Exploring race in predominantly white classrooms : scholars of color reflect
- New York : Routledge, Taylor & Francis Group, 2014.
- Copyright notice
- Physical description
- xvii, 239 pages ; 24 cm.
- Critical social thought.
LC1099.3 .E98 2014
- Unknown LC1099.3 .E98 2014
- Includes bibliographical references and index.
- 1 "The Whiteness is Thick": Predominantly White Classrooms, Student of Color Voice, and Freirian Hopes Kirsten T. Edwards 2 This Bridge Called My Body: Talking Race through Embodying Difference Antonia Randolph 3 Staying in the Conversation Dyan Watson 4 Race-ing the Curriculum: Reflections on a Pedagogy of Social Change Kathy Glass 5 Teaching White Settler Subjects Antiracist Feminisms Jo-Anne Lee 6 Pedagogical Contours of Race and Racism Clarence Shole Johnson 7 A Letter to My Kinfolk on the One Hundred and Fiftieth Anniversary of the Emancipation A. Todd Franklin 8 Racialized Consciousness and Learned Ignorance: Trying to help White People Understand Arnold Farr 9 On Why Race Matters: Teaching the Relevance of the Semantics and Ontology of Race Clevis Headley 10 Unveiling Whiteness in Higher Education: Scholars of Color and Double Consciousness Zeus Leonardo 11 Metacognitive RACLaGE Reflection: A Black Professor's Journey to Use the Master's Tools to Dismantle His House Karsonya Wise Whitehead 12 The Racialized Feminist Killjoy in White Academia: Contesting White Entitlement Benita Bunjun 13 Race In(Out)side the Classroom: On Pedagogy and the Politics of Collegiality Nana Osei-Kofi 14 Immersion Diversity: Teaching Tourism, Travel Writing and Race from the Inside Out Meta G. Carstarphen 15 Pedagogical challenges of "Teaching the Global": Race, Nation, and Transnational feminist praxis Sanjukta Mukherjee 16 Teaching Indigenous Classes in Non-Indigenous Classrooms Joe Watkins.
- (source: Nielsen Book Data)
- Publisher's Summary
- Although multicultural education has made significant gains in recent years, with many courses specifically devoted to the topic in both undergraduate and graduate education programs, and more scholars of color teaching in these programs, these victories bring with them a number of pedagogic dilemmas. Most students in these programs are not themselves students of color, meaning the topics and the faculty teaching them are often faced with groups of students whose backgrounds and perspectives may be decidedly different - even hostile - to multicultural pedagogy and curriculum. This edited collection brings together an interdisciplinary group of scholars of color to critically examine what it is like to explore race in predominantly white classrooms. It delves into the challenges academics face while dealing with the wide range of responses from both White students and students of color, and provides a powerful overview of how teachers of color highlight the continued importance and existence of race and racism. Exploring Race in Predominately White Classrooms is an essential resource for any educator interested in exploring race within the context of today's classrooms.
(source: Nielsen Book Data)
- Publication date
- Copyright date
- edited by George Yancy and Maria del Guadalupe Davidson.
- The Critical social thought series