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White Teachers / Diverse Classrooms

This book encourages reflection and self-examination, and calls for recognizing and reinforcing students’ ability to achieve. It also calls for high expectations for both teachers and students.

Author : Julie Landsman

Release : 2012-02-27

Publisher : Stylus Publishing, LLC.

ISBN : 9781579225988

File Size : 46.59 MB

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The point of departure for this new edition, as it was for the first, is the unacceptable reality that, for students of color, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. This second edition has been considerably expanded with chapters that illuminate the Asian American, Native American, and Latina/o experience, including that of undocumented students, in our schools. These chapters offer insights into the concerns and issues students bring to the classroom. They also convey the importance for teachers, as they accept difference and develop cultural sensitivity, to see their students as individuals, and avoid generalizations. This need to go beneath the surface is reinforced by a chapter on adopted children, children of mixed race, and “hidden minorities”. White and Black teachers, and teachers of different races and ethnicities, here provide the essential theoretical background, and share their experiences and the approaches they have developed, to create the conditions – in both urban and suburban settings – that enable minority students to succeed. This book encourages reflection and self-examination, and calls for recognizing and reinforcing students’ ability to achieve. It also calls for high expectations for both teachers and students. It demonstrates what it means to recognize often-unconscious biases, confront institutional racism where it occurs, surmount stereotyping, adopt culturally relevant teaching, connect with parents and the community, and integrate diversity in all activities. This book is replete with examples from practice and telling insights that will engage teachers in practice or in service. It should have a place in every classroom in colleges of education and K-12 schools. Its empowering message applies to every teacher working in an educational setting that recognizes the empowerment that comes in celebrating diversity. Each chapter concludes with a set of questions for personal reflection or group discussion.

White Teachers, Diverse Classrooms

This book encourages reflection and self-examination, calls for understanding how students can achieve and expecting the most from them.

Author : Julie Landsman

Release : 2006

Publisher : Stylus Publishing, LLC.

ISBN : 1579221475

File Size : 68.43 MB

Format : PDF, Kindle

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For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. Black and White teachers here provide an insightful approach to inclusive and equitable teaching and illustrate its transformative power to bring about success. This book encourages reflection and self-examination, calls for understanding how students can achieve and expecting the most from them. It demonstrates whatƒ??s involved in terms of recognizing often-unconscious biases, confronting institutional racism where it occurs, surmounting stereotyping, adopting culturally relevant teaching, connecting with parents and the community, and integrating diversity in all activities. This book is replete with examples of practice and telling insights that will engage teachers in practice or in service. It should have a place in every classroom in colleges of education. Its empowering message applies not just to teachers of Black students, but illuminates teaching in every racially diverse setting.

Teaching Secondary Literature

Author : Thandeka K. Chapman

Release : 2002

Publisher :


File Size : 67.87 MB

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YOU Wouldn't Understand

It tells the story of one white teacher's developing understanding of how her own racial and ethnic background influenced the way she regarded and taught the mainly South Asian Muslim children in her classes.

Author : Sarah Pearce

Release : 2005

Publisher : Trentham Books Limited


File Size : 63.12 MB

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"You Wouldn't Understand" looks at ethnic diversity in schools through the eyes of teachers rather than pupils. It tells the story of one white teacher's developing understanding of how her own racial and ethnic background influenced the way she regarded and taught the mainly South Asian Muslim children in her classes. She began with a belief that narrowness in the curriculum was her students' problem, but she came to see the bigger picture. The book charts her gradual realization that many of the problems lcome from her own lack of understanding of race, racism, and her own racial identity. The book explores the idea of whiteness as not a biological but a social construction, and one which influences white people's ways of seeing the world in often unnoticed ways. The author relates whiteness to aspects of her own behaviour, which she recorded in a diary over five years. The book also considers the children's struggles to construct and understand their own emerging identities in this environment, and the views of several other white teachers, some of whom shared the author's confusion and doubts, and others who were more confident about teaching in culturally diverse classrooms. This searching analysis of the innards of whiteness and the way it affects how white teachers approach pupils who are not white is illuminating and important. It should be required reading for all teacher trainers and all white trainee teachers, as well as for white managers and teachers working in multi-ethnic schools.

Multicultural Literature in Monocultural Classrooms

Multicultural Literature in Monocultural Classrooms : White Teachers Explore Diverse Texts with White Students

Author : Elizabeth Berg Leer

Release : 2010

Publisher :

ISBN : 9780773437128

File Size : 57.90 MB

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Multicultural Literature in Monocultural Classrooms : White Teachers Explore Diverse Texts with White Students

Teaching Science in Diverse Classrooms

In J. Landsman & C. W. Lewis (Eds.), White Teachers, Diverse Classrooms: A
Guide to Building Inclusive Schools, Promoting High Expectations, and
Eliminating Racism (1st ed., pp. 29–42). Sterling, VA: Stylus Pub. Ladson-Billings
, G. (2014).

Author : Douglas B. Larkin

Release : 2019-08-29

Publisher : Routledge

ISBN : 0429578490

File Size : 35.54 MB

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As a distinctive voice in science education writing, Douglas Larkin provides a fresh perspective for science teachers who work to make real science accessible to all K-12 students. Through compelling anecdotes and vignettes, this book draws deeply on research to present a vision of successful and inspiring science teaching that builds upon the prior knowledge, experiences, and interests of students. With empathy for the challenges faced by contemporary science teachers, Teaching Science in Diverse Classrooms encourages teachers to embrace the intellectual task of engaging their students in learning science, and offers an abundance of examples of what high-quality science teaching for all students looks like. Divided into three sections, this book is a connected set of chapters around the central idea that the decisions made by good science teachers help light the way for their students along both familiar and unfamiliar pathways to understanding. The book addresses topics and issues that occur in the daily lives and career arcs of science teachers such as: • Aiming for culturally relevant science teaching • Eliciting and working with students’ ideas • Introducing discussion and debate • Reshaping school science with scientific practices • Viewing science teachers as science learners Grounded in the Next Generation Science Standards (NGSS), this is a perfect supplementary resource for both preservice and inservice teachers and teacher educators that addresses the intellectual challenges of teaching science in contemporary classrooms and models how to enact effective, reform

What Successful Teachers Do in Diverse Classrooms

71 Research-Based Classroom Strategies for New and Veteran Teachers Neal A
. Glasgow, Sarah J. McNary, Cathy D. Hicks ... This study gathered data through
interviews of six white teachers from racially diverse classrooms who had been ...

Author : Neal A. Glasgow

Release : 2006-04-12

Publisher : Corwin Press

ISBN : 1452212546

File Size : 41.10 MB

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Grounded in the best peer-reviewed research, each strategy presents guidelines and appropriate precautions to ensure successful transfer to actual classroom practice.

Handbook of Research on Effective Communication in Culturally Diverse Classrooms

Topic Readings Concepts/terms Diversity & Today's Classroom –The Call for
Culturally Responsive Pedagogy • Why the ... But how do we do it, in White
Teachers, Diverse Classrooms (2012) • Color Blindness, Unconscious Bias, and
Student ...

Author : González, Katia

Release : 2016-02-17

Publisher : IGI Global

ISBN : 146669954X

File Size : 79.99 MB

Format : PDF

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Meaningful interaction between teachers and students is crucial to any educational environment, and particularly so in intercultural settings. When educators take steps to incorporate culturally responsive teaching into their classrooms, student learning is enriched and improved. The Handbook of Research on Effective Communication in Culturally Diverse Classrooms focuses on the significance of cultural sensitivity toward diverse students and the importance of communication to increase the overall educational experience. Highlighting key concepts relating to curriculum design, teaching models, and critical pedagogies in transcultural classrooms, this book is a pivotal reference source for teachers, teacher educators, and researchers interested in the impact of intercultural communication in learning environments.

Diversity in the Classroom

A Casebook for Teachers and Teacher Educators Judith Shulman, Amalia Mesa-
Bains ... of lack of recent experience in the classroom , lack of much experience
with other races , and inexperience with the effects of poverty . ... Most of my
students do 1 they can , and so do I. 2 ) Brown - eyed , dark - haired Hispanic and
AfricanAmerican students do not fear or resent white teachers ; they are used to
them !

Author : Judith Shulman

Release : 1993

Publisher : Psychology Press

ISBN : 9780805814293

File Size : 71.62 MB

Format : PDF

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This casebook is part of a nationwide effort to capture and use practitioner knowledge to better prepare teachers for the reality of today's classrooms, given a student population vastly different from that of even a decade ago. Consciously designed to provoke engaging and demanding discussion, the cases presented here are candid, dramatic, highly readable accounts of teaching events or series of events. Set in three of the nation's most diverse cities -- San Francisco, Los Angeles, and Phoenix -- the cases offer problem-based snapshots of on-the-job dilemmas. The teacher-authors discuss topics that generate heated interchange and run the risk of polarizing opinions and creating defensive assumptions, particularly those dealing with bias, race, and class. These issues, plus cultural behaviors and socioeconomic circumstances have important implications for classroom practices. By examining such issues, the editors hope that educators will see -- and act on -- the need for a greater variety of teaching styles, distribution of opportunities, and educational access for all students.

Seeing White

For an example of programs that are truly working to encourage white teachers to
critically think about race and unintentional racism in the classroom, see Julie
Landsman and Chance W. Lewis, eds., White Teachers/Diverse Classrooms: A ...

Author : Jean O'Malley Halley

Release : 2011

Publisher : Rowman & Littlefield Publishers

ISBN : 1442203072

File Size : 36.32 MB

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The invisibility of whiteness -- Scientific endeavors to study race : race is not rooted in biology -- Race and the social construction of whiteness -- Ways of seeing power and privilege -- Socioeconomic class and white privilege -- (Not) Teaching race -- (White) Workplaces -- The race of public policy -- Looking forward.

Enhancing Teaching in Diverse Classrooms

The four points that help drive a diverse classroom are: (a) principal leadership
that empowers the school, (b) parent and ... suggested several White teachers
are inadequately prepared to work within multiracial classrooms, while pre-
service ...

Author : Richard A. Vasquez

Release : 2020-10-12

Publisher : Xlibris Corporation

ISBN : 1664126813

File Size : 70.13 MB

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This is Richard’s first publication on how to enhance the positiveness in diverse classrooms.

The Great Diversity Debate

The unintentional undermining of multicultural education: Educators at the equity
crossroads. InJ. Landsman & C. W. Lewis (Eds.), White teachers/ diverse
classrooms: A guide to building inclusive schools, promoting high expectations,
and ...

Author : Kent Koppelman

Release : 2015-04-24

Publisher : Teachers College Press

ISBN : 080777166X

File Size : 21.39 MB

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“Will American’s growing diversity undermine democracy, or is it instead a cornerstone of democracy? The Great Diversity Debate is essential reading for anyone who has thought about this question. Koppelman gives us a fascinating, detailed, and evenhanded account of the long historical roots of contemporary controversies surrounding flashpoint issues like affirmative action, multicultural education, and globalization. This well-researched and optimistic book will make you think about, and maybe even re-think, such issues.” —Christine Sleeter, Professor Emerita, California State University Monterey Bay and President, National Association for Multicultural Education Based on research from multiple disciplines, The Great Diversity Debate describes the presence and growth of diversity in the United States from its earliest years to the present. The author describes the evolution of the concept of pluralism from a philosophical term to a concept used in many disciplines and with global significance. Rather than assuming that diversity is a benefit, Koppelman investigates the ways in which diversity is actually experienced and debated across critical sectors of social experience, including immigration, affirmative action, education, and national identity, among others. Koppelman takes the sometimes complicated arguments for and against diversity in school and in society and lays out the benefits with great clarity and simplicity making this book accessible to a large audience. Book Features: A broad view of diversity in the United States based on research from philosophy, psychology, sociology, political science, economics, and more. Cogent arguments from both advocates and critics concerning whether pluralism represents an appropriate response to diversity in a democratic society. An overview of multicultural education, including its origins and its current emphasis on strategies such as culturally responsive teaching. Contents: The Diversity Debate The Growth of Diversity and Pluralism: The Impact of Immigration Pluralism and Democracy: Complementary or Contradictory? Diversity and Discrimination: The Argument over Affirmative Action The Struggle for Identity: What Does It Mean to Be an American? Multicultural Education in K–12 Schools: Preparing Children and Youth to Function Effectively in a Diverse, Democratic Society Globalization, Diversity, and Pluralism: Finding the Common Ground Kent Koppelman is professor emeritus of teacher education at the University of Wisconsin-La Crosse.

The Art of Effective Facilitation

In J. Landsman & C. H. Lewis (Eds.), White teachers/diverse classrooms: A guide
to building inclusive schools, promoting high expectations, and eliminating
racism (pp. 195–202). Sterling, VA: Stylus. Johnson, A. G. (2006). Privilege,
power ...

Author : Lisa M. Landreman

Release : 2013-10-01

Publisher : Stylus Publishing, LLC

ISBN : 1579229794

File Size : 89.6 MB

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How can I apply learning and social justice theory to become a better facilitator? Should I prepare differently for workshops around specific identities? How do I effectively respond when things aren’t going as planned? This book is intended for the increasing number of faculty and student affairs administrators – at whatever their level of experience -- who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an equitable multicultural society. It will enable facilitators to create programs that go beyond superficial discussion of the issues to fundamentally address the structural and cultural causes of inequity, and provide students with the knowledge and skills to work for a more just society. Beyond theory, design, techniques and advice on practice, the book concludes with a section on supporting student social action. The authors illuminate the art and complexity of facilitation, describe multiple approaches, and discuss the necessary and ongoing reflection process. What sets this book apart is how the authors illustrate these practices through personal narratives of challenges encountered, and by admitting to their struggles and mistakes. They emphasize the need to prepare by taking into account such considerations as the developmental readiness of the participants, and the particular issues and historical context of the campus, before designing and facilitating a social justice training or selecting specific exercises. They pay particular attention to the struggle to teach the goals of social justice education in a language that can be embraced by the general public, and to connect its structural and contextual analyses to real issues inside and outside the classroom. The book is informed by the recognition that “the magic is almost never in the exercise or the handout but, instead, is in the facilitation”; and by the authors’ commitment to help educators identify and analyze dehumanizing processes on their campuses and in society at large, reflect on their own socialization, and engage in proactive strategies to dismantle oppression.

African American Male Students in PreK-12 Schools

From 2001 to 2006, he served as an assistant professor of Teacher Education at
Colorado State University. ... Further, he has authored/co-authored/co-edited 11
books, such as White teachers/diverse classrooms: A guide for building inclusive

Author : Chance W. Lewis

Release : 2014-05-28

Publisher : Emerald Group Publishing

ISBN : 178441283X

File Size : 39.97 MB

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Presents a comprehensive viewpoint on preK-12 schooling for African American males. Including theoretical, conceptual, and research based chapters, this edited volume offers readers compelling evidence of the education challenges and successes for this student population.

Talking About Race

(Eds.), White teachers/Diverse classrooms: A guide to building inclusive schools,
promoting high expectations, and eliminating racism (pp. 29–42). Sterling, VA:
Stylus. LadsonBillings, G. (2009). The dreamkeepers: Successful teachers of ...

Author : Steven Grineski

Release : 2013-10-01

Publisher : Stylus Publishing, LLC

ISBN : 1579225624

File Size : 88.76 MB

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What is it that gives many of us White people a visceral fear about discussing race? Do you realize that being able to not think about or talk about it is a uniquely White experience? Do you warn your children about how people might react to them; find store staff following or watching you; get stopped by the police for no reason? The students of color in your classroom experience discrimination every day, in small and large ways. They don’t often see themselves represented in their textbooks, and encounter hostility in school, and outside. For them race is a constant reality, and an issue they need, and want, to discuss. Failure to do so can inhibit their academic performance. Failure to discuss race prevents White students from getting a real, critical and deep understanding of our society and their place in it. It is essential for the well-being of all students that they learn to have constructive conversations about the history of race in this country, the impact of racism on different ethnic communities, and how those communities and cultures contribute to society. The need to model for our students how to talk openly and comfortably about race is critical in America today, but it is still an issue that is difficult to tackle. To overcome the common fear of discussing race, of saying “something wrong”, this book brings together over thirty contributions by teachers and students of different ethnicities and races who offer their experiences, ideas, and advice. With passion and sensitivity they: cover such topics as the development of racial consciousness and identity in children; admit their failures and continuing struggles; write about creating safe spaces and the climate that promotes thoughtful discussion; model self-reflection; demonstrate the importance of giving voice to students; recount how they responded to racial incidents and used current affairs to discuss oppression; describe courses and strategies they have developed; explain the “n” word; present exercises; and pose questions. For any teacher grappling with addressing race in the classroom, and for pre-service teachers confronting their anxieties about race, this book offers a rich resource of insights, approaches and guidance that will allay fears, and provide the reflective practitioner with the confidence to initiate and respond to discussion of race, from the pre-school and elementary classroom through high school.

History of Multicultural Education: Teachers and teacher education

The consistent decrease in students of colorfrom the limited pool ofapplicants in
teachereducation has left multicultural teacher educators to rigorously focus on
ways to change pre-service white teachers' dispositions in diverse classrooms.

Author : Carl A. Grant

Release : 2008

Publisher : Routledge

ISBN : 0805854495

File Size : 33.24 MB

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This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

Growing Up White

White Teacher is in its second printing. She coedited a book with Professor
Chance Lewis from Texas A&M University titled White Teachers in Diverse
Classrooms: Creating Community, Combating Racism released in April 2006.
This book is ...

Author : Julie Landsman

Release : 2008-09-05

Publisher : R&L Education

ISBN : 157886903X

File Size : 67.95 MB

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Growing Up White is for everyone who wants to know more about our schools, our community, our country, and ourselves. Julie Landsman takes the reader on an inventory of her life, pulling from events and scenes, a set of lessons learned. She discloses honestly and unflinchingly the privileges she has experienced as a white person and connects those to her presence in city classrooms where she taught for over 25 years. As a teacher Julie made mistakes, learned from them, made more and concludes that understanding race in America is an ongoing process. Her book is rich with suggestions for working in our schools today, where we find a primarily white teaching force and an expanding population of students of color. She believes that these students make our schools rich and exciting places in which to work. Landsman also believes that white teachers can reach their students in deep and positive ways. Because she invites you to go along with her in revealing the basis of her upbringing and her choices, the story itself is engaging. Readers arrive at the final chapters with an appreciation not only for the complexity of our history as individuals around race, gender and class but with real hope in education as a way to create a place where all children get a fair chance at success. Julie can be reached at [email protected]

Latino Dropouts in Rural America

Delpit (1995), drawing on an interview with this famous teacher, provided the
missing factor in the equation of why some ... teachers and administrators are
predominantly White, as exemplified in the book White Teachers/Diverse
Classrooms ...

Author : Carolyn Hondo

Release : 2008-03-13

Publisher : SUNY Press

ISBN : 9780791473887

File Size : 69.78 MB

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Latino high school students in rural communities talk about dropping out of school.

Teaching Mathematical Reasoning in Secondary School Classrooms

... but is still predominantly white. Teacher diversity across the schools has
occurred much more slowly. ... Although many teachers are still white, there are a
number of "coloured", Indian and black teachers at the school. Mr. Daniels'
himself is ...

Author : Karin Brodie

Release : 2009-10-08

Publisher : Springer Science & Business Media

ISBN : 9780387097428

File Size : 32.51 MB

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For too many students, mathematics consists of facts in a vacuum, to be memorized because the instructor says so, and to be forgotten when the course of study is completed. In this all-too-common scenario, young learners often miss the chance to develop skills—specifically, reasoning skills—that can serve them for a lifetime. The elegant pages of Teaching Mathematical Reasoning in Secondary School Classrooms propose a more positive solution by presenting a reasoning- and discussion-based approach to teaching mathematics, emphasizing the connections between ideas, or why math works. The teachers whose work forms the basis of the book create a powerful record of methods, interactions, and decisions (including dealing with challenges and impasses) involving this elusive topic. And because this approach shifts the locus of authority from the instructor to mathematics itself, students gain a system of knowledge that they can apply not only to discrete tasks relating to numbers, but also to the larger world of people and the humanities. A sampling of the topics covered: Whole-class discussion methods for teaching mathematics reasoning. Learning mathematical reasoning through tasks. Teaching mathematics using the five strands. Classroom strategies for promoting mathematical reasoning. Maximizing student contributions in the classroom. Overcoming student resistance to mathematical conversations. Teaching Mathematical Reasoning in Secondary School Classrooms makes a wealth of cutting-edge strategies available to mathematics teachers and teacher educators. This book is an invaluable resource for researchers in mathematics and curriculum reform and of great interest to teacher educators and teachers.

White Teachers, Black Students

This is the provocative and pointed inquiry that drives the creation of White Teachers, Black Students. The twin purpose of this book is how can White teachers consistently teach and reach Black students?

Author : Mack T. Hines, III

Release : 2017-08-08

Publisher : Rowman & Littlefield

ISBN : 1475831668

File Size : 56.25 MB

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White Teachers, Black Students is a provocative look into the dynamic of White teachers and Black Students.