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Stylus Publishing
White Teachers / Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism
White Teachers / Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism
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Inspirational, insightful & practical
Edited by an experienced White teacher and a Black scholar
Author events and national publicity
Close to seventy percent of K-12 teachers are White, and the proportion is growing. All the while, student populations of color are increasing fast. For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools, where we find large concentrations of poverty, it is common for fewer than half the ninth graders to leave with a high school diploma. Black boys see few, if any, role models in school and many drop out by tenth grade or even earlier.
There is a connection between the disproportion of White teachers to students of color and these educational outcomes. It is simply that most White teachers have never been exposed to what it means to truly teach inclusively and equitably; nor seen the transformative power of such teaching and its ability to bring about success.
By encouraging reflection and self examination, by understanding how students can achieve and how to expect the most from them, and by recognizing institutional racism for what it is, teachers can transform the current state of education for African American students in the United States.
Both Black and White teachers here demonstrate what's involved in terms of teachers recognizing often unconscious biases, surmounting stereotyping, adopting culturally relevant teaching, connecting with parents and the community, and integrating diversity in everything they do - and in so doing finding the true path to leaving no child behind.
This book is replete with examples of practice and telling insights and 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 will illuminate teaching in every racially diverse setting.
Edited by an experienced White teacher and a Black scholar
Author events and national publicity
Close to seventy percent of K-12 teachers are White, and the proportion is growing. All the while, student populations of color are increasing fast. For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools, where we find large concentrations of poverty, it is common for fewer than half the ninth graders to leave with a high school diploma. Black boys see few, if any, role models in school and many drop out by tenth grade or even earlier.
There is a connection between the disproportion of White teachers to students of color and these educational outcomes. It is simply that most White teachers have never been exposed to what it means to truly teach inclusively and equitably; nor seen the transformative power of such teaching and its ability to bring about success.
By encouraging reflection and self examination, by understanding how students can achieve and how to expect the most from them, and by recognizing institutional racism for what it is, teachers can transform the current state of education for African American students in the United States.
Both Black and White teachers here demonstrate what's involved in terms of teachers recognizing often unconscious biases, surmounting stereotyping, adopting culturally relevant teaching, connecting with parents and the community, and integrating diversity in everything they do - and in so doing finding the true path to leaving no child behind.
This book is replete with examples of practice and telling insights and 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 will illuminate teaching in every racially diverse setting.
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