• Everyday Antiracism
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Everyday Antiracism

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Winner, Gustavus Myers Outstanding Book AwardThe groundbreaking book on race in schools that has become an essential handbook for teachers working to create antiracist classrooms In the wake of the...
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  • 01 June 2008
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Winner, Gustavus Myers Outstanding Book Award

The groundbreaking book on race in schools that has become an essential handbook for teachers working to create antiracist classrooms

In the wake of the Black Lives Matter movement and nationwide protests against police brutality, it’s never been more important for educators and parents to ensure they’re cultivating antiracist learning environments. For years, teachers who recognized the importance of cultural responsiveness in the classroom have turned to Everyday Antiracism, the essential compendium of advice from some of America’s leading educators.

Pathbreaking contributors—among them Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera—describe concrete ways to analyze classroom interactions that may or may not be “racial,” deal with racial inequality and “diversity,” and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the “n-word” to valuing students’ home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools.

Everyday Antiracism is an essential tool for all of the educators and parents who are determined to create not only more just classrooms, but also a more just world.

Contributors include:

  • Eduardo Bonilla-Silva
  • Prudence Carter
  • Thea Abu El-Haj
  • Ron Ferguson
  • Patricia Gándara
  • Ian Haney López
  • Vivian Louie
  • Maria Ong
  • Paul Ongtooguk
  • Christine Sleeter
  • Angela Valenzuela
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Price: $24.95
Pages: 389
Publisher: The New Press
Imprint: The New Press
Publication Date: 01 June 2008
Trim Size: 9.20 X 6.10 in
ISBN: 9781595580542
Format: Paperback
REVIEWS Icon
"Teachers and parents often want to act on the issue of racism, but don't know how. This one-of-a-kind volume is the blueprint; no one should teach another day without reading it."
—Tim Wise, author of White Like Me
Mica Pollock is an associate professor at the Harvard Graduate School of Education. An anthropologist of education, she previously taught tenth grade and worked in the civil rights field. She is the author of Colormute and Because of Race. She lives in Somerville, Massachusetts.
Contents

Acknowledgments xi
Suggestions for Using This Book xiii
Introduction: Defining Everyday Antiracism xvii

SECTION A
RACE CATEGORIES: WE ARE ALL THE SAME,
BUT OUR LIVES ARE DIFFERENT 1

Part I: Remember That Racial Categories Are
Not Biological Realities 3
    1. Exposing Race as an Obsolete Biological Concept
    Alan H. Goodman 4
    2. No Brain Is Racial
    Mica Pollock 9
    3. Getting Rid of the Word “Caucasian”
    Carol C. Mukhopadhyay 12

Part II: Get Ready to Talk about a Racialized Society 17

    4. Beginning Courageous Conversations about Race
    Glenn E. Singleton and Cyndie Hays 18
    5. Talking Precisely about Equal Opportunity
    Mica Pollock 24
    6. Nice Is Not Enough: Defining Caring for Students of Color
    Sonia Nieto 28

Part III: Remember That People Do Not Fit Neatly and
Easily into Racial Groups 33
    7. Following Children's Leads in Conversations about Race
    Kimberly Chang and Rachel Conrad 34
    8. Observing Students Sharing Language
    Ben Rampton 39

Part IV: Remember That People Are Treated as Racial Group
Members and Need to Examine That Experience 43
    9. Strengthening Student Identity in School Programs
    Patricia Gándara 44
    10. Uncovering Internalized Oppression
    Angela Valenzuela 50
    11. Helping Students See Each Other's Humanity
    L. Janelle Dance 56

Part V: Emphasize Individuality 61
    12. Constructing Colorblind Classrooms
    Samuel R. Lucas 62
    13. Knowing Students as Individuals
    Joshua Aronson 67
    14. Showing Students Who You Are
    Heather M. Pleasants 70

SECTION B
HOW OPPORTUNITIES ARE PROVIDED
AND DENIED INSIDE SCHOOLS 75

Part VI: Remember That Students Experience Racially
Unequal Expectations about Their Brainpower 77
    15. Helping Students of Color Meet High Standards
    Ronald F. Ferguson 78
    16. Providing Supportive Feedback
    Geoffrey L. Cohen 82

Part VII: Counter Racially Patterned Skill Gaps 85
    17. Teaching and Transcending Basic Skills
    Amanda Taylor 86
    18. Grouping in Detracked Classrooms
    Beth C. Rubin 90

Part VIII: Help Students Gain Fluency in “Standard”
Behaviors While Honoring the “Nonstandard”
Behaviors They Already Have 97
    19. Standards vs.“Standard” Knowledge
    Edmund T. Hamann 98
    20. Valuing Nonstandard English
    John Baugh 102
    21. Teaching Students Fluency in Multiple Cultural Codes
    Prudence Carter 107

Part IX: Defy Racially Based Notions of Potential
Careers and Contributions 113
    22. Challenging Cultural Stereotypes of “Scientific Ability”
    Maria Ong 114
    23. Finding Role Models in the Community
    Meira Levinson 120

Part X: Analyze Racial Disparities in Opportunities to Learn 125
    24. Providing Equal Access to “Gifted” Education
    Karolyn Tyson 126
    25. What Discipline Is For: Connecting Students to the
    Benefits of Learning
    Pedro A. Noguera 132


SECTION C
CURRICULUM THAT ASKS CRUCIAL
QUESTIONS ABOUT RACE 139

Part XI: Create Curriculum That Invites Students to
Explore Complex Identities and Consider
Racial Group Experiences 141
    26. Using Photography to Explore Racial Identity
    Alexandra Lightfoot 142
    27. Exploring Racial Identity Through Writing
    Jennifer A. Mott-Smith 146
    28. Involving Students in Selecting Reading Materials
    Christine E. Sleeter 150

Part XII: Create Curriculum That Analyzes
Opportunity Denial 155
    29. Teaching Critical Analysis of Racial Oppression
    Jeff Duncan-Andrade 156
    30. Using Critical Hip-Hop in the Curriculum
    Ernest Morrell 161
    31. Engaging Youth in Participatory Inquiry for Social Justice
    María Elena Torre and Michelle Fine 165

Part XIII: Create Curriculum That Represents a
Diverse Range of People Thoroughly and Complexly 173
    32. Arab Visibility and Invisibility
    Thea Abu El-Haj 174
    33. Evaluating Images of Groups in Your Curriculum
    Teresa L. McCarty 180
    34. Teaching Representations of Cultural Difference Through Film
    Sanjay Sharma 186
    35. What Is on Your Classroom Wall? Problematic Posters
    Donna Deyhle 191
    36. Teaching Racially Sensitive Literature
    Jocelyn Chadwick 195

Part XIV: Create Curriculum That Discusses History
Accurately and Thoroughly 199
    37. Making Race Relevant in All-White Classrooms:
    Using Local History
    Mara Tieken 200
    38. Teaching Facts, Not Myths, about Native Americans
    Paul Ongtooguk and Claudia S. Dybdahl 204

SECTION D
RACE AND THE SCHOOL EXPERIENCE:
THE NEED FOR INQUIRY 209

Part XV: Investigate Learning Experiences in Your Classroom 211
    39. Inviting Students to Analyze Their Learning Experience
    Makeba Jones and Susan Yonezawa 212
    40. Interrogating Students' Silences
    Katherine Schultz 217
    41. Questioning “Cultural” Explanations of Classroom Behaviors
    Doug Foley 222
    42. Creating Safe Spaces in Predominantly White Classrooms
    Pamela Perry 226
    43. On Spotlighting and Ignoring Racial Group Members
    in the Classroom
    Dorinda J. Carter 230

Part XVI: Spearhead Conversations with Students about
Racism in Their Lives and Yours 235
    44. Racial Incidents as Teachable Moments
    Lawrence Blum 236
    45. Debating Racially Charged Topics
    Ian F. Haney López 242
    46. Developing Antiracist School Policy
    David Gillborn 246

Part XVII: Talk Thoroughly with Colleagues
about Race and Achievement 253
    47. Focusing on Student Learning
    John B. Diamond 254
    48. Moving Beyond Quick “Cultural” Explanations
    Vivian Louie 257
    49. Naming the Racial Hierarchies That Arise During School Reforms
    Rosemary Henze 262
    50. Spearheading School-wide Reform
    Willis D. Hawley 267

Part XVIII: Analyze, with Colleagues and Students, How
Your Race Affects Your Teaching 273
    51. Responding to the “N-Word”
    Wendy Luttrell 274
    52. Engaging Diverse Groups of Colleagues in Conversation
    Alice McIntyre 279
    53. Locating Yourself for Your Students
    Priya Parmar and Shirley Steinberg 283
    54. Expanding Definitions of “Good Teaching”
    Lee Anne Bell 287

SECTION E
ENGAGING COMMUNITIES FOR REAL 291

Part XIX: Inquire Fully about Home Communities 293
    55. Valuing Students' Home Worlds
    Eugene E. García 294
    56. Getting to Know Students' Communities
    Leisy Wyman and Grant Kashatok 299
    57. Helping Students Research Their Communities
    Kathleen Cushman 305

Part XX: Discuss Parents' Experiences of Racially Unequal
Opportunity 309
    58. Cultivating the Trust of Black Parents
    Beverly Daniel Tatum 310
    59. Helping Parents Fight Stereotypes about Their Children
    Janie Victoria Ward 314
    60. Informing Parents about Available Opportunities
    Roslyn Arlin Mickelson and Linwood H. Cousins 318

SECTION F
KEEPING IT GOING 325
Part XXI: Struggle to Change a System That Is Unequal,
While Working Within It 327
    61. Resisting the “Lone Hero” Stance
    Audrey Thompson 328
    62. Recognizing the Likelihood of Reproducing Racism
    Eduardo Bonilla-Silva and David G. Embrick 334
    63. Staying Hopeful
    Ronald David Glass 337
    64. What Is Next?
    Mica Pollock 341

    Complete List of Everyday Antiracist Strategies 343
    Notes 349
    Reference List 361
    Index 381