Generation Mixed Goes to School: Radically Listening to Multiracial Kids

ISBN-13: 9780807765333 / Angielski / Twarda / 2021 / 173 str.

Ralina L. Joseph; Allison Briscoe-Smith; James a. Banks

Spis treści

• Contents
• Series Foreword  James A. Banks x
• Preface xv
• Introduction: “It’s hard speaking about race...especially when you’re mixed because there are so many sides!” 1
• Radical Listening as Theory: Creating a Children-and-Youth-Based Frame 3
• Radical Listening as Method and Intervention: Collecting and Sharing Stories 7
• Who We Interviewed 10
• Language, Terminology, and Radical Listening as Epistemology 13
• Grounding Our Work in Critical Mixed Race Studies 15
• We Hope You Will Listen to Our Book 20
• Radical Listening with Your Critical Friend 23
• 1. From (G)race to Race: Racial Identity Development and Mixed-Race Kids 25
• How Do You Understand Race? 26
• Radical Listening Exercise: Remembering Race, Listening to Race 27
• Seeing Difference/Hearing Difference 28
• Difference as Bad Versus Difference as Special 30
• Children’s Brains and Race 32
• What About Your Friends? 35
• What About Your Siblings? 38
• Racial Socialization 40
• 2. Changing Team(s): Mixed Kids’ Agency in Choosing, Moving, and Sticking with Racialized Identities 44
• But First, a Radical Listening Exercise in Salient Identities 46
• Racial Identity Development Meets Mixed-Race Kids 47
• The Psychology of Mixed-Race Kids and Racialized Choice 51
• Supporting Mixed-Race Kids in Racial Identity Even When They Don’t “Make the Team” 56
• Checking the Box 58
• (Sometimes) Choosing Whiteness: White Adjacency 60
• Radically Listening to Mixed-Race Identities 62
• Listening to Racial Identity Development 64
• 3. “He Didn’t Even Know My Name”: Singling Out Mixed-Race Kids Through the Forces of Implicit Bias 66
• Assessing Your Own Implicit Bias: A Radical Listening Exercise 69
• Choking on the Smog of Implicit Bias 71
• Media and the Smog 75
• Smog Kills 77
• Implicit Bias and Mixed-Race Kids 79
• Perceptual Ambiguity, Cognitive Depletion, and Mixed-Race Kids 83
• A Closing Dilemma, and a Caveat 86
• 4. “Relationship Is Key”: How Teachers Are Radically Listening to Mixed-Race Kids in Schools 89
• School Climate 91
• Affinity Groups: Forging Mixed-Race Kinship in School 92
• Radical Listening Activity: Affinity Group Time 96
• Centering Students’ Voices in the Classroom to Foster Positive Relationships 97
• Deepening Relationships in the Classroom: Expectations and Accountability in Relationships 98
• Wise Feedback 99
• Empathy 101
• Student Connectedness 103
• An Example That Works: GREET-STOP-PROMPT 104
• Sharing Who We Are with Our Students 106
• Interrupting Racism for Positive Relationships 109
• “Teachers, I Want You to Know . . . I Think It Starts with Education” 111
• 5. “We Were Taught”: Family Practices of Radical Listening, Positive Friction, and Talking Race 113
• Friction Without Positivity: Refuting a Child’s Racialized Identity 115
• Listen to Your Child Even When You Don’t Think They “Look” Like How They Identify 118
• Performing Color Blindness: On Not Listening to Race Talk 122
• Being Vulnerable with Your Children 125
• Providing Role Models for Mixed-Race Children 126
• The Work: Parents Bringing Radical Listening into School 128
• Radical Listening Exercise: Race, Listening, and Family Mission Statements 131
• Coda: “I Just Raise My Hand All the Time”: Keep Listening and Talking with and for Generation Mixed 134
• Appendix A: Generation Mixed Dialogue Questions 139
• Appendix B: Generation Mixed Participants 141
• Appendix C: Sample Guide to Affinity Groups 143
• Appendix D: Table Describing GREET-STOP-PROMPT Practices  146
• References 148
• Index 162
• About the Authors 174