000			05918cam a22004214a 4500
999			_c1778 _d1778
001			3474354
003			LTSCA
005			20230607233051.0
008			051230s2005 nyu b 000 0 eng
010			_a 2005058286
020			_a0773459286 (hbk)
020			_a9780773459281 (hbk)
040			_aDLC _beng _cDLC _dAEU _dJCRC
042			_apcc
043			_an-us---
050	0	0	_aLC1099.3 _b.W47 2005
245	0	0	_aWhat We Still Don't Know about Teaching Race : _bHow to Talk about it in the Classroom / _cedited by Sherick A. Hughes.
260			_aLewiston, NY : _bE. Mellen Press, _c2005.
300			_axxv, 444 p. ; _c24 cm.
504			_aIncludes bibliographical references (p. 407-444).
505			_a"The sections of this book and chapters therein are intended to offer an additional lens for an anti-oppressive pedagogy of race. It is organized to present this lens with clarity through (a) a stepwise approach to educating our students on the topic of race, (b) enhancing our potential and our students’ possibilities for transcending ‘race’s’ barriers, and (c) engaging in the challenging role of writing (‘I’ as scholar) and against ourselves (‘I’ as scholar with flaws in teaching about race). It taps the expertise of thoughtful, critical, and reflexive scholars from Education and several related disciplines to address (a) how ‘race’ is socially constructed in teaching and learning settings, rendering it either sustainable and substitutable, or deconstructed and re-appropriated; and (b) strategies for minimizing any detrimental influences of race-related actions or inaction on the quality of teaching and learning … living. This book intends to critique traditional race-related praxis and to offer competing ideas for praxis that challenge our taken-for-granted knowledge about race. Thick, rich narratives, strong syntheses, and analyses stemming from multiple methods within the book hold potential to broaden possibilities of educators teaching about race; heighten students’ understanding of social contexts of teaching/schooling; and deepen empathy of anyone else on the fringes of engaging a commitment to (a) teach diverse others, (b) re-teach diverse others about the chaos surrounding race, and (c) teach diverse others to be self-critical of othering by re-appropriating race as a dangerous concept driven largely by social history of ideology; biological determinism; political imposition and exclusion; performance expectations; and schooling. Similar to Dr. Fred Riggs of the University of Hawaii, the term ‘race’ is written in quotation marks in each section heading to remind us to be personally suspect of the term, while also remembering that it is part of an international critical dialogue." (Publisher's Website)
505			_aTABLE OF CONTENTS:
505			_aForeword _tThe Dialectics of Roosting Chickens: "Race" in U.S. Education / _rMary Stone Hanley
505			_aPreface _tPushing and Pulling: What I Still Don't Know About Teaching "Race" / _rSherrick A. Hughes
505			_aAcknowledgements
505			_aSECTION ONE - CRITICAL PEDAGOGY OF "RACE": FROM BLACK PERSPECTIVES _tChapter One - E"racing" Myths About Race and Mathematics Education through a Critical Race Theory Analysis / _rRobert Berry _tChapter Two - At the Crossroads: A Community Walk with a Critical Race Feminist in Teacher Education / _rTheodorea Berry _tChapter Three - Creating Productive Space: Approaching Diversity and Social Justice from a Privilege Perspective in Teacher Education / _rDarrell Cleveland _tChapter Four - Pedagogy Born of Struggle: From the Notebook of a Black Professor / _rDenise Taliaferro Baszile
505			_aCRITICAL PEDAGOGY OF "RACE": FROM WHITE PERSPECTIVES _tChapter Five - Leveraging Whiteness: Toward a Pedagogy for Whites in Denial of Their Privilege / _rAllison Daniel Anders, W. Ross Bryan, and George W. Noblit _tChapter Six - Sitting With Ourselves: How to Work Against White Guilt in Anti-racist Teacher Education / _rBenjamin Blaisdell _tChapter Seven - Preaching Life into Culture: Church Service and the Development of Culturally Relevant Pedagogies / _rBarbara Seidl, Dena Deglau et al.
505			_aCRITICAL PEDAGOGY OF "RACE": ASSESSING HOW WELL WE TEACH "THE SNEECHES" _tChapter Eight - How Do We Know Our Students are Learning to Defy Race Anyhow?: Using Multiple Evaluative Tools for Assessing the Impact of Our Teaching / _rAnita McDaniel and Deborah Brunson _tChapter Nine - Challenging Racial Attitudes through Emotion and Content: Assessing the Teaching of Preservice Teachers About Race through a Heavy Civil Rights and Key Figures Approach / _rMartha Kransdorf, Lynne Hamer, and Mary Ellen Edwards _tChapter Ten - Multicultural Education as a Vehicle for Teaching about Race and Other Issues of Social Justice in Teacher Education: Issues, Observations, and Possibilities / _rRenée Martin
505			_aCRITICAL PEDAGOGY OF "RACE": FROM ALTERNATIVE PERSPECTIVES _tChapter Eleven - Teaching About Race and Racism: Past Experiences and the Role of One White Jewish Educator / _rCharles L. Richman _tChapter Twelve - "Why Can't We Have a White Cultural Center?": Exploring Equal Educational Opportunity and Power Within Multicultural Education / _rBeth Hatt-Echeverria and Lan Hue Quach _tChapter Thirteen - Freedom of Choice is Neither Free Nor Much of a Choice: Enlisting Oppressed Family Pedagogy into the Critical Praxis Community / _rSherrick A. Hughes
505			_aGlossary of Terms
505			_aBibliography
650		0	_aMulticultural education _zUnited States.
651		0	_aUnited States _xRace relations.
700	1		_aHughes, Sherick A.
856			_uhttps://mellenpress.com/author/sherick-a-hughes/5912/ _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1u2ceo/proquest199706516 _zCheck the UO Library catalog.
942			_2z _cBK