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"The field has been waiting for a masterpiece like Racial and Cultural Dynamics in Group and Organizational Life for a long time. It provides a thoughtful account of the subtle, barely visible, and sometimes unspeakable influences of racial and cultural dynamics that occur in groups." —Leo Wilton, Binghamton University, State University of New York "I believe that by focusing on group diversity, this book aligns with a major trend that has not received enough attention." — Christopher J. McCarthy, University of Texas at Austin This book presents a theoretical framework for understanding leadership and authority in group and organizational life. Using relational psychoanalytic and systems theory, the authors examine conscious and unconscious processes as they relate to racial and cultural issues in the formation and maintenance of groups. Unique among group dynamics texts, the book explores aspects of racial and cultural influences in every chapter. Readers will enhance their analytic and practice skills in addressing factors that impact diverse groups and organizations, including ethical considerations, social roles, strategies for leadership, dynamics of entering and joining, and termination. Key Features Case examples help readers integrate theory and practice, as illustrated in transcripts of interactions from group sessions. A group work competencies list ensures that readers master concepts as they progress through the book. An assessment form allows the student or practitioner to evaluate concrete dynamics of groups, such as size, and gendered and racial composition. This text is appropriate for graduate-level courses incorporating group dynamics and multicultural topics in departments of psychology, education, counseling, and social work. It is also a valuable resource for counselors, psychologists, and other mental health professionals in preparation for group work.
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
This is the first historical monograph to demonstrate settler colonialism’s significance for Early America. Based on a nuanced reading of the archive and using a comparative approach, the book treats settler colonialism as a process rather than a coherent ideology. Spady shows that learning was a central site of colonial struggle in the South, in which Native Americans, Africans, and European settlers acquired and exploited each other’s knowledge and practices. Learned skills, attitudes, and ideas shaped the economy and culture of the region and produced challenges to colonial authority. Factions of enslaved people and of Native American communities devised new survival and resistance strategies. Their successful learning challenged settler projects and desires, and white settlers gradually responded. Three developments arose as a pattern of racialization: settlers tried to prohibit literacy for the enslaved, remove indigenous communities, and initiate some of North America's earliest schools for poorer whites. Fully instituted by the end of the 1820s, settler colonization’s racialization of learning in the South endured beyond the Civil War and Reconstruction.
Conversations about race can be confusing, contentious, and frightening, particularly for White people. Even just asking questions about race can be scary because we are afraid of what our questions might reveal about our ignorance or bias. Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead. Race questions are not meant to lead us into a quagmire of guilt, discomfort, or isolation. Sustained race inquiry is meant to lead to anti-racist classrooms, positive racial identities, and a restoration of the wholeness of spirit and community that racism undermines. Book Features: Case studies of expert and experienced White teachers who still have questions about race. Approaches for talking about race in the K–12 classroom. Strategies for facilitating race conversations among adults. A variety of different resources useful in the teacher inquiry groups described in the book. Research with teachers, not on teachers, including written responses from each teacher whose classroom is featured in the book. “In Raising Race Questions Ali Michael is an excavator, determined to dig into every unexplored crevice of White teachers’ experiences with race in order to unearth the complex realities of racism and schooling, and a model of reflective inquiry, willing to lay herself and her assumptions bare in service to the reader's consciousness and her own. This book grew my consciousness in multiple ways, and that is the greatest gift an author can give me.” —Paul Gorski, founder, EdChange, associate professor, George Mason University “Ali Michael has a gift for getting people talking. This must-read book captures her ‘magic’ and shares useful strategies for teachers and schools working to develop their racial proficiency. As a White teacher engaged in this work, I've watched these tools help educators support one another as they make mistakes, reflect, and grow together.” —Lynn Eckerman, Teacher, Independence Charter School, Philadelphia, PA
Despite differing orientations, the contributors here all share a common concern for stressing the importance of social context, nuance and language in understanding the dynamics of race relations.
This book elucidates the complexities, contradictions, and confusion surrounding adolescence in American culture and education.
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.