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Making the Case for Race in Middle School advances the argument that providing youth with the opportunity to think critically about the pervasive dynamics of race in society, and in their own lives, is an essential element of teacher pedagogy in a multiracial democracy.
Inhaltsverzeichnis
Foreword by Paul Gorski
Preface and Acknowledgements
Chapter 1: (Re) Framing the Case of Race in Schools: Unmasking the Irony
Chapter 2: The Salience of Race and Identity in Middle School: "The World Isn't Black and White" for Students of Color
Chapter 3: The Salience of Race and Identity in Middle School: "There's Just Nothing Really There" for White Students
Chapter 4: Starting with our (White) Selves: Teachers, Teaching, and Race in Middle School
Chapter 5: Centering Race in Critical Multicultural Praxis: Pedagogical Possibilities and Classroom Strategies'
Chapter 6: Do What's in Your Power to Do: (Re) Claiming our Agency in Making the Case for Race in Middle School
Notes
About the Author
Über den Autor / die Autorin
Tina M. Durand, PhD, is a clinical associate professor of applied human development at Boston University, Wheelock College of Education & Human Development. She is a developmental psychologist who teaches courses on anti-oppressive practices and the psychology of race, and a former K-12 public school teacher. She has published widely in the areas of critically conscious teacher pedagogy, home and school contextual factors that promote student success, and the development of ethnic-racial consciousness and advocacy among adolescents.
Zusammenfassung
Making the Case for Race in Middle School advances the argument that providing youth with the opportunity to think critically about the pervasive dynamics of race in society, and in their own lives, is an essential element of teacher pedagogy in a multiracial democracy.
