Teaching Race: How to Help Students Unmask and Challenge Racism

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A real-world how-to manual for talking about race in the classroom

Educators and activists frequently call for the need to address the lingering presence of racism in higher education. Yet few books offer specific suggestions and advice on how to introduce race to students who believe we live in a post-racial world where racism is no longer a real issue. In Teaching Race the authors offer practical tools and techniques for teaching and discussing racial issues at predominately White institutions of higher education. As current events highlight the dynamics surrounding race and racism on campus and the world beyond, this book provides teachers with essential training to facilitate productive discussion and raise racial awareness in the classroom. A variety of teaching and learning experts provide insights, tips, and guidance on running classroom discussions on race. They present effective approaches and activities to bring reluctant students into a consideration of race and explore how White teachers can model racial awareness, thereby inviting students into the process of examining their own white identity.

Racism, whether evident in overt displays or subconscious bias, has repercussions that reverberate far beyond the campus grounds. As the cultural climate increasingly calls out for more research, education, and dialogue on race and racism, this book helps teachers spotlight issues related to race in a way that leads to effective classroom and campus conversation. The book provides guidance on how to:

  • Create the conditions that facilitate respectful racial dialogue by building trust and effectively negotiating conflict
  • Uncover each student’s own subconscious bias and the intersectionality that exists even in the most homogenous-appearing classrooms
  • Help students embrace discomfort, and adapt discussion methods to accommodate issues of race and positionality
  • Avoid common traps, mistakes, and misconceptions encountered in anti-racist teaching

Predominantly White institutions face a number of challenges in dealing with race issues, including a lack of precedence, an absence of modeling by campus leaders, and little clear guidance on how teachers can identify and challenge racism on campus. Teaching Race is packed with activities, suggestions and exercises to provide practical real-world help for teachers trying to introduce race in class

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About the author

STEPHEN D.BROOKFIELD is the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis, Minnesota. For more than forty years, he has taught in England, Canada, Australia, and the United States. A six-time winner of the Cyril O. Houle Award for Outstanding Literature in Adult Education, he's the author of numerous books on teaching, including The Skillful Teacher, Becoming a Critically Reflective Teacher, Teaching for Critical Thinking, and Discussion as a Way of Teaching, all from Jossey-Bass.

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Additional Information

Publisher
John Wiley & Sons
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Published on
Nov 5, 2018
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Pages
368
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ISBN
9781119374398
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Language
English
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Genres
Education / General
Education / Teaching Methods & Materials / General
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Content Protection
This content is DRM protected.
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Available on Android devices
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Making a case for the “fierce urgency of now,” this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with our nation’s ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. This essential text is widely used in teacher preparation courses and for in-service professional development.

New for the Third Edition:

A revised Introduction that places the book in the context of the 50th anniversary of the 1963 march on Washington.An updated analysis of White social dominance, bringing in Critical Race Theory and reflecting on the racist reaction to the election of our first Black President.More detail to the White Identity Orientations model, bringing in the personal life experiences of several contemporary White racial-justice activists.A new section, “The Whiteness of School Reform,” demonstrating how White social dominance drives much of the corporate school reform movement.A richer discussion of the seven principles for Culturally Responsive Teaching, drawing lessons from the author’s transformative work with school districts throughout the country.An expanded Reflection and Discussion Guide authored by two educators who have been using the book in professional development sessions for many years.

“More teachers need to read this book, more schools need to make sure it is in their libraries, and more colleges of education need to include it as mandatory reading.”
—From the Foreword by Sonia Nieto, University of Massachusetts at Amherst

“This Third Edition deepens the critically conscious framework it provides to support the development of highly effective, culturally relevant, and responsive educators.”
—Christine Clark, University of Nevada, Las Vegas

Critical Acclaim for We Can’t Teach What We Don’t Know!

“Offers a healing vision for the future of education in pluralistic nations.”
—Rethinking Schools

“An indispensable resource for anyone struggling to understand the role that Whites play in multicultural education.”
—Teaching Tolerance

“This work clearly deserves the enthusiastic praise it receives from major multicultural thinkers such as James Banks, Sonia Nieto, and Christine Sleeter.”
—Journal of Moral Education

Racism and ignorance churn on college campuses as surely as they do in society at large. Over the past fifteen years there have been many discussions regarding racism and higher education. Some of these focus on formal policies and dynamics such as Affirmative Action or The Dream Act, while many more discussions are happening in classrooms, dorm rooms and in campus communities. Of course, corollary to these conversations, some of which are generative and some of which are degenerative, is a deafening silence around how individuals and institutions can actually understand, engage and change issues related to racism in higher education. This lack of dialogue and action speaks volumes about individuals and organizations, and suggests a complicit acceptance, tolerance or even support for institutional and individual racism. There is much work to be done if we are to improve the situation around race and race relation in institutions of higher education. There is still much work to be done in unpacking and addressing the educational realities of those who are economically, socially, and politically underserved and oppressed by implicit and overt racism. These realities manifest in ways such as lack of access to and within higher education, in equitable outcomes and in a disparity of the quality of education as a student matriculates through the system. While there are occasional diversity and inclusion efforts made in higher education, institutions still largely address them as quotas, and not as paradigmatic changes. This focus on “counting toward equity rather” than “creating a culture of equity” is basically a form of white privilege that allows administrators and policymakers to show incremental “progress” and avoid more substantive action toward real equity that changes the culture(s) of institutions with longstanding racial histories that marginalize some and privilege others. Issues in higher education are still raced from white perspectives and suffer from a view that race and racism occur in a vacuum. Some literature suggests that racism begins very early in the student experience and continues all the way to college (Berlak & Moyenda). This miseducation, mislabeling and mistreatment based on race often develops as early as five to ten years old and “follows” them to postgraduate education and beyond.
All too often, race discourse in the United States devolves into shouting matches, silence, or violence, all of which are mirrored in today’s classrooms. This book will help individuals develop the skills needed to facilitate difficult dialogues across race in high school and college classrooms, in teacher professional learning communities, and beyond. The authors codify best practices in race dialogue facilitation by drawing on decades of research and examples from their own practices. They share their mistakes and hard-earned lessons to help readers avoid common pitfalls. Through their concrete lesson plans and hands-on material, both experienced and novice facilitators can immediately use this inclusive and wide-ranging curriculum in a variety of classrooms, work spaces, and organizations with diverse participants.

“Race Dialogues: A Facilitator’s Guide to Tackling the Elephant in the Classroom is a scholarly, timely, and urgently needed book. While there is other literature on facilitation of intergroup dialogues, none are so deeply and effectively focused on race—the elephant in the room.”
—From the foreword by Patricia Gurin, Nancy Cantor Distinguished University Professor and Emeritus Research Director, University of Michigan

“This brilliant book is a gold mine of wisdom and resources for teachers, facilitators, and student dialogue leaders. It summarizes, explains, and elaborates upon everything I have ever been taught about what makes for great facilitation. With experience and compassion, the authors have written a clear, user-friendly guide to facilitation of race dialogue for both youth and adults. I will recommend this book to every facilitator and teacher I train or hire.”
—Ali Michael, director of the Race Institute for K–12 Educators and author of Raising Race Questions: Whiteness and Inquiry in Education

Energize your classrooms with these key techniques for college teaching

Students say the best teachers get them excited about learning, stretch their thinking, and keep them actively involved in class. But with increasingly diverse classrooms and constantly changing technology, each semester throws up new challenges for engaging students.

Discover how to keep your teaching, and your students, energized with The Skillful Teacher, a practical guide to effective techniques, approaches, and methods for today's college classrooms. Providing insights, reflections, and advice from his four decades of college teaching, Stephen Brookfield now adapts his successful methods to teaching online, working with diverse student populations, and making classrooms truly inclusive. As well as being completely revised, updated, and rewritten, this edition adds six brand new chapters on:

Teaching critical thinking Using play and creativity in the classroom Teaching in teams Helping students take responsibility for learning Teaching about racism Exercising teacher power responsibly

Readers will delve into what learning feels like from a student's perspective, as well as absorb the wisdom of veteran college faculty with whom the author has worked. Themes from the bestselling previous editions remain, but are revisited and expanded with the perspective of an additional decade in the classroom. This authoritative guide is now even more comprehensive to better serve teachers looking to improve. Whether you are new to the classroom or are looking to rise to new challenges, The Skillful Teacher will provide answers, expand your repertoire of techniques, and invigorate your teaching and your classrooms.

A practical guide to the essential practice that builds better teachers.

Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you...

Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms

This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups.

In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.

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