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In 1935, W.E.B. Du Bois asked, "Does the Negro need separate schools?" His stunning query spoke to the erasure of cultural relevancy in the classroom and to reassurances given to White supremacy through curricula and pedagogy.
Two decades later, as the Supreme Court ordered public schools to desegregate, educators still overlooked the intimations of his question. This book reflects upon the role K-12 education has played in enabling America's enduring racial tensions. Combining historical analysis, personal experience, and a theoretical exploration of critical race pedagogy, this book calls for placing race at the center of the pedagogical mission.
List of contents
Table of ContentsAcknowledgments
Foreword by Terrence J. Roberts
Preface
Introduction
1.¿To Be Silent on Racism Is to Empower Racism
2.¿Revolutionary Teaching and the Origin of Race Conscious Pedagogy
3.¿The Era of the Takeover and the Struggle for Diversity, Equity and Inclusion in Secondary and Postsecondary Education
4.¿Making a Course: Theoretical Framework for a Course Grounded in Race Conscious Pedagogy
5.¿The Course: Seminar in Critical Race Studies
6.¿Those That Fight Back
7.¿"The most brutal, and the most determined resistance": The Backlash to Race Conscious Classrooms
8.¿Putting Students in Uncomfortable Situations
9.¿Moving Educators Beyond Race Conscious Pedagogy and Toward Cultural Competence
Afterword by George Yancy
Appendix 1: Response to a Parent, May 2018
Appendix 2: Seminar in Critical Race Studies Summer Reading Assignment
Bibliography
Index
About the author
Todd M. Mealy is a historian and biographer of books and articles about the intersection of civil rights and education, including This Is the Rat Speaking, which tells the remarkable story of the black campus movement of the late 1960s; Glenn Killinger, All-American: Penn State's World War I Era Sports Hero; and Displaced: A Holocaust Memoir and the Road to a New Beginning. A specialist in 19th and 20th-century antislavery and civil rights history, Mealy is also an adjunct professor in the History Department at Dickinson College with more than two decades of experience teaching American history and academic writing at urban and rural schools in Pennsylvania. The founder and Executive Director of the National Institute for Customizing Education, Mealy is a sought-after curriculum designer whose work includes the K-12 Nonviolence365 curriculum for The Martin Luther King Jr. Center for Nonviolent Social Change in Atlanta, Georgia. Mealy attained a Ph.D. in American Studies from Pennsylvania State University-Harrisburg, where he received the institution's Sue Samuelson Award for outstanding academic achievement. He lives with his family in Lancaster, Pennsylvania.
Summary
Reflects upon the role K-12 education has played in enabling America's enduring racial tensions. Combining historical analysis, personal experience, and a theoretical exploration of critical race pedagogy, this book calls for placing race at the centre of the pedagogical mission.
