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Talk About Race - Faculty Resources - Introduction
The library will continue to add resources to this page for faculty/instructors who are interested in: 1) Pedagogical practices that consider and address the needs of our diverse student body, especially as it relates to our Students of Color. 2) Tools that inform inclusive and anti-racist curricular review and updates, including decolonization of curriculum. 3) Resources that can be integrated into inclusive and anti-racist curriculum. This resource guide is a work in progress. Please contact Young-In Kim if you have questions, comments, or resource suggestions.
Anti-Racist Scholarship by Offers discussion and examples of how white scholars can use anti-racist scholarship as part of the long-term civil rights struggle to create real equality in the United States.
Publication Date: 2002-03-07
Becoming Critical by Presents the key experiences of a diverse group of teachers and students in their journeys of becoming social justice educator/scholars.
Call Number: 378.008 B398b
Publication Date: 2015-07-01
Blackballed by "College" is a word that means many things to many people: a space for knowledge, a place to gain lifelong friends, and an opportunity to transcend one's socioeconomic station. Today, though, this word also recalls a slew of headlines that have revealed a dark and persistent world of racial politics on campus. Does this association disturb our idealized visions of what happens behind the ivied walls of higher learning? It should-because campus racism on college campuses is as American as college football on Fall Saturdays. From Lawrence Ross, author of The Divine Nine and the leading expert on sororities and fraternities, Blackballed is an explosive and controversial book that rips the veil off America's hidden secret: America's colleges have fostered a racist environment that makes them a hostile space for African American students. Blackballed exposes the white fraternity and sorority system, with traditions of racist parties, songs, and assaults on black students; and the universities themselves, who name campus buildings after racist men and women. It also takes a deep dive into anti-affirmative action policies, and how they effectively segregate predominately white universities, providing ample room for white privilege. A bold mix of history and the current climate, Blackballed is a call to action for universities to make radical changes to their policies and standards to foster a better legacy for all students.
Publication Date: 2016-02-02
Conflicting Humanities by How might we reinvent the humanities? This is the question at the heart of this provocative volume. It is a difficult mission and definitely one which needs to be addressed with increasing urgency. There is no better cast to confront and problematise this question than the contributors to Conflicting Humanities. They are world-renowned thinkers who can tackle the problem as researchers and teachers but also as prominent public intellectuals. Taking the intellectual and political legacies of Edward Said as a point of departure and frame of reference, the contributors - working in a range of disciplinary settings - considers the current condition of humanism and the humanities. Said's definition of the core task of the Humanities as the pursuit of democratic criticism remains more urgent than ever, though it needs to be supplemented by gender, environmental, and antiracist perspectives as well as by detailed analysis of the necropolitical governmentality of our time. An innovative piece of scholarship committed to the refusal of a world riven by new kinds of warcraft, injustice and exploitation.
Publication Date: 2016-06-30
Consciousness-Raising by Almost everywhere across the world, economic inequality has been rising within and across national borders. The vision of a fairer world embodied in the Universal Declaration of Human Rights is being assailed by the advance of conservative ideology aided by vitriolic right-wing populism sweeping across the globe. Neoliberal ideology has had a profound impact in the shaping social work and human services at the frontlines. This book contributes to scholarship in critical practice and theory. It does so by exploring a practice approach steeped in the critical tradition that has hitherto received inordinately nominal attention in social work literature. The book features accounts of consciousness-raising in a variety of contexts - caste relations, race and religion, gender and sexuality, disability and social class. The narratives are meant to tease out conceptions and potential applications of consciousness-raising as an approach for critical practice. It will be of interest to practitioners, educators and students of social work, community development, social development and social pedagogy as well as those engaged in the promotion of human rights and social justice.
Publication Date: 2018-07-10
Critical Race Theory by In the past few years, a new generation of progressive intellectuals has dramatically transformed how law, race, and racial power are understood and discussed in America. Questioning the old assumptions of both liberals and conservatives with respect to the goals and the means of traditional civil rights reform, critical race theorists have presented new paradigms for understanding racial injustice and new ways of seeing the links between race, gender, sexual orientation, and class. This reader, edited by the principal founders and leading theoreticians of the critical race theory movement, gathers together for the first time the movement's most important essays.
Call Number: 305.8 C9347c
Publication Date: 1996-05-01
Deconstructing Privilege by Although scholarly examinations of privilege have increased in recent decades, an emphasis on privilege studies pedagogy remains lacking within institutions. This edited collection explores best practices for effective teaching and learning about various forms of systemic group privilege such as that based on race, gender, sexuality, religion, and class. Formatted in three easy-to-follow sections, Deconstructing Privilege charts the history of privilege studies and provides intersectional approaches to the topic. Drawing on a wealth of research and real-life accounts, this book gives educators both the theoretical foundations they need to address issues of privilege in the classroom and practical ways to forge new paths for critical dialogues in educational settings. Combining interdisciplinary contributions from leading experts in the field-- such as Tim Wise and Abby Ferber-- with pedagogical strategies and tips for teaching about privilege, Deconstructing Privilege is an essential book for any educator who wants to address what privilege really means in the classroom.
Publication Date: 2013-06-10
Educating about Social Issues in the 20th and 21st Centuries by A volume in Research in Curriculum and Instruction Series Editor: O. L. Davis, Jr. The University of Texas at Austin This volume is the fourth, and last, volume in the series entitled Educating About Social Issues in the 20th and 21st Centuries: An Annotated Bibliography. Volumes I and Volume 2 focused on (1) the lives and work of notable scholars dedicated to addressing why and how social issues should become an integral component of the public school curriculum, and (2) various topics/approaches vis- -vis addressing social issues in the classroom. Volume 3 addressed approaches to incorporating social issues into the extant curricula that were not addressed in the first two volumes. This volume, Volume Four, focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).
Publication Date: 2014-04-01
Education for Critical Consciousness by The Brazilian humanitarian and educator suggests a plan for liberating the oppressed peoples of the world through education. Bibliogs.
Call Number: 306.43098 F8662e
Publication Date: 1974-01-01
New Framings on Anti-Racism and Resistance by This collection of essays generates important enquiries into the teaching and practice of anti-racism education, by way of working through conversations, contestations, and emotions as presented by a diverse group of strong women committed to social justice work in their own right. Throughout the collection, contemporary educational issues are situated within personal-political, historical and philosophical conversations, which work to broach the challenges and possibilities for students, educators, staff, administrators, policy makers, and community members who engage in critical anti-racism education. This work diverges from the existing scholarship by way of bringing new insights to the theoretical possibilities of resistance and futurity as voiced through pedagogues, practitioners and scholars in anti-racism. In this book the authors speak to the importance of anti-racism discursivity in a time when even those who desire to engage this framework struggle to be heard; in a time when there are anti-racism policies in institutions, yet to speak anti-racism philosophy remains dangerous; and in a time when, to speak race and anti-racism, is considered to be stirring up trouble in the face of post-racial discourses.
Publication Date: 2017-03-23
Race Lessons by We hold that the mission of social studies is not attainable, without attention to the ways in which race and racism play out in society--past, present, and future. In a follow up to the book, Doing Race in Social Studies (2015), this new volume addresses practical considerations of teaching about race within the context of history, geography, government, economics, and the behavioral sciences. Race Lessons: Using Inquiry to Teach About Race in Social Studies addresses the space between the theoretical and the practical and provides teachers and teacher educators with concrete lesson ideas for how to engage learners with social studies content and race. Oftentimes, social studies teachers do not teach about race because of several factors: teacher fear, personal notions of colorblindness, and attachment to multicultural narratives that stress assimilation. This volume will begin to help teachers and teacher educators start the conversation around realistic and practical race pedagogy. The chapters included in this volume are written by prominent social studies scholars and classroom teachers. This work is unique in that it represents an attempt to use Critical Race Theory and inquiry pedagogy (Inquiry Design Model) to teach about race in the social science disciplines.
Publication Date: 2017-11-01
Race on Campus by In Race on Campus, Julie J. Park argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life. Based on her analysis of extensive research and data about contemporary students and campuses, Park counters these myths and explores their problematic origins. Among the major myths that she addresses are charges of pervasive self-segregation, arguments that affirmative action in college admissions has run its course and become counterproductive, related arguments that Asian Americans are poorly served by affirmative action policies, and suggestions that programs and policies meant to promote diversity have failed to address class-based disadvantages. In the course of responding to these myths, Park presents a far more positive and nuanced portrait of diversity and its place on American college campuses. At a time when diversity has become a central theme and goal of colleges and universities throughout the United States, Race on Campus offers a contemporary, research-based exploration of racial dynamics on today's college campuses.
Call Number: 378.1982 P2358r
Publication Date: 2018-10-09
The Resegregation of Schools by Access to a quality education remains the primary mechanism for improving one's life chances in the United States, and for children of color, a "good education" is particularly linked to their individual and collective well-being. Despite the popular perception that America is in a "post-racial" epoch, opportunities to access quality learning environments and human development resources remain determined according to race, class, gender, and ability. Taking a more nuanced approach to race and the resegregation of the American school system, this volume examines how and why the education quality for the majority of students of color in America remains fundamentally unequal.
Publication Date: 2013-05-07
Revolution in Psychology by "A radical methodological approach to psychology that is open to social change - in an anti-capitalist, anti-racist and feminist politics." Antonio NegriPsychology is meant to help people cope with the afflictions of modern society. But how useful is it? Ian Parker argues that current psychological practice has become part of the problem, rather than the solution.Ideal for undergraduates, this book deconstructs the discipline to reveal the neoliberal sensitivities that underlie its theory and practice. Psychology focuses on the happiness of 'the individual'. Yet it neglects the fact that the happiness of the individual depends on their social and political surroundings.Ian Parker argues that a new approach to psychology is needed. He offers an alternative vision, outlining how the discipline can be linked to political practice and how it can help people as part of a wider progressive agenda. This groundbreaking book is at the cutting edge of current thinking on the discipline and should be required reading on all psychology courses.
Publication Date: 2007-06-20
Teaching Community by Ten years ago, bell hooks astonished readers with Teachingto Transgress: Education as the Practice of Freedom. Now comes Teaching Community: A Pedagogy of Hope- a powerful, visionary work that will enrich our teaching and our lives. Combining critical thinking about education with autobiographical narratives, hooks invites readers to extend the discourse of race, gender, class and nationality beyond the classroom into everyday situations of learning. bell hooks writes candidly about her own experiences. Teaching, she explains, can happen anywhere, any time - not just in college classrooms but in churches, in bookstores, in homes where people get together to share ideas that affect their daily lives. In Teaching Communitybell hooks seeks to theorize from the place of the positive, looking at what works. Writing about struggles to end racism and white supremacy, she makes the useful point that "No one is born a racist. Everyone makes a choice." Teaching Communitytells us how we can choose to end racism and create a beloved community. hooks looks at many issues-among them, spirituality in the classroom, white people looking to end racism, and erotic relationships between professors and students. Spirit, struggle, service, love, the ideals of shared knowledge and shared learning - these values motivate progressive social change. Teachers of vision know that democratic education can never be confined to a classroom. Teaching - so often undervalued in our society -- can be a joyous and inclusive activity. bell hooks shows the way. "When teachers teach with love, combining care, commitment, knowledge, responsibility, respect, and trust, we are often able to enter the classroom and go straight to the heart of the matter, which is knowing what to do on any given day to create the best climate for learning."
Call Number: 370.115 H784te
Publication Date: 2003-08-29
Teaching Race by A real-world how-to manual for talking about race in the classroom Educators and activists frequently call for the need to address the lingering presence of racism in higher education. Yet few books offer specific suggestions and advice on how to introduce race to students who believe we live in a post-racial world where racism is no longer a real issue. In Teaching Race the authors offer practical tools and techniques for teaching and discussing racial issues at predominately White institutions of higher education. As current events highlight the dynamics surrounding race and racism on campus and the world beyond, this book provides teachers with essential training to facilitate productive discussion and raise racial awareness in the classroom. A variety of teaching and learning experts provide insights, tips, and guidance on running classroom discussions on race. They present effective approaches and activities to bring reluctant students into a consideration of race and explore how White teachers can model racial awareness, thereby inviting students into the process of examining their own white identity. Racism, whether evident in overt displays or subconscious bias, has repercussions that reverberate far beyond the campus grounds. As the cultural climate increasingly calls out for more research, education, and dialogue on race and racism, this book helps teachers spotlight issues related to race in a way that leads to effective classroom and campus conversation. The book provides guidance on how to: Create the conditions that facilitate respectful racial dialogue by building trust and effectively negotiating conflict Uncover each student's own subconscious bias and the intersectionality that exists even in the most homogenous-appearing classrooms Help students embrace discomfort, and adapt discussion methods to accommodate issues of race and positionality Avoid common traps, mistakes, and misconceptions encountered in anti-racist teaching Predominantly White institutions face a number of challenges in dealing with race issues, including a lack of precedence, an absence of modeling by campus leaders, and little clear guidance on how teachers can identify and challenge racism on campus. Teaching Race is packed with activities, suggestions and exercises to provide practical real-world help for teachers trying to introduce race in class
Publication Date: 2018-11-20
Teaching to Transgress by "After reading Teaching to TransgressI am once again struck by bell hooks's never-ending, unquiet intellectual energy, an energy that makes her radical and loving." -- Paulo Freire In Teaching to Transgress,bell hooks--writer, teacher, and insurgent black intellectual--writes about a new kind of education, education as the practice of freedom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal. bell hooks speaks to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom? Full of passion and politics, Teaching to Transgress combines a practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise questions about eros and rage, grief and reconciliation, and the future of teaching itself. "To educate is the practice of freedom," writes bell hooks, "is a way of teaching anyone can learn." Teaching to Transgress is the record of one gifted teacher's struggle to make classrooms work.
Call Number: 370.115 H784t
Publication Date: 1994-09-12
Teaching with Tension by Teaching with Tension is a collection of seventeen original essays that address the extent to which attitudes about race, impacted by the current political moment in the United States, have produced pedagogical challenges for professors in the humanities. As a flashpoint, this current political moment is defined by the visibility of the country's first black president, the election of his successor, whose presidency has been associated with an increased visibility of the alt-right, and the emergence of the neoliberal university. Together these social currents shape the tensions with which we teach. Drawing together personal reflection, pedagogical strategies, and critical theory, Teaching with Tension offers concrete examinations that will foster student learning. The essays are organized into three thematic sections: "Teaching in Times and Places of Struggle" examines the dynamics of teaching race during the current moment, marked by neoconservative politics and twenty-first century freedom struggles. "Teaching in the Neoliberal University" focuses on how pressures and exigencies of neoliberalism (such as individualism, customer-service models of education, and online courses) impact the way in which race is taught and conceptualized in college classes. The final section, "Teaching How to Read Race and (Counter)Narratives," homes in on direct strategies used to historicize race in classrooms comprised of millennials who grapple with race neutral ideologies. Taken together, these sections and their constitutive essays offer rich and fruitful insight into the complex dynamics of contemporary race and ethnic studies education.
Call Number: 378.017 T2537b
Publication Date: 2019-01-15
White Guys on Campus by On April 22, 2015, Boston University professor Saida Grundy set off a Twitter storm with her provocative question: "Why is white America so reluctant to identify white college males as a problem population?" White Guys on Campus is a critical examination of race in higher education, centering Whiteness, in an effort to unveil the frequently unconscious habits of racism among White male undergraduates. Nolan L. Cabrera moves beyond the "few bad apples" frame of contemporary racism, and explores the structures, policies, ideologies, and experiences that allow racism to flourish. This book details many of the contours of contemporary, systemic racism, while engaging the possibility of White students to participate in anti-racism. Ultimately, White Guys on Campus calls upon institutions of higher education to be sites of social transformation instead of reinforcing systemic racism, while creating a platform to engage and challenge the public discourse of "post- racialism."
Publication Date: 2018-11-15
Writing Centers and the New Racism by Noting a lack of sustained and productive dialogue about race in university writing center scholarship, the editors of this volume have created a rich resource for writing center tutors, administrators, and scholars. Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of related questions: How does institutionalized racism in American education shape the culture of literacy and language education in the writing center? How does racism operate in the discourses of writing center scholarship/lore, and how may writing centers be unwittingly complicit in racist practices? How can they meaningfully operationalize anti-racist work? How do they persevere through the difficulty and messiness of negotiating race and racism in their daily practice? The conscientious, nuanced attention to race in this volume is meant to model what it means to be bold in engagement with these hard questions and to spur the kind of sustained, productive, multi-vocal, and challenging dialogue that, with a few significant exceptions, has been absent from the field.
Publication Date: 2011-10-16
Talk About Face - Faculty - Policy May
Policy Map is a data and mapping tool for accessing data about communities across the U.S. Instructors can use the database to map race, income, incarceration, lending practices, and more in order to shed light on some of the underpinnings of racial inequality in the U.S. Click the Policy Map icon to access the database or click HERE to learn more about how Policy Map can be used to study racial inequality in the U.S.
Addressing Microaggressions in the Classroom
Information about microaggressions from the University of Washington's Center for Teaching and Learning. This page provides definitions and categories of microaggressions, types of reactions from targets of microaggressions, video examples, and strategies for dealing with microaggressions.
"Am I overreacting?" Understanding and Combating Microaggressions
A blog post covering forms of microaggressions, effects of microaggressions, and actionable steps for creating an inclusive campus racial climate.
This micro-syllabus brings together a broad collection of readings about the Black Lives Matter Movement, police violence, and subsequent Black political responses. The syllabus includes discussions about the origins of Black Lives Matter and how this movement fits in the story of American Political Development. It also covers how the media and elected officials respond to protests around police violence. Additionally, this collection provides insight into how the public has responded to the shootings of unarmed African Americans and Black Lives Matter protests. Many insightful articles, from the journal - though access may also be available via the library subscription. Politics, Groups, and Identities, are available for free until August 31, 2020
Creating Inclusive College Classrooms
Shari Saunders and Diana Kardia. University of Michigan, Center for Research on Teaching and Learning, 1997.
"Inclusive classrooms are classrooms in which instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns." This brief guide covers: choosing course content, increasing awareness of problematic assumptions, planning considerations, and getting to know students.
Culturally Responsive Teaching Matters!
Culturally responsive teaching connects students’ cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. By embracing the sociocultural realities and histories of students through what is taught and how, culturally responsive teachers negotiate classrooms cultures with their students that reflect the communities where students develop and grow. This is no small matter because it requires that teachers transcend their own cultural biases and preferences to establish and develop patterns for learning and communicating that engage and sustain student participation and achievement.
Diversity and Inclusion
Yale Center for Teaching and Learning.
"Effective approaches to teaching and classroom climate are founded on the same principles that drive diversity and inclusion: equal access and opportunity for all students to thrive, honest dialog about important issues, and protocols for managing difficult, sudden, and emotional moments." This site covers awareness of socioeconomic diversity, awareness of implicit bias, diversity statements, inclusive classroom climate, inclusive teaching strategies, and racial awareness.
Let's Talk!: Discussing Race, Racism and Other Difficult Topics With Students
Teaching Tolerance , a project of the Southern Poverty Law Center
Educators play a crucial role in helping students talk openly about the historical roots and contemporary manifestations of social inequality and discrimination. Learning how to communicate about such topics as white privilege, police violence, economic inequality and mass incarceration requires practice, and facilitating difficult conversations demands courage and skill—regardless of who we are, our intentions or how long we’ve been teaching. Use the strategies in this resource as you prepare to facilitate difficult conversations about race and racism. You can also use them to build competency when discussing other types of discrimination such as gender bias, ableism, and religious or anti-LGBT persecution.
Race and Equity Resources
In addition to ASCA standards guiding ethical, equitable, and inclusive school environments and school counseling programs, the following resources are helpful in addressing issues of systemic and institutional racism with students. Additional resources are regularly added.
Racial Equity Tools
Designed to support individuals and groups working to achieve racial equity. This site offers tools, research, tips, curricula and ideas for people who want to increase their own understanding and to help those working toward justice at every level – in systems, organizations, communities and the culture at large.
Why Black Lives Matter Curriculum
Why Black Lives Matter- Discussing Race Through Film, Photography and Design, reflects activities that ignited conversations and creation around the Movement for Black Lives and racial identity in Wide Angle Youth Media classrooms. It is intended for middle school, high school, higher education settings and as a facilitation guide to compliment public screenings of youth media.