In 1935, W.E.B. Du Bois asked, "Does the Negro need separate schools?" His stunning query spoke to the erasure of cultural relevancy in the classroom and to reassurances given to White supremacy through curricula and pedagogy. Two decades later, as the Supreme Court ordered public schools to desegregate, educators still overlooked the intimations of his question. This book reflects upon the role K-12 education has played in enabling America's enduring racial tensions. Combining historical analysis, personal experience, and a theoretical exploration of critical race pedagogy, this book calls for placing race at the center of the pedagogical mission.…mehr
In 1935, W.E.B. Du Bois asked, "Does the Negro need separate schools?" His stunning query spoke to the erasure of cultural relevancy in the classroom and to reassurances given to White supremacy through curricula and pedagogy. Two decades later, as the Supreme Court ordered public schools to desegregate, educators still overlooked the intimations of his question. This book reflects upon the role K-12 education has played in enabling America's enduring racial tensions. Combining historical analysis, personal experience, and a theoretical exploration of critical race pedagogy, this book calls for placing race at the center of the pedagogical mission.
Todd M. Mealy is an educator, coach, and author with a focus on sports and civil rights history, including notable works on Muhammad Ali and the role of sports in military preparedness during the world wars. With over two decades of teaching experience at the secondary and postsecondary levels, Todd earned his Ph.D. from Penn State University-Harrisburg, where he graduated with distinction. Carter Lee Mealy is an aspiring children's author focused on helping young readers overcome their fears. They reside in Lancaster, Pennsylvania, with their wife and mother, Melissa, and daughter and sister, Adeline.
Inhaltsangabe
Table of Contents Acknowledgments Foreword by Terrence J. Roberts Preface Introduction 1. To Be Silent on Racism Is to Empower Racism 2. Revolutionary Teaching and the Origin of Race Conscious Pedagogy 3. The Era of the Takeover and the Struggle for Diversity, Equity and Inclusion in Secondary and Postsecondary Education 4. Making a Course: Theoretical Framework for a Course Grounded in Race Conscious Pedagogy 5. The Course: Seminar in Critical Race Studies 6. Those That Fight Back 7. "The most brutal, and the most determined resistance": The Backlash to Race Conscious Classrooms 8. Putting Students in Uncomfortable Situations 9. Moving Educators Beyond Race Conscious Pedagogy and Toward Cultural Competence Afterword by George Yancy Appendix 1: Response to a Parent, May 2018 Appendix 2: Seminar in Critical Race Studies Summer Reading Assignment Bibliography Index
Table of Contents Acknowledgments Foreword by Terrence J. Roberts Preface Introduction 1. To Be Silent on Racism Is to Empower Racism 2. Revolutionary Teaching and the Origin of Race Conscious Pedagogy 3. The Era of the Takeover and the Struggle for Diversity, Equity and Inclusion in Secondary and Postsecondary Education 4. Making a Course: Theoretical Framework for a Course Grounded in Race Conscious Pedagogy 5. The Course: Seminar in Critical Race Studies 6. Those That Fight Back 7. "The most brutal, and the most determined resistance": The Backlash to Race Conscious Classrooms 8. Putting Students in Uncomfortable Situations 9. Moving Educators Beyond Race Conscious Pedagogy and Toward Cultural Competence Afterword by George Yancy Appendix 1: Response to a Parent, May 2018 Appendix 2: Seminar in Critical Race Studies Summer Reading Assignment Bibliography Index
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