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This book endeavors to cultivate activism literacies in White teachers in order to disrupt the system of white supremacy and racial oppression in education. This book focuses primarily on White teachers' responsibility in becoming advocates for, and accomplices to communities of color.
List of contents
Introduction
Section I: Disrupting the Single Story of Histories
Chapter 1: Who are Americans? Disrupting Imagined Histories of Immigration
Chapter 2: Race and Immigration: Intersections of Histories and Identities
Chapter 3: Deficit and Microaggressive Discourses: Unmasking the Language of White Supremacy
Section II: Disrupting the Single Story in Curriculum
Chapter 4: Cultivating a Critical Classroom Community from Day One
Chapter 5: Critical Approaches to Curricular Change
With contributions from Drew Gingrich
Chapter 6: Critical Media Literacy: Fake News, Trolls, and Memes
With contributions from Drew Gingrich
Section III: What Disruption Looks Like: Supporting Teacher Activism
Chapter 7: Teacher Research as Activism
Chapter 8: Allies and Accomplices: What White Teachers Should Know and Do
Chapter 9: Making Your Case: Building Relationships, Not Walls
With contributions from Drew Gingrich
Additional Recommended Resources
About the Author
About the Contributor
About the author
Laura A. Roy (Ph.D., University of Texas at San Antonio) is Associate Professor and Chair of Education at La Salle University in Philadelphia, PA. Laura's program of research is interdisciplinary, drawing primarily from critical and sociocultural theories in order to examine the places where new and existing communities meet and intersect. At the core of her work is a concern for and commitment to equity, social justice, and teacher activism. As a teacher educator, Laura is committed to supporting teacher research and transformative practices that seek to dismantle systems of oppression. Her record of publication centers primarily on the classroom and community experiences of refugee and immigrant populations in the US, examining the intersections of race, culture, language, and other markers of identity. She is particularly interested in the discursive practices in the classroom that cultivate or marginalize students' unique cultural and literate histories.
Summary
This book endeavors to cultivate activism literacies in White teachers in order to disrupt the system of white supremacy and racial oppression in education. This book focuses primarily on White teachers' responsibility in becoming advocates for, and accomplices to communities of color.
