| |
| |
| Acknowledgments | |
| |
| |
| Suggestions for Using This Book | |
| |
| |
| Introduction: Defining Everyday Antiracism | |
| |
| |
| |
| Race Categories: We Are All the Same, But Our Lives Are Different | |
| |
| |
| |
| Remember That Racial Categories Are Not Biological Realities | |
| |
| |
| |
| Exposing Race as an Obsolete Biological Concept | |
| |
| |
| |
| |
| No Brain Is Racial | |
| |
| |
| |
| |
| Getting Rid of the Word "Caucasian" | |
| |
| |
| |
| |
| Get Ready to Talk about a Racialized Society | |
| |
| |
| |
| Beginning Courageous Conversations about Race | |
| |
| |
| |
| |
| Talking Precisely about Equal Opportunity | |
| |
| |
| |
| |
| Nice Is Not Enough: Defining Caring for Students of Color | |
| |
| |
| |
| |
| Remember That People Do Not Fit Neatly and Easily into Racial Groups | |
| |
| |
| |
| Following Children's Leads in Conversations about Race | |
| |
| |
| |
| |
| Observing Students Sharing Language | |
| |
| |
| |
| |
| Remember That People Are Treated as Racial Group Members and Need to Examine That Experience | |
| |
| |
| |
| Strengthening Student Identity in School Programs | |
| |
| |
| |
| |
| Uncovering Internalized Oppression | |
| |
| |
| |
| |
| Helping Students See Each Other's Humanity | |
| |
| |
| |
| |
| Emphasize Individuality | |
| |
| |
| |
| Constructing Colorblind Classrooms | |
| |
| |
| |
| |
| Knowing Students as Individuals | |
| |
| |
| |
| |
| Showing Students Who You Are | |
| |
| |
| |
| |
| How Opportunities Are Provided and Denied Inside Schools | |
| |
| |
| |
| Remember That Students Experience Racially Unequal Expectations about Their Brainpower | |
| |
| |
| |
| Helping Students of Color Meet High Standards | |
| |
| |
| |
| |
| Providing Supportive Feedback | |
| |
| |
| |
| |
| Counter Racially Patterned Skill Gaps | |
| |
| |
| |
| Teaching and Transcending Basic Skills | |
| |
| |
| |
| |
| Grouping in Detracked Classrooms | |
| |
| |
| |
| |
| Help Students Gain Fluency in "Standard" Behaviors While Honoring the "Nonstandard" Behaviors They Already Have | |
| |
| |
| |
| Standards vs. "Standard" Knowledge | |
| |
| |
| |
| |
| Valuing Nonstandard English | |
| |
| |
| |
| |
| Teaching Students Fluency in Multiple Cultural Codes | |
| |
| |
| |
| |
| Defy Racially Based Notions of Potential Careers and Contributions | |
| |
| |
| |
| Challenging Cultural Stereotypes of "Scientific Ability" | |
| |
| |
| |
| |
| Finding Role Models in the Community | |
| |
| |
| |
| |
| Analyze Racial Disparities in Opportunities to Learn | |
| |
| |
| |
| Providing Equal Access to "Gifted" Education | |
| |
| |
| |
| |
| What Discipline Is For: Connecting Students to the Benefits of Learning | |
| |
| |
| |
| |
| Curriculum That Asks Crucial Questions About Race | |
| |
| |
| |
| Create Curriculum That Invites Students to Explore Complex Identities and Consider Racial Group Experiences | |
| |
| |
| |
| Using Photography to Explore Racial Identity | |
| |
| |
| |
| |
| Exploring Racial Identity Through Writing | |
| |
| |
| |
| |
| Involving Students in Selecting Reading Materials | |
| |
| |
| |
| |
| Create Curriculum That Analyzes Opportunity Denial | |
| |
| |
| |
| Teaching Critical Analysis of Racial Oppression | |
| |
| |
| |
| |
| Using Critical Hip-Hop in the Curriculum | |
| |
| |
| |
| |
| Engaging Youth in Participatory Inquiry for Social Justice | |
| |
| |
| |
| |
| Create Curriculum That Represents a Diverse Range of People Thoroughly and Complexly | |
| |
| |
| |
| Arab Visibility and Invisibility | |
| |
| |
| |
| |
| Evaluating Images of Groups in Your Curriculum | |
| |
| |
| |
| |
| Teaching Representations of Cultural Difference Through Film | |
| |
| |
| |
| |
| What Is on Your Classroom Wall? Problematic Posters | |
| |
| |
| |
| |
| Teaching Racially Sensitive Literature | |
| |
| |
| |
| |
| Create Curriculum That Discusses History Accurately and Thoroughly | |
| |
| |
| |
| Making Race Relevant in All-White Classrooms: Using Local History | |
| |
| |
| |
| |
| Teaching Facts, Not Myths, about Native Americans | |
| |
| |
| |
| |
| Race and the School Experience: The Need for Inquiry | |
| |
| |
| |
| Investigate Learning Experiences in Your Classroom | |
| |
| |
| |
| Inviting Students to Analyze Their Learning Experience | |
| |
| |
| |
| |
| Interrogating Students' Silences | |
| |
| |
| |
| |
| Questioning "Cultural" Explanations of Classroom Behaviors | |
| |
| |
| |
| |
| Creating Safe Spaces in Predominantly White Classrooms | |
| |
| |
| |
| |
| On Spotlighting and Ignoring Racial Group Members in the Classroom | |
| |
| |
| |
| |
| Spearhead Conversations with Students about Racism in Their Lives and Yours | |
| |
| |
| |
| Racial Incidents as Teachable Moments | |
| |
| |
| |
| |
| Debating Racially Charged Topics | |
| |
| |
| |
| |
| Developing Antiracist School Policy | |
| |
| |
| |
| |
| Talk Thoroughly with Colleagues about Race and Achievement | |
| |
| |
| |
| Focusing on Student Learning | |
| |
| |
| |
| |
| Moving Beyond Quick "Cultural" Explanations | |
| |
| |
| |
| |
| Naming the Racial Hierarchies That Arise During School Reforms | |
| |
| |
| |
| |
| Spearheading School-wide Reform | |
| |
| |
| |
| |
| Analyze, with Colleagues and Students, How Your Race Affects Your Teaching | |
| |
| |
| |
| Responding to the "N-Word" | |
| |
| |
| |
| |
| Engaging Diverse Groups of Colleagues in Conversation | |
| |
| |
| |
| |
| Locating Yourself for Your Students | |
| |
| |
| |
| |
| Expanding Definitions of "Good Teaching" | |
| |
| |
| |
| |
| Engaging Communities for Real | |
| |
| |
| |
| Inquire Fully about Home Communities | |
| |
| |
| |
| Valuing Students' Home Worlds | |
| |
| |
| |
| |
| Getting to Know Students' Communities | |
| |
| |
| |
| |
| Helping Students Research Their Communities | |
| |
| |
| |
| |
| Discuss Parents' Experiences of Racially Unequal Opportunity | |
| |
| |
| |
| Cultivating the Trust of Black Parents | |
| |
| |
| |
| |
| Helping Parents Fight Stereotypes about Their Children | |
| |
| |
| |
| |
| Informing Parents about Available Opportunities | |
| |
| |
| |
| |
| Keeping it Going | |
| |
| |
| |
| Struggle to Change a System That Is Unequal, While Working Within It | |
| |
| |
| |
| Resisting the "Lone Hero" Stance | |
| |
| |
| |
| |
| Recognizing the Likelihood of Reproducing Racism | |
| |
| |
| |
| |
| Staying Hopeful | |
| |
| |
| |
| |
| What Is Next? | |
| |
| |
| |
| Complete List of Everyday Antiracist Strategies | |
| |
| |
| Notes | |
| |
| |
| Reference List | |
| |
| |
| Index | |