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Race and Education Primer by Aaron David Gresson Pdf
The Race and Education Primer introduces its topic as perspective, policy and pedagogy. It provides a thematic introduction to the guiding beliefs and major practices in the field, with a special emphasis on critical, recurring themes. These include race and intelligence, the education gap, teacher education and cultural competence. Approaching race and education in global context, the primer covers topics of interest to both novice and advanced students. A glossary and suggested readings and resources add to the volume's value for students new to the field.
Education and Racism by Zeus Leonardo,W. Norton Grubb Pdf
Education and Racism is a concise and easily accessible primer for introducing undergraduate and graduate students to the field of race and education. Designed for introductory courses, each chapter provides an overview of a main issue or dilemma in the research on racial inequality and education and the particular approaches that have been offered to explain or address them. Theme-oriented chapters include curriculum, school (re)segregation, and high stakes testing as well as discussions on how racism intersects with other forms of marginality, like socio-economic status. The focus on particular educational themes is the strength of this book as it paints a portrait of the systematic nature of racism. It surveys multiple approaches to racism and education and places them in conversation with one another, incorporating both classical as well as contemporary theories. Although conceptually rich and dense with critical perspectives and empirical study, the book uses clear and transparent language throughout for easy comprehension. Perfect for courses in Multicultural Education, Sociology of Education, Ethnic Studies and more, Education and Racism is the ideal primer for engaging students new to race and education without sacrificing the content for those who are already familiar with the field.
Education and Racism by Zeus Leonardo,W. Norton Grubb Pdf
Education and Racism is a concise and easily accessible primer for introducing undergraduate and graduate students to the field of race and education. Designed for introductory courses, each chapter provides an overview of a main issue or dilemma in the research on racial inequality and education and the particular approaches that have been offered to explain or address them. Theme-oriented chapters include curriculum, school (re)segregation, and high stakes testing as well as discussions on how racism intersects with other forms of marginality, like socio-economic status. The focus on particular educational themes is the strength of this book as it paints a portrait of the systematic nature of racism. It surveys multiple approaches to racism and education and places them in conversation with one another, incorporating both classical as well as contemporary theories. Although conceptually rich and dense with critical perspectives and empirical study, this expanded edition contains several powerful vignettes that illustrate the commanding roles racism and structural inequality continue to play in the classroom. Perfect for courses in Multicultural Education, Sociology of Education, Ethnic Studies and more, Education and Racism is the ideal primer for engaging students new to race and education without sacrificing the content for those who are already familiar with the field.
This highly-readable primer on Critical Race Theory (CRT) examines the theory's basic commitments, strengths, and weaknesses. In addition to serving as a primary text for graduate and undergraduate Critical Race Theory seminars or courses on Race and the Law, it can also be assigned in courses on Antidiscrimination Law, Civil Rights, and Law and Society. The book can be used by any reader seeking to understand the relationship between constructions of race and the law. The text consists of four Parts. Part I provides a history of CRT. Part II introduces and explores several core concepts in the theory--including institutional/structural racism, implicit bias, microaggressions, racial privilege, the relationship between race and class, and intersectionality. Part III builds on Part II's discussion of intersectionality by exploring the intersection of race with a variety of other characteristics--including sexuality and gender identity, religion, and ability. Part IV analyzes several contemporary issues to which CRT speaks--including racial disparities in health, affirmative action, the criminal justice system, the welfare state, and education.
What is the link, if any, between race and disease? How did the term baster as ‘mixed race’ come to be mistranslated from ‘incest’ in the Hebrew Bible? What are the roots of racial thinking in South African universities? How does music fall on the ear of black and white listeners? Are new developments in genetics simply a backdoor for the return of eugenics? For the first time, leading scholars in South Africa from different disciplines take on some of these difficult questions about race, science and society in the aftermath of apartheid. This book offers an important foundation for students pursuing a broader education than what a typical degree provides, and a must-read resource for every citizen concerned about the lingering effects of race and racism in South Africa and other parts of the world.
Molefi Kete Asante is the seminal theoretician of Afrocentric infusion into curriculum by virtue of four of his 82 books being directly related to examining and advancing an agency centered ideological position in the realm of education, culture, and science. In Afrocentricity, The Afrocentric Idea, An Afrocentric Manifesto, and The Pyramids of Knowledge. Asante's book are widely read and consulted and have become inspirational for educators in the United States, South Africa, Nigeria, Canada, and Brazil. Born in Valdosta, Georgia, of Yoruba and Nubian DNA heritage, Asante studied communication and history at the University of California, Los Angeles where he received his doctorate at the age of 26. After teaching at Purdue, UCLA, Florida State, Howard University, SUNY-Buffalo, and the Zimbabwe Institute for Mass Communication, he moved to Philadelphia where he founded the first PhD program in African American Studies. Revolutionary Pedagogy is Asante's passionate appeal to teachers to take what George Dei has called a "transgressive" position toward the status quo of education. Since Molefi Kete Asante's first work with school districts in Baltimore, Maryland and Chester, Pennsylvania in the early 1990s he has become one of the most popular experts on teacher development and Afrocentric training of administrators, teachers and community leaders. Having worked for schools from California to New York and many districts in between, Dr. Asante knows the terrain as well as any one. Asante is currently professor and chair of the Department of Africology and African American Studies at Temple University. He holds a Guest Professorship at Zhejiang University in Hangzhou and is Professor Extraordinarius at the University of South Africa. "The book, Revolutionary Pedagogy, is sure to become one of the most important weapons in the battle for the lives and minds of African American children. I believe that all stakeholders, including parents and community leaders, scholars and schoolteachers, will be well served by this provocative book." - George Sefa Dei, University of Toronto
Many people associate racism with bigoted individuals and radical groups on the fringes of society. Shirley Better argues that racism is much larger than negative attitudes and that it touches the very core of our lives as Americans. In this enhanced second edition, Better explores the historical origins of institutional racism, details its devastating effects on contemporary society such as the aftermath of Hurricane Katrina, and outlines real possibilities for social, political, and economic change in the twenty-first century.
R.A.C.E. Mentoring and P-12 Educators by Aaron J. Griffen Pdf
Seldom is the practicing P-12 educator, the P-12 practitioner, considered a scholar. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship explores the unrecognized and infrequently considered teacher scholar, principal scholar, counselor scholar, librarian scholar - the practitioner scholar who if provided the platform and access can produce a unique and complex narrative and knowledge base to fields of study. This volume extends the current Research, Advocacy, Collaboration, and Empowerment (R.A.C.E.) knowledge in educational leadership, theory and practice, curriculum and instruction, teaching and teacher development, social justice, and diversity, equity and inclusion. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship presents ways to conceptualize quality in educational research by engaging practitioners, researchers and policy makers in cross-disciplinary partnerships to provide an intentional platform for scholars and researchers in the P-12 school systems and pre-service programs, particularly those with/or seeking an active and emerging research and publishing agenda. This volume is divided into four interrelated sections. Section I focuses on mentoring practitioners as scholars during pre-service and in practice. Chapters in this section promote the use of methods coursework, narrative analysis and culturally relevant pedagogy to enhance practitioner agency and roles as scholars. Section II includes Culturally Responsive School Leadership (CRSL) as a way to recognize and address the historical examples and barriers to practitioner social justice activism. These chapters center the school setting and graduate coursework, using practitioner scholarship as a way to cultivate critical consciousness and the use of counter-narratives to combat racism, settler colonialism, and classism among school staff. Section III engages practitioner scholarship as a revolutionary approach through case study, auto-ethnography, review of literature, mental models, and phenomenological study. This section fosters the value of practitioner voice as agency to disrupt oppressive ideologies and beliefs that sustain inequitable and unequal school environments. Section IV provides curriculum, instruction, and parent involvement as examples of practitioner advocacy via personal and collective identity development, Black/Crit, Inquiry-Based Learning (IBL) and engagement strategies. These final chapters provide details of policy and practice transformation methods that empower practitioner sustainability of student and parent access to equitable and inclusive school experiences.
Major new reflections on race and schools—by the best-selling author of “Why Are All the Black Kids Sitting Together in the Cafeteria?“ A Simmons College/Beacon Press Race, Education, and Democracy Series Book Beverly Daniel Tatum emerged on the national scene in 1997 with “Why Are All the Black Kids Sitting Together in the Cafeteria?,“ a book that spoke to a wide audience about the psychological dynamics of race relations in America. Tatum’s unique ability to get people talking about race captured the attention of many, from Oprah Winfrey to President Clinton, who invited her to join him in his nationally televised dialogues on race. In her first book since that pathbreaking success, Tatum starts with a warning call about the increasing but underreported resegregation of America. A selfdescribed “integration baby“—she was born in 1954—Tatum sees our growing isolation from each other as deeply problematic, and she believes that schools can be key institutions for forging connections across the racial divide. In this ambitious, accessible book, Tatum examines some of the most resonant issues in American education and race relations: • The need of African American students to see themselves reflected in curricula and institutions • How unexamined racial attitudes can negatively affect minority-student achievement • The possibilities—and complications—of intimate crossracial friendships Tatum approaches all these topics with the blend of analysis and storytelling that make her one of our most persuasive and engaging commentators on race. Can We Talk About Race? launches a collaborative lecture and book series between Beacon Press and Simmons College, which aims to reinvigorate a crucial national public conversation on race, education and democracy.
In this #1 New York Times bestseller, Ijeoma Oluo offers a revelatory examination of race in America Protests against racial injustice and white supremacy have galvanized millions around the world. The stakes for transformative conversations about race could not be higher. Still, the task ahead seems daunting, and it’s hard to know where to start. How do you tell your boss her jokes are racist? Why did your sister-in-law hang up on you when you had questions about police reform? How do you explain white privilege to your white, privileged friend? In So You Want to Talk About Race, Ijeoma Oluo guides readers of all races through subjects ranging from police brutality and cultural appropriation to the model minority myth in an attempt to make the seemingly impossible possible: honest conversations about race, and about how racism infects every aspect of American life. "Simply put: Ijeoma Oluo is a necessary voice and intellectual for these times, and any time, truth be told." ―Phoebe Robinson, New York Times bestselling author of You Can't Touch My Hair
Social Justice Issues and Racism in the College Classroom by Dannielle Joy Davis,Patricia G. Boyer Pdf
How do faculty members include social justice issues related to race/ethnicity in their curricula? How are issues associated with race or ethnicity discussed in the classroom by students, as well as minority and nonminority faculty? This book deals with these questions.
Adrienne D. Dixon,Gloria J. Ladson-Billings,Cecilia E. Suarez,William T. Trent,James D. Anderson
Author : Adrienne D. Dixon,Gloria J. Ladson-Billings,Cecilia E. Suarez,William T. Trent,James D. Anderson Publisher : American Educational Research Association Page : 262 pages File Size : 54,6 Mb Release : 2021-01-18 Category : Education ISBN : 9780935302868
Condition or Process? Researching Race in Education by Adrienne D. Dixon,Gloria J. Ladson-Billings,Cecilia E. Suarez,William T. Trent,James D. Anderson Pdf
The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal evolution. We need both an understanding of race and clarity about how we talk about it in our design and conduct of research, and in how we interpret and apply it in our findings. As a field, we can use research on race and racism in education to help construct social change. Our purpose with this volume is to underscore the persistence of the discriminatory actions—processes—and the normalization of the use of race (and class)—conditions—to justify the existing and growing disparity between the quality of life and opportunity for middle-class and more affluent Whites and that for people of color and people of color who live in poverty. As editors of this volume, we wonder what more we could learn and understand about the process and condition of race if we dare to ask bold questions about race and racism and commit to methods and analyses that respect the experiences and knowledges of our research participants and partners.
Critical Issues in Anti-racist Research Methodologies by George Jerry Sefa Dei,Gurpreet Singh Johal Pdf
Anti-racism studies have blossomed over the years with scholarship and political work reinforcing each other to cement anti-racist change. But how do we understand anti-racist research? How is anti-racist research methodology different from other methods of research investigation? What are the principles of anti-racism research? This edited collection attempts to provide some answers by bringing together works that examine the perils and desires of anti-racist research with a particular focus on the notion of 'difference' and a serious consideration of the race, gender, class, and sexuality intersections/implications of educational research.
Race, Education, and Reintegrating Formerly Incarcerated Citizens by John R. Chaney,Joni Schwartz Pdf
This timely, readable text offers an authoritative and balanced analysis of how racially driven policies in America impact post release education as a leading pathway to social reintegration. Compelling research findings from an assemblage of college faculty, seasoned administrators, and criminal justice professionals are interwoven with first-person narratives from formerly incarcerated individuals. This book takes full advantage of its interdisciplinary mixture of voices and positionality to build its argument upon a three-part framework from Critical Race Theory (CRT). It convincingly utilizes the tools of academic research, counterstories, and counterspaces to make a persuasive case that the intersection of race, the criminal justice system, and education represent one of the greatest civil rights issues of our time. Part 1, “Context, Critical Race Theory and College Re-Entry,” explores the historical and current dynamics of these uniquely American intersections while linking Critical Race Theory with the field of re-entry and offering serious analysis of post incarceration and education initiatives. Interest convergence, white privilege, and writing from returning citizens as a way of “coming to voice” are also explored in this section. Part 2, “Counterstories,” offers case, comparative case, and phenomenological studies that include embedded quotations with first-person narratives contributed from formerly incarcerated students and graduates. This section also includes an honest and gripping analytic auto-ethnography from the book’s co-editor who readily reveals his experiences as both a faculty member and formerly incarcerated individual. Other highlighted topics include the issues of stigma, overcoming obstacles in the classroom, and the unique problems for returning citizens when acclimating to college culture. Combining qualitative research and descriptions of successful programs Part 3,“Counterspaces,” explores the dynamics of creating places within programs and classrooms that support physical, emotional, spiritual, and intellectual engagement for and with the formerly incarcerated through learner-centered, culturally sensitive, and racially explicit pedagogy. This book is designed to be a most welcome addition to any serious academic discussion focusing upon institutionalized racism and education’s use as a tool in reversing the mass incarceration of people of color in America.
Why Race and Culture Matter in Schools by Tyrone C. Howard Pdf
Issues tied to race and culture continue to be a part of the landscape of America’s schools and classrooms. Given the rapid demographic transformation in the nation’s states, cities, counties, and schools, it is essential that all school personnel acquire the necessary knowledge, skills, and dispositions to talk, teach, and think across racial and cultural differences. The second edition of Howard’s bestseller has been updated to take a deeper look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across the country. This time-honored text will help educators at all levels respond with greater conviction and clarity on how to create more equitable, inclusive, and democratic schools as sites for teaching and learning. “If you thought the first edition of Why Race and Culture Matter in Schools was impactful, this second edition is even more of a force to be reckoned with in the fight for social justice. By pushing the boundaries of the ordinary and the normative, this book teaches as it transforms. Every educator, preservice and inservice, working with racially, linguistically, and culturally diverse young people should read this book.” —H. Richard Milner IV, Cornelius Vanderbilt Distinguished Professor of Education, Vanderbilt University “On the 10th anniversary of this groundbreaking book, Tyrone Howard not only reminds me of the salient role that race and culture play in education, but also moves beyond a Black–White binary that reflect the nuances and contours of diversity. This book should be in the hands of all teachers and teacher educators.” —Maisha T. Winn, Chancellor’s Leadership Professor, School of Education, University of California, Davis
