Rac E Ing To Class

In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students’ lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices—at district and school levels, and in individual classrooms—for school leaders and teachers who are committed to creating the best educational opportunities for these students. Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner’s astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty—and how they can best serve these students in their schools and classrooms.

"Rac(e)ing to the Right is a great read and brings overdue attention to one of the most popular and controversial African American writers in history. . . . These writings reveal both the presence and the limits of conservatism in the African American intellectual tradition."--Jeffrey A. Tucker, University of Rochester From the 1920s to the 1970s, George S. Schuyler was one of the country's most prolific--and controversial--observers of African American life. As journalist, socialist, novelist, right-wing conservative, and, finally, political outcast, his thought was rife with insight and contradiction. Until now, only Schuyler's fiction has found its way back into print. Rac(e)ing to the Right is the first collection of his political and cultural criticism. The essays gathered by Jeffrey Leak encompass three key periods of Schuyler's development. The first section follows his literary evolution in the 1920s and 1930s, during which time he deserted the U.S. Army and briefly became a member of the Socialist Party. Part II reveals his shift toward political conservatism in response to World War II and the perceived threat of Communism. Part III covers the civil rights movement of the 1960s--an era that prompted some of his most extreme and volatile critiques of black leadership and liberal ideology. The book includes many essays that are not well known as well as pieces that have never before been published. One notable example is the first printed transcript of Schuyler's 1961 debate on the Black Muslims with Malcolm X, James Baldwin, and C. Eric Lincoln. Because African American experience is more often than not associated with liberalism and the left, the idea of a black conservative strikes many as an anomaly. Schuyler's writings, however, force us to broaden and rethink our political and cultural conceptions. At times misguided, at times prophetic, his work expands our understanding of black intellectual thought in the twentieth century. The Editor: Jeffrey B. Leak is assistant professor of African American literature at the University of North Carolina at Charlotte. He has published articles and reviews in Callaloo, African American Review, and The Oxford Companion to African American Literature.

2021 PROSE Award Finalist, Education Practice and Theory Category In the thoroughly revised second edition of Start Where You Are, But Don’t Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms. The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies—of teachers in urban and suburban settings—are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps. Start Where You Are, But Don’t Stay There strives to help educators in the fight for social justice, equity, inclusion, and transformation for all students. It is a book urgently needed in today’s increasingly diverse classrooms.

Tracing the history of refugee settlement in Fargo, North Dakota, from the 1980s to the present day, Race-ing Fargo focuses on the role that gender, religion, and sociality play in everyday interactions between refugees from South Sudan and Bosnia-Herzegovina and the dominant white Euro-American population of the city. Jennifer Erickson outlines the ways in which refugees have impacted this small city over the last thirty years, showing how culture, political economy, and institutional transformations collectively contribute to the racialization of white cities like Fargo in ways that complicate their demographics. Race-ing Fargo shows that race, religion, and decorum prove to be powerful forces determining worthiness and belonging in the city and draws attention to the different roles that state and private sectors played in shaping ideas about race and citizenship on a local level. Through the comparative study of white secular Muslim Bosnians and Black Christian Southern Sudanese, Race-ing Fargo demonstrates how cross-cultural and transnational understandings of race, ethnicity, class, and religion shape daily citizenship practices and belonging.

Teacher Preparation at the Intersection of Race and Poverty in Today's Schools introduces the reader to a collection of thoughtful works by authors that represent current thinking about teacher preparation. Importantly, the book is divided into two primary sections, the first being four chapters that offer understanding of the depth and breadth of the intersection of race and poverty as it relates to teaching and teacher preparation. The second section presents Dialogues of Teacher Education focused on “Meeting the Challenge of Race and Poverty in Our Schools: The Role of Teacher Education” with eight contributing authors who reflect on and give voice to meeting the challenge. Finally, two book reviews are presented that align with the concern for preparing teachers to enter schools at the intersection of race and poverty on a daily basis.

Race neutral leadership is not an option. Education leaders are on the frontline in the fight for racial justice and must co-construct practices to disrupt storylines, policies, and practices that perpetuate opportunity gaps. Drawing from established research and the wisdom of teachers, young people, parents, community members, policy advocates, and school leaders, The Race Card is a guide for frontline leaders at every level to confront and disrupt racism. Designed to engage leaders in candid conversations about race and racism, this book provides a road map for building anti-racist leadership capacity in today’s turbulent political environment. Features include Eight interrelated tenets of Frontline Leadership Strategies for supporting faculty, staff, students, and the broader community in practices centering racial justice and equity Guidance for dismantling the lies and beliefs that perpetuate inequities Design principles and strategies to cultivate opportunity-rich and robust curriculum, instruction, relationships, and assessment The frontline isn’t always a comfortable place, but it’s where education leaders are needed right now. Lead the fight for truth in your school community and help change history—by putting our nation back on the path to racial justice.

Focusing on the socially explosive concept of race and how it has affected human interactions, this work examines the social and scientific definitions of race, the implementation of racialized policies and practices, the historical and contemporary manifestations of the use of race in shaping social interactions within U.S. society and elsewhere, and where our notions of race will likely lead. More than a decade and a half into the 21st century, the term "race" remains one of the most emotionally charged words in the human language. While race can be defined as "a local geographic or global human population distinguished as a more or less distinct group by genetically transmitted physical characteristics," the concept of race can better be understood as a socially defined construct—a system of human classification that carries tremendous weight, yet is complex, confusing, contradictory, controversial, and imprecise. This collection of essays focuses on the socially explosive concept of race and how it has shaped human interactions across civilization. The contributed work examines the social and scientific definitions of race, the implementation of racialized policies and practices, and the historical and contemporary manifestations of the use of race in shaping social interactions (primarily) in the United States—a nation where the concept of race is further convoluted by the nation's extensive history of miscegenation as well as the continuous flow of immigrant groups from countries whose definitions of race, ethnicity, and culture remain fluid. Readers will gain insights into subjects such as how we as individuals define ourselves through concepts of race, how race affects social privilege, "color blindness" as an obstacle to social change, legal perspectives on race, racialization of the religious experience, and how the media perpetuates racial stereotypes.

As one of the first scholarly books to focus on colorism in education, this volume considers how connections between race and color may influence school-based experiences. Chapter authors question how variations in skin tone, as well as related features such as hair texture and eye color, complicate perspectives on race and they demonstrate how colorism is a form of discrimination that affects educational stakeholders, especially students, families, and professionals, across P-16 institutions. This volume provides an outline of colorism’s contemporary relevance within the United States and shares considerations for international dimensions that are linked to immigration, refugee populations, and Canada. By situating colorism in an educational context, this book offers suggestions for how educators may engage and confront this form of discrimination.