The Evolving Significance of Race; Living, Learning, and Teaching

ISBN-13: 9781433116698 / Angielski / Miękka / 2012 / 310 str.

Hughes, Sherick A.

Opis

This book won the 2014 AESA (American Educational Studies Association) Critics Choice Award.

We are living, learning, and teaching by questioning how to address race in a society that consistently prefers to see itself as colorblind, a society claiming to seek a post-racial existence. This edited volume offers evidence of the evolving significance of race from a diverse group of male and female contributors selfidentifying as Black, Latino, Asian, White, Gay, Lesbian, Jewish, Christian, and Muslim. Our attempts to provide every child and adult learner with what they need - equity - to make the most of their educational experiences - excellence - are still consciously and unconsciously thwarted by the ingrained nature of racism in our society. This point becomes obvious when we begin teaching those audiences that represent diverse lived experiences of race about the changing significance of race and how to develop a more critical, reflexive lens focused upon the politics of race. This book invites readers to co-construct and implement a critical race pedagogy that reflects both an acknowledgment of the evolving significance of race and opportunities for hope via education.

Recenzje

«There is ample evidence that race continues to be an issue in American schools. This book provides guidance and invaluable insights to educators on what they can do to be effective with all students, particularly those whose racial and ethnic and linguistic backgrounds differ from their own. As the authors in this volume make clear, crossing racial boundaries is possible when educators understand the nature of the challenges they and their students face. This book will contribute to their mutual success.» (Pedro Noguera)
«This timely volume underscores our need to keep focused on the nested and complex problems that race presents. In a time of 'post-racial' and 'colorblind' discourses, we see that race is more present than ever. Hughes and Berry have lined up an all-star cast of scholar activists to shine a bright light on the racial realities that define life in the U.S. This is a must-have volume.» (Gloria Ladson-Billings, Professor and Chair, Department of Curriculum and Instruction, Kellner Family Chair in Urban Education)
«As the contributors to this volume demonstrate, there are few myths as dangerous as the one about a 'post-racial America.' These are the times we most desperately need fresh angles on questions of race and racism in schooling. Hughes and Berry, in their refusal to soften or depoliticize injustice, have assembled a volume of important reading for anybody who believes that all students deserve the best possible education we can offer them.» (Paul C. Gorski, Founder, EdChange and Board of Directors, International Assoc. for Intercultural Education)
«Immensely engaging and boldly written! 'The Evolving Significance of Race' offers sharply analytical narratives that are grounded in personal experience, representing critical race theory at its best. This book provides compelling tools educators can use to incite productive dialog and to move their work forward.» (Christine Sleeter, PhD, Professor Emerita, California State University Monterey Bay and President-Elect, National Association for Multicultural Education)

Spis treści

Contents: Marvin Lynn: Foreword - Sherick Hughes/Theodorea Regina Berry/Rod Carey: Introduction - Theodorea Regina Berry: Father, Daughter, and Schooling - Curriculum Theorizing From a Critical Race Feminist Perspective - Brian D. Schultz: Two Scoops Vanilla: Teaching Against the Notion of White Savior - Sachi Feris: Constructing Space for Elementary School Students to Talk About Race and Take Action to Create Change - Connie North: Owning the «Buts»: High School Students Confront History and Heterosexism - Tara M. Brown/Summer Clark/Thurman Bridges: Youth Teaching Teachers: Bridging Racial and Cultural Divides Between Teachers and Students - Rita Kohli: Breaking the Cycle of Racism in the Classroom: Critical Race Reflections From Future Teachers of Color - Sherick Hughes: Maggie and Me: A Black Professor and a White Urban School Teacher Connect Autoethnography to Critical Race Pedagogy - Hilton Kelly: Du Boisian Double Consciousness in the Multicultural Classroom and the Questions It Raises - Benjamin Blaisdell: An Academic in the Classroom: Uncovering and Resisting the Barriers to Racial Equity in Public School - Theodorea Regina Berry: Understanding Equity: A Brown Lesson in a Teacher Education Program From a Critical Race Feminist Perspective - Josh Diem: Where Am I Going, Where Have I Been? A Critical Reflexion on Black-Jewish Relations, Jewish Political Shifts to the Right, and the Preparation of Young Jewish Women for Teaching «Other People's Children» - Leticia Alvarez/Francisco Rios: La Política Vecindaria: A Micro to Macro Lens on Immigrant Newcomer Students in U.S. Schools - Dedrick Muhammad/Chuck Collins: Race, Wealth, and the Commons - Cooper Thompson: Profitting From Racism: A Family History of How Race and Class Privilege Created Wealth - Goodwin Liu: The Myth and Math of Affirmative Action - Sherick Hughes/Dale Snauwaert: Toward an Informed and Transparent Philosophy of Racial Diversity for Colleges of Education - Zeus Leonardo: The Race for President and a Precedent for Race: Lessons from NCLB and Bringing Race to the Top - Nadia Hassan/Sherick Hughes: Interview «I'm the Daughter of a U.S. Marine»: An Interview With Nadia Hassan on the Racialization, Misrepresentation, and Mistreatment of Muslim Women in Post-9/11 America.

O autorze

Sherick A. Hughes is Assistant Professor of Education at the University of Maryland, College Park. He earned a BA from the University of North Carolina-Wilmington, an MA from Wake Forest University, and an M.P.A. and a PhD from the University of North Carolina-Chapel Hill. His scholarship applies qualitative and mixed methodology to engage a critical examination of race, class, and gender as experienced in living, learning, and teaching.
Theodorea Regina Berry is Assistant Professor at Mercer University. She has an Ed.D. from National-Louis University in curriculum and social inquiry and has completed a three-year American Educational Research Association (AERA) post-doctoral research fellowship at the University of Illinois-Chicago. Dr. Berry's scholarship focuses on curriculum theory, qualitative research, critical race feminism, and urban teacher education.