Download Free Confronting Racism In Teacher Education Book in PDF and EPUB Free Download. You can read online Confronting Racism In Teacher Education and write the review.

Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice. By bringing together these often individualized experiences, Confronting Racism in Teacher Education reveals larger patterns that emerge of institutional racism in teacher education, and the strategies that can inspire resistance.
This book examines and confronts the passive and often unconscious racism of white teacher education students, offering a critical tool in the effort to make education more equitable. Sherry Marx provides a consciousness-raising account of how white teachers must come to recognize their own positions of privilege and work actively to create anti-racist teaching techniques and learning environments for children of color and children learning English as a second language.
Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives--first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color.
An examination of how curriculum choices can perpetuate White supremacy, and radical strategies for how schools and teacher education programs can disrupt and transform racism in education When racist curriculum “goes viral” on social media, it is typically dismissed as an isolated incident from a “bad” teacher. Educator Bree Picower, however, holds that racist curriculum isn’t an anomaly. It’s a systemic problem that reflects how Whiteness is embedded and reproduced in education. In Reading, Writing, and Racism, Picower argues that White teachers must reframe their understanding about race in order to advance racial justice and that this must begin in teacher education programs. Drawing on her experience teaching and developing a program that prepares teachers to focus on social justice and antiracism, Picower demonstrates how teachers’ ideology of race, consciously or unconsciously, shapes how they teach race in the classroom. She also examines current examples of racist curricula that have gone viral to demonstrate how Whiteness is entrenched in schools and how this reinforces racial hierarchies in the younger generation. With a focus on institutional strategies, Picower shows how racial justice can be built into programs across the teacher education pipeline—from admission to induction. By examining the who, what, why, and how of racial justice teacher education, she provides radical possibilities for transforming how teachers think about, and teach about, race in their classrooms.
In Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. “Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color,” the authors write, “if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential.” In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work—awareness, trust, and a “learner’s stance.” Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention–“But I’m not a racist!” This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice. Tracey A. Benson is an assistant professor of educational leadership at the University of North Carolina at Charlotte. Sarah E. Fiarman is the director of leadership development for EL Education, and a former public school teacher, principal, and lecturer at Harvard Graduate School of Education.
Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice. By bringing together these often individualized experiences, Confronting Racism in Teacher Education reveals larger patterns that emerge of institutional racism in teacher education, and the strategies that can inspire resistance.
The #1 New York Times bestseller that sparked international dialogue is now a book for young adults! Based on the adult bestseller by Ibram X. Kendi, and co-authored by bestselling author Nic Stone, How to be a (Young) Antiracist will serve as a guide for teens seeking a way forward in acknowledging, identifying, and dismantling racism and injustice. The New York Times bestseller How to be an Antiracist by Ibram X. Kendi is shaping the way a generation thinks about race and racism. How to be a (Young) Antiracist is a dynamic reframing of the concepts shared in the adult book, with young adulthood front and center. Aimed at readers 12 and up, and co-authored by award-winning children's book author Nic Stone, How to be a (Young) Antiracist empowers teen readers to help create a more just society. Antiracism is a journey--and now young adults will have a map to carve their own path. Kendi and Stone have revised this work to provide anecdotes and data that speaks directly to the experiences and concerns of younger readers, encouraging them to think critically and build a more equitable world in doing so.
This volume promotes the widespread application of Critical Race Theory (CRT) to better prepare K–12 teachers to bring an informed asset-based approach to teaching today’s highly diverse populations. The text explores the tradition of CRT in teacher education and expands CRT into new contexts, including LatCrit, AsianCrit, TribalCrit, QueerCrit, and BlackCrit. “Critical Race Theory in Teacher Education has put forth a challenge that requires all of our attentions. Not only does this work have important implications for teaching and learning in schools, it provides an epistemological and moral call for us to do justice work with a global framework that captures, reclaims, and restores our humanity.” —From the Foreword by Tyrone C. Howard, Graduate School of Education and Information Studies, The University of California, Los Angeles “Han and Laughter have assembled an amazing group of scholars and practitioners merging the fields of Critical Race Theory and teacher education This original work has taken us down some important pathways as we train educators to serve all communities and communities of color in particular This is a remarkable, compelling, and insightful book.” —Daniel Solorzano, Graduate School of Education and Information Studies, The University of California, Los Angeles Contributors include Cynthia Brock, Rob Hattam, Lamar L. Johnson, Cheryl E. Matias, Gwendolyn Thompson McMillon, H. Richard Milner, IV, Andrew Peterson, Rebecca Rogers, Eric D. Teman
Practice What You Teach follows three different groups of educators to explore the challenges of developing and supporting teachers' sense of social justice and activism at various stages of their careers.
These are among the many myths about poor and diverse families. Catherine Compton-Lilly refutes them with the best data available.