White Teachers / Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity, and Providing True Educational Equity / Edition 2

White Teachers / Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity, and Providing True Educational Equity / Edition 2

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by Julie Landsman, Chance W. Lewis
     
 

ISBN-10: 1579225950

ISBN-13: 9781579225957

Pub. Date: 04/28/2011

Publisher: Stylus Publishing, LLC

The point of departure for this new edition, as it was for the first, is the unacceptable reality that, for students of color, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma.

This second edition has been

Overview

The point of departure for this new edition, as it was for the first, is the unacceptable reality that, for students of color, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma.

This second edition has been considerably expanded with chapters that illuminate the Asian American, Native American, and Latina/o experience, including that of undocumented students, in our schools. These chapters offer insights into the concerns and issues students bring to the classroom. They also convey the importance for teachers, as they accept difference and develop cultural sensitivity, to see their students as individuals, and avoid generalizations. This need to go beneath the surface is reinforced by a chapter on adopted children, children of mixed race, and “hidden minorities”.

White and Black teachers, and teachers of different races and ethnicities, here provide the essential theoretical background, and share their experiences and the approaches they have developed, to create the conditions – in both urban and suburban settings – that enable minority students to succeed.

This book encourages reflection and self-examination, and calls for recognizing and reinforcing students’ ability to achieve. It also calls for high expectations for both teachers and students. It demonstrates what it means to recognize often-unconscious biases, confront institutional racism where it occurs, surmount stereotyping, adopt culturally relevant teaching, connect with parents and the community, and integrate diversity in all activities.

This book is replete with examples from practice and telling insights that will engage teachers in practice or in service. It should have a place in every classroom in colleges of education and K-12 schools. Its empowering message applies to every teacher working in an educational setting that recognizes the empowerment that comes in celebrating diversity.

Each chapter concludes with a set of questions for personal reflection or group discussion.

Product Details

ISBN-13:
9781579225957
Publisher:
Stylus Publishing, LLC
Publication date:
04/28/2011
Edition description:
Second Edition
Pages:
384
Product dimensions:
6.30(w) x 9.10(h) x 1.20(d)

Table of Contents

Introduction: A Call to Action and Self-Reflection for White Teachers in Diverse
Classrooms—Julie G. Landsman and Chance W. Lewis
Part I. Foundations of Our Work: Recognizing Power, Privilege, and Perspectives
1) Being White: Invisible Privileges of a New England Prep School Girl—Julie Landsman
2) Reflections on Education: A Two Way Journey—Kahlia Yang and Aaron Rudolf Miller Hokanson

Part II: Culturally Relevant Teachers: Foundations and Personal Engagement
3) "Yes, But How Do We Do It?": Practicing Culturally Relevant Pedagogy—Gloria Ladson-Billings
4) The Empty Desk in the Third Row: Experiences of an African American Male Teacher—Robert Simmons
5) But Good Intentions Are Not Enough: Doing What’s Necessary to Teach for Diversity—H. Richard Milner
6) The Unintentional Undermining of Multicultural Education: Educators at the Equity
Crossroads—Paul Gorski
7) White Women’s Work: On the Front Lines of Urban Education—Stephen D. Hancock
8) When Truth and Joy Are At Stake: Challenging the Status Quo in the High School English Class—Julie Landsman
9) Color Blindness, Unconscious Bias, and Student Achievement in Suburban Schools—Justin Grinage
10) Tips for School Principals and Teachers: Helping Black Students Achieve—Dorothy F. Garrison-Wade and Chance W. Lewis
11) How Can Service-Learning Increase the Academic Achievement of Urban African American Students—Verna Cornelia Price

Part III: Knowing Who Is In The Classroom: How White Teachers Can Ensure All Children Achieve
12) What Are You? Are You Indian? Are You Chinese?: The Lifelong Journey of an Adopted Latina—Stephanie Flores-Khoulish
13) Daring To Teach: Challenging the Western Narrative of American Indians in the Classroom—Beverly Klug
14) Educating Black Males: Interview With Professor Emeritus Joseph White, Ph. D, Author of Black Men Emerging—Julie Landsman
15) Black/African American Families: Coming of Age in Predominantly White Communities—Val Middleton, Kieran Coleman, and Chance W. Lewis
16) Understanding Korean American Students: Facts, Not Myth—Ok-Hee Lee
17) Low Expectations are the Worst Form of Racism—Carolyn L. Holbrook
18) How Educators Can Support the High Expectations for Education that Exists in the Latino Family and Student Community—Jennifer Godinez
19) I Don’t Understand Why My African American Students Are Not Achieving: An Exploration of the Connection among Personal Power, Teachers’ Perceptions and the Academic Engagement of African American Students—Verna Cornelia Price
20) African American Student Athletes and White Teachers’ Classroom Interactions: Implications for Teachers, Coaches, Counselors, and Administrators—Bruce B. Douglas, Estrom DuBois Pitre, and Chance W. Lewis

Part IV: Creating Classrooms for Equity, Activism, and Social Justice
21) Educators Supporting DREAMERS: Becoming an Undocumented Student Ally—William Perez, Susana Munoz, Cynthia Alcantar, and Nancy Guarneros
22) Preparing Teachers to Develop Inclusive Communities—Sharon R. Ishii-Jordan
23) Culturally Responsive School-Community Partnerships: Strategy for Success—Bridgie Ford

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