientation to a broad range of practical, education-related whiteness studies, including Kenneth James Fasching-Varner's Working through Whiteness (CH, Oct'13, 51-1001) and Angelina E. Castagno's Educated in Whiteness (CH, Feb'15, 52-3227). The book does not engage with critiques of whiteness studies or theorize about the nature and origin of racism; though it draws on whiteness theory that has become popular since the 1990s, the book is mainly practical in scope and most valuable when discussing examples from the six teachers. Overall, Michael's text is inviting, well written, and logically organized. Summing Up: Recommended. Professionals and practitioners. --Mark J. Garrison, D'Youville College

Author notes provided by Syndetics

Ali Michael is Director of K-12 Consulting and Professional Development at the Center for the Study of Race and Equity in Education at the University of Pennsylvania. She is also the Director and co-founder of the Race Institute for K-12 Educators.

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