Telling the story of a year spent in an all-white high school, Trainor suggests that contrary to prevailing opinion, racism often does not stem from ignorance, a lack of exposure to other cultures, or the desire to protect white privilege. Rather, the causes of racism are frequently found in the realms of emotion and language, as opposed to rational calculations of privilege or political ideologies. Trainor maintains that racist assertions often originate not from prejudiced attitudes or beliefs but from metaphorical connections between racist ideas and nonracist values. These values are reinforced, even promoted by schooling via "emotioned rules" in place in classrooms: in tacit, unexamined lessons, rituals, and practices that exert a powerful—though largely unacknowledged—persuasive force on student feelings and beliefs about race.
Through in-depth analysis of established anti-racist pedagogies, student behavior, and racial discourses, Trainor illustrates the manner in which racist ideas are subtly upheld through social and literacy education in the classroom—and are thus embedded in the infrastructures of schools themselves. It is the emotional and rhetorical framework of the classroom that lends racism its compelling power in the minds of students, even as teachers endeavor to address the issue of cultural discrimination. This effort is continually hindered by an incomplete understanding of the function of emotions in relation to antiracist persuasion and cannot be remedied until the root of the problem is addressed.
Rethinking Racism calls for a fresh approach to understanding racism and its causes, offering crucial insight into the formative role of schooling in the perpetuation of discriminatory beliefs. In addition, this highly readable narrative draws from white students' own stories about the meanings of race in their learning and their lives. It thus provides new ways of thinking about how researchers and teachers rep- resent whiteness. Blending narrative with more traditional forms of ethnographic analysis, Rethinking Racism uncovers the ways in which constructions of racism originate in literacy research and in our classrooms—and how these constructions themselves can limit the rhetorical positions students enact.
Jennifer Seibel Trainor is an associate professor in the graduate program in composition studies at San Francisco State University. Her research on racism, whiteness, and literacy has been published in CCC, as well as in Research in the Teaching of English.
The authors in this collection use ‘the edge of race’ as a provocation in order to examine the concepts, methodologies, policies, politics, processes, and practices associated with race and racism in education. The chapters offer empirical examples of the perpetuation and perniciousness of racism that point to the continued salience of research about race. Additionally, the chapters make contributions to conceptual and methodological understandings of race and racism. The contributors illustrate the contingency, productivity, and fragility of race as a concept, and point to how educational research continues to be a contested site in, and from which to study, race and education. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.
Aquaponics is a revolutionary system for growing plants by fertilizing them with the waste water from fish in a sustainable closed system. A combination of the best of aquaculture and hydroponics, aquaponic gardening is an amazingly productive way to grow organic vegetables, greens, herbs and fruits, while providing the added benefits of fresh fish as a safe, healthy source of protein. On a larger scale, it is a key solution to mitigating food insecurity, climate change, groundwater pollution and the impacts of overfishing on our oceans.
Aquaponic Gardening is the definitive do-it-yourself home manual, focused on giving you all the tools you need to create your own aquaponic system and enjoy healthy, safe, fresh and delicious food all year round. Starting with an overview of the theory, benefits and potential of aquaponics, the book goes on to explain:System location considerations and hardware components The living elements — fish, plants, bacteria, and worms Putting it all together — starting and maintaining a healthy system.
Aquaponics systems are completely organic. They are four to six times more productive and use 90 percent less water than conventional gardens. Other advantages include no weeds, fewer pests, and no watering, fertilizing, bending, digging, or heavy lifting – in fact, there really is no down side! Anyone interested in taking the next step towards self-sufficiency will be fascinated by this practical, accessible and well-illustrated guide.
Weaving together evidence of teachers’ and learners’ experiences of ICT, the authors:
explain why the process of integrating ICT is not straightforward;
discuss whether hardware and infrastructure alone are sufficient to ensure full integration and exploitation of ICT investment;
emphasise the pivotal role that teachers play in supporting learning with ICT across the curriculum;
argue that teachers need a greater understanding of how to put ICT to use in teaching and learning;
highlight that out-of-school use of ICT has an impact on in-school learning;
consider what kinds of professional development are most effective in supporting teachers to use technologies creatively and productively.
Case studies are used to illustrate key issues and to elaborate a range of theoretical ideas that can be used in the classroom.
This book will be of interest to all those concerned with maximising the benefits of ICT in the classroom.
In Privilege, Shamus Khan returns to his alma mater to provide an inside look at an institution that has been the private realm of the elite for the past 150 years. He shows that St. Paul's students continue to learn what they always have--how to embody privilege. Yet, while students once leveraged the trappings of upper-class entitlement, family connections, and high culture, current St. Paul's students learn to succeed in a more diverse environment. To be the future leaders of a more democratic world, they must be at ease with everything from highbrow art to everyday life--from Beowulf to Jaws--and view hierarchies as ladders to scale. Through deft portrayals of the relationships among students, faculty, and staff, Khan shows how members of the new elite face the opening of society while still preserving the advantages that allow them to rule.