CART

(0) items

White Teachers / Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity, and Providing True Educational Equity,9781579225964

White Teachers / Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity, and Providing True Educational Equity

by ;
Edition:
2nd
ISBN13:

9781579225964

ISBN10:
1579225969
Format:
Paperback
Pub. Date:
8/30/2011
Publisher(s):
Stylus Pub Llc
List Price: $32.00

Rent Book

(Recommended)
 
Term
Due
Price
$11.20

Hurry!

Only one copy
in stock at this price.

Buy Used Book

In Stock Usually Ships in 24 Hours.
U9781579225964
$16.64

Buy New Book

In Stock Usually Ships in 24 Hours.
N9781579225964
$27.20

eBook

We're Sorry
Not Available

More New and Used
from Private Sellers
Starting at $15.70
See Prices

Questions About This Book?

Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 2nd edition with a publication date of 8/30/2011.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
  • The Used copy of this book is not guaranteed to inclue any supplemental materials. Typically, only the book itself is included.
  • The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.

Summary

The point of departure for this new edition, as it was for the first, is the unacceptable reality that, for students of color, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. This second edition has been considerably expanded with chapters that illuminate the Asian American, Native American, and Latina/o experience, including that of undocumented students, in our schools. These chapters offer insights into the concerns and issues students bring to the classroom. They also convey the importance for teachers, as they accept difference and develop cultural sensitivity, to see their students as individuals, and avoid generalizations. This need to go beneath the surface is reinforced by a chapter on adopted children, children of mixed race, and Shidden minorities . White and Black teachers, and teachers of different races and ethnicities, here provide the essential theoretical background, and share their experiences and the approaches they have developed, to create the conditions “ in both urban and suburban settings “ that enable minority students to succeed. This book encourages reflection and self-examination, and calls for recognizing and reinforcing students " ability to achieve. It also calls for high expectations for both teachers and students. It demonstrates what it means to recognize often-unconscious biases, confront institutional racism where it occurs, surmount stereotyping, adopt culturally relevant teaching, connect with parents and the community, and integrate diversity in all activities. This book is replete with examples from practice and telling insights that will engage teachers in practice or in service. It should have a place in every classroom in colleges of education and K-12 schools. Its empowering message applies to every teacher working in an educational setting that recognizes the empowerment that comes in celebrating diversity. Each chapter concludes with a set of questions for personal reflection or group discussion.

Author Biography

Julie G. Landsman has taught in Minneapolis Public Schools for 25 years. Chance W. Lewis is the Houston Endowment Inc. Endowed Chair, associate professor of urban education, and Co-Director of the urban education graduate program, in the College of Education at Texas AM University.

Table of Contents

Introduction: A Call to Action and Self-Reflection for White Teachers in Diverse Classroomsp. 1
Foundations of Our Work: Recognizing Power, Privilege, and Perspectives
Being White: Invisible Privileges of a New England Prep School Girlp. 11
Questionsp. 24
Reflections on Education: A Two-Way Journeyp. 2
Questionsp. 30
Culturally Relevant Teachers: Foundations and Personal Engagement
Yes, But How Do We Do It?: Practicing Culturally Relevant Pedagogyp. 33
Questionsp. 46
The Empty Desk in the Third Row
Experiences of an African American Male Teacherp. 47
Questionsp. 55
But Good Intentions are Not Enough: Doing What's Necessary to Teach for Diversityp. 56
Questionsp. 74
The Unintentional Undermining of Multicultural Education: Educators at the Equity Crossroadsp. 75
Questionsp. 92
White Women's Work: On the Front Lines of Urban Educationp. 93
Questionsp. 109
When Truth and Joy are at Stake: Challenging the Status Quo in the High School English Classp. 110
Questionsp. 122
Color Blindness, Unconscious Bias, and Student Achievement in Suburban Schoolsp. 123
Questionsp. 135
Tips for School Principals and Teachers: Helping Black Students Achievep. 136
Questionsp. 148
How Can Service-Learning Increase the Academic Achievement of Urban African American Students?p. 149
Questionsp. l69
Knowing Who is in the Classroom: How White Teachers Can Ensure All Children Achieve
What Are You? Are You Indian? Are You Chinese?: The Lifelong Journey of an Adopted Latinap. 173
Questionsp. 179
Daring to Teach: Challenging the Western Narrative of American Indians in the Classroomp. 181
Questionsp. 196
Educating Black Males: Interview With Professor Emeritus Joseph White, Ph.D., Author of Black Man Emergingp. 198
Questionsp. 206
Black/African American Families: Coming of Age in Predominately White Communitiesp. 208
Questionsp. 227
Understanding Korean American Students: Facts, Not Mythp. 228
Questionsp. 242
Low Expectations are the Worst form of Racismp. 243
Questionsp. 254
How Educators Can Support the High Expectations for Education That Exist in the Latino Family and Student Communityp. 255
Questionsp. 268
I Don't Understand Why My African American Students are Not Achieving: An Exploration of the Connection Among Personal Power, Teacher Perceptions, and the Academic Engagement of African American Studentsp. 269
Questionsp. 283
African American Male Student-Athletes and White Teachers' Classroom Interactionsp. 284
Implications for Teachers, Coaches, Counselors, and Administrators
Questionsp. 296
Creating Classrooms for Equity, Activism, and Social Justice
Educators Supporting Dreamers: Becoming an Undocumented Student Allyp. 299
Questionsp. 313
Preparing Teachers to Develop Inclusive Communitiesp. 314
Questionsp. 328
Culturally Responsive School-Community Partnerships: Strategy for Successp. 329
Questionsp. 343
About the Editorsp. 347
About the Authorsp. 349
Indexp. 357
Poems
Becoming Joeyp. v
Walking Down the Corridor is Being in Another Countryp. 345
Table of Contents provided by Ingram. All Rights Reserved.


Please wait while the item is added to your cart...