White Teachers / Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism
Inspirational, insightful & practical\ Edited by an experienced White teacher and a Black scholar\ Author events and national publicity\ \ Close to seventy percent of K-12 teachers are White, and the proportion is growing. All the while, student populations of color are increasing fast. For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools, where we find large concentrations of poverty, it is common for fewer than...
Search in google:
Inspirational, insightful & practicalEdited by an experienced White teacher and a Black scholarAuthor events and national publicity Close to seventy percent of K-12 teachers are White, and the proportion is growing. All the while, student populations of color are increasing fast. For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools, where we find large concentrations of poverty, it is common for fewer than half the ninth graders to leave with a high school diploma. Black boys see few, if any, role models in school and many drop out by tenth grade or even earlier. There is a connection between the disproportion of White teachers to students of color and these educational outcomes. It is simply that most White teachers have never been exposed to what it means to truly teach inclusively and equitably; nor seen the transformative power of such teaching and its ability to bring about success. By encouraging reflection and self examination, by understanding how students can achieve and how to expect the most from them, and by recognizing institutional racism for what it is, teachers can transform the current state of education for African American students in the United States. Both Black and White teachers here demonstrate what's involved in terms of teachers recognizing often unconscious biases, surmounting stereotyping, adopting culturally relevant teaching, connecting with parents and the community, and integrating diversity in everything they do - and in so doing finding the true path to leaving no child behind. This book is replete with examples of practice and telling insights and will engage teachers in practice or in service. It should have a place in every classroom in colleges of education. Its empowering message applies not just to teachers of Black students, but will illuminate teaching in every racially diverse setting.
Introduction : a call to action for white teachers in diverse classrooms1Pt. 1Foundations of our work : recognizing power and privilege1Being white : invisible privileges of a new England prep school girl13Pt. 2Culturally relevant pedagogy : how do we do it?2Yes, but how do we do it? : practicing culturally relevant pedagogy293He empty desk in the third row : experiences of an African American male teacher434Educating black males : interview with professor emeritus Joseph White, Ph.D., author of Black Man Emerging525The unintentional undermining of multicultural education : educators at the equity crossroads616But good intentions are not enough : theoretical and philosophical relevance in teaching students of color79Pt. 3Expecting the most : how white teachers can ensure African American achievement7White women's work : on the front lines of urban education938Low expectations are the worst form of racism1109I 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 students12210African American student-athletes and white teachers' classroom interactions : implications for teachers, coaches, counselors, and administrators13711Tips for school principals and teachers : helping black students achieve15012Black/African American families : coming of age in predominately white communities162Pt. 4The truly reflective teacher13Connecting to the community : speaking the truth without hesitation18514Practicing what we teach : experiences with reflective practice and critical engagement19515Conversation - a necessary step in understanding diversity : a new teacher plans for competency203Pt. 5Creating activist classroom communities16When truth and joy are at stake : challenging the Status Quo in the high school English class22117Incorporation of multiculturalism into art education23418Preparing teachers to develop inclusive communities25019How can service-learning increase the academic achievement of urban African American students?26520Culturally responsive school-community partnerships : strategy for success286
