White Teachers Diverse Classrooms

"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. 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 book encourages reflection and self-examination, 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. Replete with examples from practice and telling insights that will engage teachers in practice or in service, this book should have a place in every classroom in colleges of education, and in all schools." --from back cover.

· Interviews with Black students and experienced educators provide guidance on how to teach successfully in multicultural classes· Insights and ideas to promote observation, reflection, and effective classroom practice· Ideal for initiating constructive discussion in pre-service courses, and for professional development· Defines the seven characteristics of successful multicultural teaching· Based on the acclaimed book These interviews with Black students, White and Black teachers, educational experts and school administrators poignantly bring to life the issues, strategies and competencies that teachers need to engage with–if they are to create the conditions that will enable their students of color to succeed and excel.From these candid, unscripted interviews, there emerge seven key drivers of inclusive teaching.The ideas and insights captured in this DVD are placed in context by short introductory and concluding commentaries by the editors of the acclaimed companion book, White Teachers / Diverse Classrooms.The feature 33 minute track is enhanced by a further 83 minutes of additional footage that presents more extensive interviews with many of the participants, to add depth to pedagogical approaches they advocate.This DVD is effective both for group viewing and discussion, and for individual study. It will spur debate, stimulate ideas and reflection, and inspire.White Teachers / Diverse Classrooms DVDRegion: 0 / NTSC. Can be played on any computer worldwide / Plays on North American TVs onlyClosed captioning for the hearing impaired. Includes educational performance rights.

· Interviews with Black students and experienced educators provide guidance on how to teach successfully in multicultural classes · Insights and ideas to promote observation, reflection, and effective classroom practice · Ideal for initiating constructive discussion in pre-service courses, and for professional development · Defines the seven characteristics of successful multicultural teaching · Based on the acclaimed book These interviews with Black students, White and Black teachers, educational experts and school administrators poignantly bring to life the issues, strategies and competencies that teachers need to engage with-if they are to create the conditions that will enable their students of color to succeed and excel. From these candid, unscripted interviews, there emerge seven key drivers of inclusive teaching. The ideas and insights captured in this DVD are placed in context by short introductory and concluding commentaries by the editors of the acclaimed companion book, White Teachers / Diverse Classrooms. The feature 33 minute track is enhanced by a further 83 minutes of additional footage that presents more extensive interviews with many of the participants, to add depth to pedagogical approaches they advocate. This DVD is effective both for group viewing and discussion, and for individual study. It will spur debate, stimulate ideas and reflection, and inspire. White Teachers / Diverse Classrooms DVD Region: 0 / NTSC. Can be played on any computer worldwide / Plays on North American TVs only Closed captioning for the hearing impaired. Includes educational performance rights.

"You Wouldn't Understand" looks at ethnic diversity in schools through the eyes of teachers rather than pupils. It tells the story of one white teacher's developing understanding of how her own racial and ethnic background influenced the way she regarded and taught the mainly South Asian Muslim children in her classes. She began with a belief that narrowness in the curriculum was her students' problem, but she came to see the bigger picture. The book charts her gradual realization that many of the problems lcome from her own lack of understanding of race, racism, and her own racial identity. The book explores the idea of whiteness as not a biological but a social construction, and one which influences white people's ways of seeing the world in often unnoticed ways. The author relates whiteness to aspects of her own behaviour, which she recorded in a diary over five years. The book also considers the children's struggles to construct and understand their own emerging identities in this environment, and the views of several other white teachers, some of whom shared the author's confusion and doubts, and others who were more confident about teaching in culturally diverse classrooms. This searching analysis of the innards of whiteness and the way it affects how white teachers approach pupils who are not white is illuminating and important. It should be required reading for all teacher trainers and all white trainee teachers, as well as for white managers and teachers working in multi-ethnic schools.

Vivian Paley presents a moving personal account of her experiences teaching kindergarten in an integrated school within a predominantly white, middle-class neighborhood. In a new preface, she reflects on the way that even simple terminology can convey unintended meanings and show a speaker's blind spots. She also vividly describes what her readers have taught her over the years about herself as a "white teacher."

For many White women teachers and teachers in training – who represent the majority of our teaching force today – the issue of race is fraught with discomfort. It may challenge assumptions, evoke a sense of guilt, or give rise to a fear of making mistakes or saying the wrong thing.This book presents the first-person stories of White women teachers who tell us not only how they have grappled with race in diverse classrooms, but how they continue to this day to be challenged by issues of color and privilege. These are no stories of heroic feats or achievement of perfection, but stories of self-disclosure that lay bare their authors’ emotions, ideas, curiosity, vulnerability, and reflections as they engaged with race, and challenged practices of color blindness and empathetic distance. Avoiding abstract educational lingo, these teachers come clean about the emotional cost of dealing with racism, White privilege, and fear of being racist in our rapidly diversifying schools. Admitting their cultural mistakes, they hope their readers can find a safe place to use theirs for honest dialogue and positive learning.In approaching chapter authors for this book, the editors asked the writers to ask themselves, “Will my well-being and sense of self be at risk if I tell this story?” Recognizing what’s at stake, they wanted writers who would be real with themselves.The women in this book hope that their stories will resonate with readers, help them feel less alone, and give them courage to begin a dialogue with colleagues, friends, staff and administrators around race concerns. Each chapter concludes with a few questions to prompt self-reflection at home, or for use as exercises to use in small groups or staff development training.

Making a case for the "fierce urgency of now," this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with our nation's ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching.

Empower black boys to dream, believe, achieve Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is “done.” That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action—but that, too!—The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to: Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, “Mirrors of Privilege: Making Whiteness Visible,” by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.