Description
Book SynopsisIn the United States, higher rates of African Americans, Hispanics, and Native Americans fail to graduate from high schools than Caucasians. Adams and Buffington-Adams identify persistent, institutional racism as the cause, and they stress the need for teachers to acknowledge the limitations of their own cultural lenses and to recognize the validity of others' views. Race and Pedagogy provides a retrospective glance at the authors' experiences within the Equity Group, an organization created to provide teachers with the opportunity to talk about their own racial, cultural, and language backgrounds in order to identify, examine, and fix the failings of the current educational system. Natural, relational, and sustainable approaches are recommended which will enable educators to create classrooms and schools in which all students, regardless of racial, ethnic, or linguistic identity, are welcomed, challenged, treasured, and able to be academically successful. Book recommended for scholars
Trade ReviewIt is no secret that the most difficult conversation in our nation’s schools is around race and equitable educational practices. Finally, we have a book that completely understands this important idea. Adams and Buffington-Adams provide a practical collection of tools, strategies, and protocols that help educators stay in this challenging conversation and practice a more reflective, collaborative, and most importantly, equitable teaching practice. Bravo! -- Kevin Fahey, Salem State University
Amid the opportunities and controversies that democratic life inevitably raises, this absorbing book vividly illuminates trust-enhancing processes that nurture honest, collaborative, and self-critical teacher reflection in relation to pedagogical practices that are judiciously learner-centered, productively race-conscious, and keenly sensitive to systemic dynamics. Race and Pedagogy offers an immensely valuable contribution to the lives of educators. -- Thomas Kelly, John Carroll University
Table of ContentsIntroduction: Why Race Still Matters and Must Be Addressed by Educators Chapter One: Background and Theoretical Underpinnings of the Teaching for Educational Equity (TFEE) Seminar Chapter Two: The Equity Group: What It Did and How the Group Worked Chapter Three: Creation and Implementation of the Collaborative Affinity Mapping Analytic (CAMA) Chapter Four: Curricular and Pedagogical Implications: Action, and Application Conclusion: Getting Real Epilogue: Susan’s Reflection
