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Everyday antiracism [electronic resource] : getting real about race in school /

edited by Mica Pollock.

Book Cover
Published: New York : New Press : 2008.
Topics: Educational equalization - United States. | Racism in education - United States.
Regions: United States.
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020 |a9781595585677|q(electronic bk.)
020 |a1595585672|q(electronic bk.)
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245 00|aEveryday antiracism|h[electronic resource] :|bgetting real about race in school /|cedited by Mica Pollock.
260 |aNew York :|bNew Press :|bDistributed by W.W. Norton & Co.,|c2008.
300 |a1 online resource
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
504 |aIncludes bibliographical references (pages 361-380) and index.
505 00|tResponding to the "N-word" /|rWendy Luttrell --|tEngaging diverse groups of colleagues in conversation /|rAlice McIntyre --|tLocating yourself for your students /|rPriya Parmar and Shirley Steinberg --|tExpanding definitions of "good teaching" /|rLee Anne Bell --|tValuing students' home worlds /|rEugene E. García --|tGetting to know students' communities /|rLeisy Wyman and Grant Kashatok --|tHelping students research their communities /|rKathleen Cushman --|tCultivating the trust of Black parents /|rBeverly Daniel Tatum --|tHelping parents fight stereotypes about their children /|rJanie Victoria Ward --|tInforming parents about available opportunities /|rRoslyn Arlin Mickelson and Linwood H. Cousins --|tResisting the "lone hero" stance /|rAudrey Thompson --|tRecognizing the likelihood of reproducing racism /|rEduardo Bonilla-Silva and David G. Embrick --|tStaying hopeful /|rRonald David Glass --|tWhat is next? /|rMica Pollock.
505 00|tUsing photography to explore racial identity /|rAlexandra Lightfoot --|tExploring racial identity through writing /|rJennifer A. Mott-Smith --|tInvolving students in selecting reading materials /|rChristine E. Sleeter --|tTeaching critical analysis of racial oppression /|rJeff Duncan-Andrade --|tUsing critical hip-hop in the curriculum /|rErnest Morrell --|tEngaging youth in participatory inquiry for social justice /|rMaría Elena Torre and Michelle Fine --|tArab visibility and invisibility /|rThea Abu El-Haj --|tEvaluating images of groups in your curriculum /|rTeresa L. McCarty --|tTeaching representations of cultural difference through film /|rSanjay Sharma --|tWhat is on your classroom wall? : problematic posters /|rDonna Deyhle --|tTeaching racially sensitive literature /|rJocelyn Chadwick --|tMaking race relevant in all-white classrooms : using local history /|rMara Tieken --|tTeaching facts, not myths, about Native Americans /|rPaoul Ongtooguk and Claudia S. Dybdahl --|tInviting students to analyze their learning experience /|rMakeba Jones and Susan Yonezawa --|tInterrogating students' silences /|rKatherine Schultz --|tQuestioning "cultural" explanations of classroom behaviors /|rDoug Foley --|tCreating safe spaces in predominantly white classrooms /|rPamela Perry --|tOn spotlighting and ignoring racial group members in the classroom /|rDorinda J. Carter --|tRacial incidents as teachable moments /|rLawrence Blum --|tDebating racially charged topics /|rIan F. Haney López --|tDeveloping antiracist school policy /|rDavid Gillborn --|tFocusing on student learning /|rJohn B. Diamond --|tMoving beyond quick "cultural" explanations /|rVivian Louie --|tNaming the racial hierarchies that arise during school reforms /|rRosemary Henze --|tSpearheading school-wide reform /|rWillis D. Hawley.
505 00|tExposing race as an obsolete biological concept /|rAlan H. Goodman --|tNo brain is racial /|rMica Pollock --|tGetting rid of the word "Caucasian" /|rCarol C. Mukhopadhyay --|tBeginning courageous conversations about race /|rGlenn E. Singleton and Cyndie Hays --|tTalking precisely about equal opportunity /|rMica Pollock --|tNice is not enough : defining caring for students of color /|rSonia Nieto --|tFollowing children's leads in conversations about race /|rKimberly Chang and Rachel Conrad --|tObserving students sharing language /|rBen Rampton --|tStrengthening student identity in school programs /|rPatricia Gándara --|tUncovering internalized oppression /|rAngela Valenzuela --|tHelping students see each other's humanity /|rL. Janelle Dance --|tConstructing colorblind classrooms /|rSamuel R. Lucas --|tKnowing students as individuals /|rJoshua Aronson --|tShowing students who you are /|rHeather M. Pleasants --|tHelping students of color meet high standards /|rRonald F. Ferguson --|tProviding supportive feedback /|rGeoffrey L. Cohen --|tTeaching and transcending basic skills /|rAmanda Taylor --|tGrouping in detracked classrooms /|rBeth C. Rubin --|tStandards v. "standard" knowledge /|rEdmund T. Hamann --|tValuing nonstandard English /|rJohn Baugh --|tTeaching students fluency in multiple cultural codes /|rPrudence Carter --|tChallenging cultural stereotypes of "scientific ability" /|rMaria Ong --|tFinding role models in the community /|rMeira Levinson --|tProviding equal access to "gifted" education /|rKarolyn Tyson --|tWhat discipline is for : connecting students to the benefits of learning /|rPedro A. Noguera.
650 0|aEducational equalization|zUnited States.
650 0|aRacism in education|zUnited States.
650 7|aEducational equalization.|2fast|0(OCoLC)fst00903418
650 7|aRacism in education.|2fast|0(OCoLC)fst01737534
651 7|aUnited States.|2fast|0(OCoLC)fst01204155
710 2 |aProQuest (Firm)
856 40|3EBSCO|u|yClick to view
994 |aC0|bIGB

Staff View for: Everyday antiracism : getting real about