Literaturnachweis - Detailanzeige
| Sonst. Personen | Matias, Cheryl E. (Hrsg.); Gorski, Paul C. (Hrsg.) |
|---|---|
| Titel | The Other Elephant in the (Class)Room: White Liberalism and the Persistence of Racism in Education |
| Quelle | (2023), (216 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-8077-6883-9 |
| Schlagwörter | Whites; Political Attitudes; Racism; Diversity; Inclusion; Equal Education; Trauma Informed Approach; Social Emotional Learning; Restorative Practices; Early Childhood Education; Montessori Schools; Social Studies; Curriculum Development; Credibility; Elementary Secondary Education; Critical Race Theory; Culturally Relevant Education |
| Abstract | Purposeful, intentional racial bias poses an obvious threat to the possibility of real equity in schools. In this volume, antiracist educators explore an equally troubling, but insufficiently explored threat: the racism upheld by schools and districts that claim an antiracist commitment. These institutions perpetuate disparities by enacting that commitment through surface-level and soft diversity and inclusion goals and popular initiatives that are more equity optics than antiracism. This book asks: How is racism perpetuated through actions, programs, practices, and initiatives that might appear to be inclusion-oriented or "progressive," but never quite get around to eliminating racism? How do these efforts pose as racial equity while protecting systems of advantage and disadvantage--creating a sort of equity inertia? The book then asks: What would antiracism look like if we enacted a deeper antiracist approach? What is a truer vision for racial equity? Diverse authors apply these questions to an equally diverse assortment of programs and practices, such as trauma-informed care, social-emotional learning, restorative practices, anti-bias work in early childhood education, Montessori schooling, "inclusive" social studies curricula, and toxic positivity and "niceness" as stand-ins for racial equity. This book: (1) illustrates how K-12 educators can adopt more authentically justice-oriented approaches to antiracism; (2) draws on existing theoretical frameworks such as critical race theory, critical whiteness studies, culturally sustaining pedagogies, and equity literacy; (3) examines concepts such as white fragility, racial battle fatigue, white privilege, and interest convergence; (4) includes a range of authors, from racial justice scholars to classroom teachers; and (5) offers an engaging and accessible format that combines narrative with theoretical grounding, bridging critical analysis to visions for moving forward. (As Provided). |
| Anmerkungen | Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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