Constructing Positive Anti-Racist Academic Relationships
In diverse and migrant societies, uncertainty of others is common and inevitable. This uncertainty is most evident in the classroom between teachers and multiethnic students. As a result, cultural uncertainty and naïve understanding between students and t
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But I Don’t See Color The Perils, Practices, and Possibilities of Antiracist Education
Edited by Terry Husband Illinois State University, USA
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-583-8 (paperback) ISBN: 978-94-6300-584-5 (hardback) ISBN: 978-94-6300-585-2 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All Rights Reserved © 2016 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Introductionvii Terry Husband Part I: Anti-Racist Education in P-12 Contexts 1. Ignorance Is Not Bliss: Moving Beyond Colorblind Perspectives and Practices in Education Terry Husband 2. Constructing Positive Anti-Racist Academic Relationships: Diminishing Bias While Increasing Progress Stephen Hancock
3
21
3. Race, Trauma, and Education: What Educators Need to Know Adam Alvarez, H. Richard Milner IV and Lori Delale-O’Connor
27
4. Using Multicultural Literature to Teach Children About Race Gumiko Monobe
41
5. Enacting Culturally Restorative and Anti-Racist Education in a Kindergarten Classroom Jeffrey Wood
49
6. Black History as Anti-Racist and Non-Racist: An Examination of Two High School Black History Textbooks LaGarrett King
63
7. The Impact of Colorblindness on Middle School Students: Lessons Learned by a White Female Middle School Teacher April Mustian
81
Part II: Anti-Racist Education in Higher Education Contexts 8. Teaching Race and Racism: Pre-Service Teachers’ Perspectives and Reflections95 Edric C. Johnson and Lucinda G. Heimer 9. Using Drama and Critical Self-Reflection as Anti-Racist Tools in the Community College Classroom Michelle Proctor
v
103
TABLE OF CONTENTS
10. Combating Privilege and Constructing an Anti-Racist Identity: A White Man’s Journey Christopher Meidl and Charisse Levchak
119
11. Recommendations131 Terry Husband About the Contributors
vi
135
TERRY HUSBAND
INTRODUCTION
Recent census data indicate that the student population in many U.S. classrooms have and continue to become every increasingly racially diverse as we journey through the 21st century. It is projected by the year 2035 that white students will no longer make up the majority of the student population in U.S. classrooms. Despite these dramatic and shocking demographic changes, the teaching force in most U.S. classrooms continues to remain largely white, middle-class, and female. These discontinuities often create challenges when dealing with issues of race and racism in the classroom. While many scholars and practitioners advocate in favor of dealing with issues of
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