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The Resource Everyday antiracism : getting real about race in school, edited by Mica Pollock

Everyday antiracism : getting real about race in school, edited by Mica Pollock

Label
Everyday antiracism : getting real about race in school
Title
Everyday antiracism
Title remainder
getting real about race in school
Statement of responsibility
edited by Mica Pollock
Contributor
Subject
Language
eng
Cataloging source
DLC
Index
index present
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorDate
1971-
http://library.link/vocab/relatedWorkOrContributorName
Pollock, Mica
http://library.link/vocab/subjectName
  • Racism in education
  • Educational equalization
Label
Everyday antiracism : getting real about race in school, edited by Mica Pollock
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • Alan H. Goodman
  • 25.
  • What Discipline Is For: Connecting Students to the Benefits of Learning
  • Pedro A. Noguera
  • Sect. C.
  • Curriculum That Asks Crucial Questions About Race
  • Pt. XI.
  • Create Curriculum That Invites Students to Explore Complex Identities and Consider Racial Group Experiences
  • 26.
  • Using Photography to Explore Racial Identity
  • Alexandra Lightfoot
  • 2.
  • 27.
  • Exploring Racial Identity Through Writing
  • Jennifer A. Mott-Smith
  • 28.
  • Involving Students in Selecting Reading Materials
  • Christine E. Sleeter
  • Pt. XII.
  • Create Curriculum That Analyzes Opportunity Denial
  • 29.
  • Teaching Critical Analysis of Racial Oppression
  • No Brain Is Racial
  • Jeff Duncan-Andrade
  • 30.
  • Using Critical Hip-Hop in the Curriculum
  • Ernest Morrell
  • 31.
  • Engaging Youth in Participatory Inquiry for Social Justice
  • Maria Elena Torre and Michelle Fine
  • Pt. XIII.
  • Create Curriculum That Represents a Diverse Range of People Thoroughly and Complexly
  • 32.
  • Mica Pollock
  • Arab Visibility and Invisibility
  • Thea Abu El-Raj
  • 33.
  • Evaluating Images of Groups in Your Curriculum
  • Teresa L. McCarty
  • 34.
  • Teaching Representations of Cultural Difference Through Film
  • Sanjay Sharma
  • 35.
  • What Is on Your Classroom Wall? Problematic Posters
  • 3.
  • Donna Deyhle
  • 36.
  • Teaching Racially Sensitive Literature
  • Jocelyn Chadwick
  • Pt. XIV.
  • Create Curriculum That Discusses History Accurately and Thoroughly
  • 37.
  • Making Race Relevant in All-White classrooms: Using Local History
  • Mara Tieken
  • 38.
  • Getting Rid of the Word "Caucasian"
  • Teaching Facts, Not Myths, about Native Americans
  • Paul Ongtooguk and Claudia S. Dybdahl
  • Sect. D.
  • Race and the School Experience: The Need for Inquiry
  • Pt. XV.
  • Investigate Learning Experiences in Your Classroom
  • 39.
  • Inviting Students to Analyze Their Learning Experience
  • Makeba Jones and Susan Yonezawa
  • 40.
  • Carol C. Mukhopadhyay
  • Interrogating Students' Silences
  • Katherine Schultz
  • 41.
  • Questioning "Cultural" Explanations of Classroom Behaotors
  • Doug Foley
  • 42.
  • Creating Safe Spaces in Predominantly White Classrooms
  • Pamela Perry
  • 43.
  • On Spotlighting and Ignoring Racial Group Members in the Classroom
  • Pt. II.
  • Dorinda J. Carter
  • Pt. XVI.
  • Spearhead Conversations with Students about Racism in Their Lives and Yours
  • 44.
  • Racial Incidents as Teachable Moments
  • Lawrence Blum
  • 45.
  • Debating Racially Charged Topics
  • Ian F. Haney Lopez
  • 46.
  • Get Ready to Talk about a Racialized Society
  • Developing Antiracist School Policy
  • David Gillborn
  • Pt. XVII.
  • Talk Thoroughly with Colleagues about Race and Achievement
  • 47.
  • Focusing on Student Learning
  • John B. Diamond
  • 48.
  • Moving Beyond Quick "Cultural" Explanations
  • Vivian Louie
  • 4.
  • 49.
  • Naming the Racial Hierarchies That Arise During School Refonns
  • Rosemary Henze
  • 50.
  • Spearheading School-wide Reform
  • Willis D. Hawley
  • Pt. XVIII.
  • Analyze, with Colleagues and Students, How Your Race Affects Your Teaching
  • 51.
  • Responding to the "N-Word"
  • Introduction.
  • Beginning Courageous Conoersations about Race
  • Wendy Luttrell
  • 52.
  • Engaging Diverse Groups of Colleagues in Conversation
  • Alice McIntyre
  • 53.
  • Locating Yourself for Your Students
  • Priya Parmar and Shirley Steinberg
  • 54.
  • Expanding Definitions of "Good Teaching"
  • Lee Anne Bell
  • Glenn E. Singleton and Cyndie Hays
  • Sect. E.
  • Engaging Communities for Real
  • Pt. XIX.
  • Inquire Fully about Home Communities
  • 55.
  • Valuing Students' Home Worlds
  • Eugene E. Garcia
  • 56.
  • Getting to Know Students' Communities
  • Leisy Wyman and Grant Kashatok
  • 5.
  • 57.
  • Helping Students Research Their Communities
  • Kathleen Cushman
  • Pt. XX.
  • Discuss Parents' Experiences of Racially Unequal Opportunity
  • 58.
  • Cultivating the Trust of Black Parents
  • Beverly Daniel Tatum
  • 59.
  • Helping Parents Fight Stereotypes about Their Children
  • Talking Precisely about Equal Opportunity
  • Janie Victoria Ward
  • 60.
  • Informing Parents about Available Opportunities
  • Roslyn Arlin Mickelson and Linwood H. Cousins
  • Sect. F.
  • Keeping It Going
  • Pt. XXI.
  • Struggle to Change a System That Is Unequal, While Working Within It
  • 61.
  • Resisting the "Lone Hero" Stance
  • Mica Pollock
  • Audrey Thompson
  • 62.
  • Recognizing the Likelihood of Reproducing Racism
  • Eduardo Bonilla-Silva and David G. Embrick
  • 63.
  • Staying Hopeful
  • Ronald David Glass
  • 64.
  • What Is Next?
  • Mica Pollock
  • 6.
  • Complete List of Everyday Antiracist Strategies
  • Nice Is Not Enough: Defining Caring for Students of Color
  • Sonia Nieto
  • Pt. III.
  • Remember That People Do Not Fit Neatly and Easily into Racial Groups
  • Defining Everyday Antiracism
  • 7.
  • Following Children's Leads in Conversations about Race
  • Kimberly Chang and Rachel Conrad
  • 8.
  • Observing Students Sharing Language
  • Ben Rampton
  • Pt. IV.
  • Remember That People Are Treated as Racial Group Members and Need to Examine That Experience
  • 9.
  • Strengthening Student Identity in School Programs
  • Sect. A.
  • Patricia Gandara
  • 10.
  • Uncovering Intemalized Oppression
  • Angela Valenzuela
  • 11.
  • Helping Students See Each Other's Humanity
  • L. Janelle Dance
  • Pt. V.
  • Emphasize Individuality
  • 12.
  • Race Categories: We Are All the Same, But Our Lives Are Different
  • Constructing Colorblind Classrooms
  • Samuel R. Lucas
  • 13.
  • Knowing Students as Individuals
  • Joshua Aronson
  • 14.
  • Showing Students Who You Are
  • Heather M. Pleasants
  • Sect. B.
  • How Opportunities Are Provided and Denied Inside Schools
  • Pt. I.
  • Pt. VI.
  • Remember That Students Experience Racially Unequal Expectations about Their Brainpower
  • 15.
  • Helping Students of Color Meet High Standards
  • Ronald F. Ferguson
  • 16.
  • Providing Supportive Feedback
  • Geoffrey L. Cohen
  • Pt. VII.
  • Counter Racially Patterned Skill Gaps
  • Remember That Racial Categories Are Not Biological Realities
  • 17.
  • Teaching and Transcending Basic Skills
  • Amanda Taylor
  • 18.
  • Grouping in Detracked Classrooms
  • Beth C. Rubin
  • Pt. VIII.
  • Help Students Gain Fluency in "Standard" Behaviors While Honoring the "Nonstandard" Behaviors They Already Have
  • 19.
  • Standards vs. "Standard" Knowledge
  • 1.
  • Edmund T. Hamann
  • 20.
  • Valuing Nonstandard English
  • John Baugh
  • 21.
  • Teaching Students Fluency in Multiple Cultural Codes
  • Prudence Carter
  • Pt. IX.
  • Defy Racially Based Notions of Potential Careers and Contributions
  • 22.
  • Exposing Race as an Obsolete Biological Concept
  • Challenging Cultural Stereotypes of "Scientific Ability"
  • Maria Ong
  • 23.
  • Finding Role Models in the Community
  • Meira Levinson
  • Pt. X.
  • Analyze Racial Disparities in Opportunities to Learn
  • 24.
  • Providing Equal Access to "Gifted" Education
  • Karolyn Tyson
Control code
12133110
Dimensions
24 cm
Extent
xxii, 389 p.
Isbn
9781595580542
Lccn
2008000843
System control number
(BNAtoc) 2008000843
Label
Everyday antiracism : getting real about race in school, edited by Mica Pollock
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • Alan H. Goodman
  • 25.
  • What Discipline Is For: Connecting Students to the Benefits of Learning
  • Pedro A. Noguera
  • Sect. C.
  • Curriculum That Asks Crucial Questions About Race
  • Pt. XI.
  • Create Curriculum That Invites Students to Explore Complex Identities and Consider Racial Group Experiences
  • 26.
  • Using Photography to Explore Racial Identity
  • Alexandra Lightfoot
  • 2.
  • 27.
  • Exploring Racial Identity Through Writing
  • Jennifer A. Mott-Smith
  • 28.
  • Involving Students in Selecting Reading Materials
  • Christine E. Sleeter
  • Pt. XII.
  • Create Curriculum That Analyzes Opportunity Denial
  • 29.
  • Teaching Critical Analysis of Racial Oppression
  • No Brain Is Racial
  • Jeff Duncan-Andrade
  • 30.
  • Using Critical Hip-Hop in the Curriculum
  • Ernest Morrell
  • 31.
  • Engaging Youth in Participatory Inquiry for Social Justice
  • Maria Elena Torre and Michelle Fine
  • Pt. XIII.
  • Create Curriculum That Represents a Diverse Range of People Thoroughly and Complexly
  • 32.
  • Mica Pollock
  • Arab Visibility and Invisibility
  • Thea Abu El-Raj
  • 33.
  • Evaluating Images of Groups in Your Curriculum
  • Teresa L. McCarty
  • 34.
  • Teaching Representations of Cultural Difference Through Film
  • Sanjay Sharma
  • 35.
  • What Is on Your Classroom Wall? Problematic Posters
  • 3.
  • Donna Deyhle
  • 36.
  • Teaching Racially Sensitive Literature
  • Jocelyn Chadwick
  • Pt. XIV.
  • Create Curriculum That Discusses History Accurately and Thoroughly
  • 37.
  • Making Race Relevant in All-White classrooms: Using Local History
  • Mara Tieken
  • 38.
  • Getting Rid of the Word "Caucasian"
  • Teaching Facts, Not Myths, about Native Americans
  • Paul Ongtooguk and Claudia S. Dybdahl
  • Sect. D.
  • Race and the School Experience: The Need for Inquiry
  • Pt. XV.
  • Investigate Learning Experiences in Your Classroom
  • 39.
  • Inviting Students to Analyze Their Learning Experience
  • Makeba Jones and Susan Yonezawa
  • 40.
  • Carol C. Mukhopadhyay
  • Interrogating Students' Silences
  • Katherine Schultz
  • 41.
  • Questioning "Cultural" Explanations of Classroom Behaotors
  • Doug Foley
  • 42.
  • Creating Safe Spaces in Predominantly White Classrooms
  • Pamela Perry
  • 43.
  • On Spotlighting and Ignoring Racial Group Members in the Classroom
  • Pt. II.
  • Dorinda J. Carter
  • Pt. XVI.
  • Spearhead Conversations with Students about Racism in Their Lives and Yours
  • 44.
  • Racial Incidents as Teachable Moments
  • Lawrence Blum
  • 45.
  • Debating Racially Charged Topics
  • Ian F. Haney Lopez
  • 46.
  • Get Ready to Talk about a Racialized Society
  • Developing Antiracist School Policy
  • David Gillborn
  • Pt. XVII.
  • Talk Thoroughly with Colleagues about Race and Achievement
  • 47.
  • Focusing on Student Learning
  • John B. Diamond
  • 48.
  • Moving Beyond Quick "Cultural" Explanations
  • Vivian Louie
  • 4.
  • 49.
  • Naming the Racial Hierarchies That Arise During School Refonns
  • Rosemary Henze
  • 50.
  • Spearheading School-wide Reform
  • Willis D. Hawley
  • Pt. XVIII.
  • Analyze, with Colleagues and Students, How Your Race Affects Your Teaching
  • 51.
  • Responding to the "N-Word"
  • Introduction.
  • Beginning Courageous Conoersations about Race
  • Wendy Luttrell
  • 52.
  • Engaging Diverse Groups of Colleagues in Conversation
  • Alice McIntyre
  • 53.
  • Locating Yourself for Your Students
  • Priya Parmar and Shirley Steinberg
  • 54.
  • Expanding Definitions of "Good Teaching"
  • Lee Anne Bell
  • Glenn E. Singleton and Cyndie Hays
  • Sect. E.
  • Engaging Communities for Real
  • Pt. XIX.
  • Inquire Fully about Home Communities
  • 55.
  • Valuing Students' Home Worlds
  • Eugene E. Garcia
  • 56.
  • Getting to Know Students' Communities
  • Leisy Wyman and Grant Kashatok
  • 5.
  • 57.
  • Helping Students Research Their Communities
  • Kathleen Cushman
  • Pt. XX.
  • Discuss Parents' Experiences of Racially Unequal Opportunity
  • 58.
  • Cultivating the Trust of Black Parents
  • Beverly Daniel Tatum
  • 59.
  • Helping Parents Fight Stereotypes about Their Children
  • Talking Precisely about Equal Opportunity
  • Janie Victoria Ward
  • 60.
  • Informing Parents about Available Opportunities
  • Roslyn Arlin Mickelson and Linwood H. Cousins
  • Sect. F.
  • Keeping It Going
  • Pt. XXI.
  • Struggle to Change a System That Is Unequal, While Working Within It
  • 61.
  • Resisting the "Lone Hero" Stance
  • Mica Pollock
  • Audrey Thompson
  • 62.
  • Recognizing the Likelihood of Reproducing Racism
  • Eduardo Bonilla-Silva and David G. Embrick
  • 63.
  • Staying Hopeful
  • Ronald David Glass
  • 64.
  • What Is Next?
  • Mica Pollock
  • 6.
  • Complete List of Everyday Antiracist Strategies
  • Nice Is Not Enough: Defining Caring for Students of Color
  • Sonia Nieto
  • Pt. III.
  • Remember That People Do Not Fit Neatly and Easily into Racial Groups
  • Defining Everyday Antiracism
  • 7.
  • Following Children's Leads in Conversations about Race
  • Kimberly Chang and Rachel Conrad
  • 8.
  • Observing Students Sharing Language
  • Ben Rampton
  • Pt. IV.
  • Remember That People Are Treated as Racial Group Members and Need to Examine That Experience
  • 9.
  • Strengthening Student Identity in School Programs
  • Sect. A.
  • Patricia Gandara
  • 10.
  • Uncovering Intemalized Oppression
  • Angela Valenzuela
  • 11.
  • Helping Students See Each Other's Humanity
  • L. Janelle Dance
  • Pt. V.
  • Emphasize Individuality
  • 12.
  • Race Categories: We Are All the Same, But Our Lives Are Different
  • Constructing Colorblind Classrooms
  • Samuel R. Lucas
  • 13.
  • Knowing Students as Individuals
  • Joshua Aronson
  • 14.
  • Showing Students Who You Are
  • Heather M. Pleasants
  • Sect. B.
  • How Opportunities Are Provided and Denied Inside Schools
  • Pt. I.
  • Pt. VI.
  • Remember That Students Experience Racially Unequal Expectations about Their Brainpower
  • 15.
  • Helping Students of Color Meet High Standards
  • Ronald F. Ferguson
  • 16.
  • Providing Supportive Feedback
  • Geoffrey L. Cohen
  • Pt. VII.
  • Counter Racially Patterned Skill Gaps
  • Remember That Racial Categories Are Not Biological Realities
  • 17.
  • Teaching and Transcending Basic Skills
  • Amanda Taylor
  • 18.
  • Grouping in Detracked Classrooms
  • Beth C. Rubin
  • Pt. VIII.
  • Help Students Gain Fluency in "Standard" Behaviors While Honoring the "Nonstandard" Behaviors They Already Have
  • 19.
  • Standards vs. "Standard" Knowledge
  • 1.
  • Edmund T. Hamann
  • 20.
  • Valuing Nonstandard English
  • John Baugh
  • 21.
  • Teaching Students Fluency in Multiple Cultural Codes
  • Prudence Carter
  • Pt. IX.
  • Defy Racially Based Notions of Potential Careers and Contributions
  • 22.
  • Exposing Race as an Obsolete Biological Concept
  • Challenging Cultural Stereotypes of "Scientific Ability"
  • Maria Ong
  • 23.
  • Finding Role Models in the Community
  • Meira Levinson
  • Pt. X.
  • Analyze Racial Disparities in Opportunities to Learn
  • 24.
  • Providing Equal Access to "Gifted" Education
  • Karolyn Tyson
Control code
12133110
Dimensions
24 cm
Extent
xxii, 389 p.
Isbn
9781595580542
Lccn
2008000843
System control number
(BNAtoc) 2008000843

Library Locations

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      Tennent Drive, Palmerston North, Palmerston North, 4472, NZ
      -40.385340 175.617349
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