Author: Sophia Rodriguez
Publisher: Teachers College Press
ISBN: 0807780960
Category : Education
Languages : en
Pages : 453
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Book Description
Beyond the commonplace inequalities that many minoritized youth face in the United States, the post-Trump contemporary moment has created rampant racialized material and symbolic violence occurring against Latinx, immigrant and undocumented immigrant communities, Asian American, and African American populations. Race Frames in Education advances the conversation about racial equity in educational contexts with a unique analysis centered on the concept of racial projects—a way of thinking not only about systems of racial domination and subjugation, but also of resistance. Chapter authors center racial analyses across multiple educational and community-based settings to underscore how racial projects advance equity or reproduce inequality. This much-needed anthology addresses a pressing issue in society: how to center race and expose systemic racism in order to transform communities, schooling, and educational policies. It challenges White dominance in education and social policy and practice in order to understand the material effects of race, racism, and White supremacist logic on minoritized populations. Contributors: Jeremy Acree, Felicia Arriaga, Jorge Ballinas, Socorro E. Cambero, Gilberto Q. Conchas, Victor Dealba, Sarah Diem, Eric Felix, Joy Howard, Marina Lambrinou, Ruth Lopez, Enrique Ochoa, Gilda L. Ochoa, Leticia Oseguera, Katherine Rodela, Sophia Rodriguez, Rhianna Thomas, Adrian Trinidad, Kindel Turner-Nash, Sarah Walters
Author: Natasha Warikoo
Publisher: University of Chicago Press
ISBN: 022640028X
Category : Education
Languages : en
Pages : 304
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Book Description
We’ve heard plenty from politicians and experts on affirmative action and higher education, about how universities should intervene—if at all—to ensure a diverse but deserving student population. But what about those for whom these issues matter the most? In this book, Natasha K. Warikoo deeply explores how students themselves think about merit and race at a uniquely pivotal moment: after they have just won the most competitive game of their lives and gained admittance to one of the world’s top universities. What Warikoo uncovers—talking with both white students and students of color at Harvard, Brown, and Oxford—is absolutely illuminating; and some of it is positively shocking. As she shows, many elite white students understand the value of diversity abstractly, but they ignore the real problems that racial inequality causes and that diversity programs are meant to solve. They stand in fear of being labeled a racist, but they are quick to call foul should a diversity program appear at all to hamper their own chances for advancement. The most troubling result of this ambivalence is what she calls the “diversity bargain,” in which white students reluctantly agree with affirmative action as long as it benefits them by providing a diverse learning environment—racial diversity, in this way, is a commodity, a selling point on a brochure. And as Warikoo shows, universities play a big part in creating these situations. The way they talk about race on campus and the kinds of diversity programs they offer have a huge impact on student attitudes, shaping them either toward ambivalence or, in better cases, toward more productive and considerate understandings of racial difference. Ultimately, this book demonstrates just how slippery the notions of race, merit, and privilege can be. In doing so, it asks important questions not just about college admissions but what the elite students who have succeeded at it—who will be the world’s future leaders—will do with the social inequalities of the wider world.
Author: Tyrone C. Howard
Publisher: Teachers College Press
ISBN: 0807778079
Category : Education
Languages : en
Pages : 324
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Book Description
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
Author: Eve L. Ewing
Publisher: University of Chicago Press
ISBN: 022652616X
Category : Education
Languages : en
Pages : 237
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Book Description
“Failing schools. Underprivileged schools. Just plain bad schools.” That’s how Eve L. Ewing opens Ghosts in the Schoolyard: describing Chicago Public Schools from the outside. The way politicians and pundits and parents of kids who attend other schools talk about them, with a mix of pity and contempt. But Ewing knows Chicago Public Schools from the inside: as a student, then a teacher, and now a scholar who studies them. And that perspective has shown her that public schools are not buildings full of failures—they’re an integral part of their neighborhoods, at the heart of their communities, storehouses of history and memory that bring people together. Never was that role more apparent than in 2013 when Mayor Rahm Emanuel announced an unprecedented wave of school closings. Pitched simultaneously as a solution to a budget problem, a response to declining enrollments, and a chance to purge bad schools that were dragging down the whole system, the plan was met with a roar of protest from parents, students, and teachers. But if these schools were so bad, why did people care so much about keeping them open, to the point that some would even go on a hunger strike? Ewing’s answer begins with a story of systemic racism, inequality, bad faith, and distrust that stretches deep into Chicago history. Rooting her exploration in the historic African American neighborhood of Bronzeville, Ewing reveals that this issue is about much more than just schools. Black communities see the closing of their schools—schools that are certainly less than perfect but that are theirs—as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.
Author: Edward Taylor
Publisher: Taylor & Francis
ISBN: 100078486X
Category : Education
Languages : en
Pages : 555
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Book Description
Critical Race Theory (CRT) is at the forefront of contemporary discussions about racism and race inequity in education and politics internationally. The emergence of CRT marked a pivotal moment in the history of racial politics within the academy and powerfully influenced the broader conversation about race and racism in the United States and beyond. Comprised of articles by some of the most prominent scholars in the field, this groundbreaking anthology is the first to pull together both the foundational writings and more recent scholarship on the cultural and racial politics of schooling. The collection offers a variety of critical perspectives on race, analysing the causes, consequences and manifestations of race, racism and inequity in schooling. Unique to this updated edition is a variety of contributions by key CRT scholars published within the last five years, including an all-new section addressing the war on CRT that followed the murder of George Floyd and international protests in support of #BlackLivesMatter. Each section concludes with a set of questions and discussion points to further engage with the issues discussed in the readings. This revised edition of a landmark publication documents the progress of the CRT movement and acts to further spur developments in education policy, critical pedagogy and social justice, making it a crucial resource for students and educators alike.
Author: Peter Figueroa
Publisher: Routledge
ISBN: 1136510249
Category : Education
Languages : en
Pages : 234
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Book Description
Does the education system help or hinder the fight against racism? This volume provides a constructive critique of the Swan Report of 1985 and of sociological research into racial and ethnic relations. The author undertakes a searching philosophical and sociological analysis of multicultural and antiracist education. He shows how the education system itself can reinforce racist assumptions and behaviour in society, but also argues that through educational and social reconstructing it can promote constructive cross-cultural relations.
Author: Jabari Mahiri
Publisher: Teachers College Press
ISBN: 0807757764
Category : Education
Languages : en
Pages : 241
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Book Description
Mahiri argues that multicultural education needs to move beyond racial categories defined by the social, political, and economic forces of white supremacy. Exploring contemporary and historical scholarship on race, the emergence of multiculturalism, and the rise of the digital age, Deconstructing Race investigates micro-cultural practices and provides a framework for understanding the diversity of individuals and groups.
Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 080777653X
Category : Education
Languages : en
Pages : 225
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Book Description
Mapping the way to reconceptualizing teacher education today, Marilyn Cochran-Smith guides the reader through the conflicting visions and ideologies surrounding the education of teachers for a diverse democratic society. “Our profession is at a critical crossroad. . . .We must accept Cochran–Smith’s challenge to speak loudly and articulately for social justice and democracy. Could our society face a more urgent or compelling issue?” —From the Foreword by Jacqueline Jordan Irvine "This volume represents not only the best of Cochran-Smith, it represents the best of teacher education. These essays are hard–hitting yet lyrical, provocative yet poetic, theoretically sophisticated yet practically useful. Teacher education is in good hands.” —Gloria Ladson–Billings, University of Wisconsin–Madison
Author: Bonnie E. French
Publisher: Lexington Books
ISBN: 149855363X
Category : Education
Languages : en
Pages : 181
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Book Description
In this book, French compares the “well-meaning” intensions of “diversity” in independent schools with the continued dominance of whiteness in these institutions. Using mixed methods and a Critical Race Theory frame, French argues that “diversity” serves only to strengthen the status quo of educational segregation between Black and White.
Author: Michele S. Moses
Publisher: Teachers College Press
ISBN: 9780807742372
Category : Education
Languages : en
Pages : 220
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Book Description
With clarity, passion, and creativity, Michele Moses offers a new and promising lens for viewing the unsolved issues of race and education. In this book, Moses provides a comprehensive examination of four major race-conscious educational policies: bilingual education, multicultural curricula, affirmative action, and remedial education. She argues, convincingly, that such policies are critical to fostering self-determination and personal autonomy in students who will otherwise be left with a deficient education. Presenting a strong, theoretically grounded case for race-conscious educational policies, this volume offers a new framework for examining the complex interaction between race, education, opportunities, and justice. Some of the important questions addressed in this volume include: -- What must the educational system do to promote social justice for students of color and poor students? -- What is required to help these students to develop self-determination? -- How will race-conscious educational policies help to provide a fair education for all students?
