Banks,
J.A. (2008). An introduction to
multicultural education (4th ed.). Boston, MA: Allyn & Bacon.
This book does exactly as it says--lays out the basics of multicultural education. It discusses and presents various viewpoints on multicultural education, necessary definitions, facts on the reality of our and other nations' growing diversity and what this means for education, and how educators can transform curriculum into authentic multicultural curriculum.
Cooper,
A. (2010, May 17). Anderson Cooper 360. Cable
News Network. Retrieved from
www.cnn.com/video/#/video/bestoftv/2010/05/17/ac360.doll.study.cnn
This news report by Cooper Anderson from CNN follows up on a study that measured children's attitudes towards racial differences (skin color), particularly towards Blacks and Whites. It proves that children often develop strong attitudes on skin color even at young ages, and that White children tend to have much stronger biases than Black children.
Cooper,
A. (2012, April 2). Anderson Cooper 360. Cable
News Network. Retrieved from
ac360.blogs.cnn.com/2012/04/02/study-race-relations-through-a-childs-eyes/
This news report by Cooper Anderson from CNN shows results of a study that give viewers the opportunity to see children's racial perspectives/perceptions. It also shows how real the issue of racism (whether intentional or not) still is today.
This news report by Cooper Anderson from CNN shows results of a study that give viewers the opportunity to see children's racial perspectives/perceptions. It also shows how real the issue of racism (whether intentional or not) still is today.
Darden,
J. (2009). Talking race. Teaching
Tolerance, 36. Retrieved from www.tolerance.org
This article has great examples of both teacher and administrator perspectives on the issue of discussing race openly in schools. It presents several real life experiences that teachers have had regarding their attempts to engage students and/or other staff members in open dialogue on race--some relatively smooth and some very challenging.
This article has great examples of both teacher and administrator perspectives on the issue of discussing race openly in schools. It presents several real life experiences that teachers have had regarding their attempts to engage students and/or other staff members in open dialogue on race--some relatively smooth and some very challenging.
Davis,
R. (2008). A review of “what if all the kids are white?: Anti-bias
multicultural education with young children and families (early childhood education series)”. Educational Studies, 44(3), 294-300.
This article answers this question in practical ways for educators. It reflects on the reality that most U.S. classrooms are still constructed primarily of mainstream White Americans. The article shows educators how to help White students understand and embrace their own, particularly racial and economic diversity.
Dell
’Antonia, K.J. (2012, April 4). The danger of not talking to your children
about race. The New York Times. Retrieved from
parenting.blogs.nytimes.com
This newspaper article reflects on various research on the open discussion of racial issues and race and whether discussing differences, particularly of White and Black students', has a positive or negative effect on racial attitudes. It focuses on parents' perspectives and children's perspectives.
Fehr,
M.C. & Fehr, D.E. (2010). Teach boldly:
Letters to teachers about contemporary issues in education. New York, NY: Peter Lang Publishing, Inc.
This book consists of easy to read, practical, inspiring, and motivating letters written to educators around the U.S. The letters discuss different issues in education today with lots of focus on democratic teaching, multicultural education, the importance of getting to know oneself and one's students, and of open classroom dialogue on diversity issues.
This book consists of easy to read, practical, inspiring, and motivating letters written to educators around the U.S. The letters discuss different issues in education today with lots of focus on democratic teaching, multicultural education, the importance of getting to know oneself and one's students, and of open classroom dialogue on diversity issues.
Fishman,
S.M., & McCarthy, L. (2005). Talk about race: When student stories and multicultural
curricula are not enough. Race, Ethnicity & Education, 8(4),
347-364.
This article discusses possible negative effects of discussing race openly in the classroom, including the fact that it sometimes reinforces stereotypes. The article addresses the importance of first getting to know oneself as a teacher and of carefully constructing and contextualizing dialogue about race, etc.
Freire,
P. (2005). Teachers as cultural workers:
Letters to those who dare teach. Boulder, CO: Westview Press.
This book is a compilation of letters to teachers that encourage and help prepare teachers to do more than simply teach students within the classroom. It emphasizes democratic teaching of all students, families, and society, and it further defines the important roles of teachers today. Several letters relate to the importance of student voice, discussion of diversity issues in the classroom, and of teachers getting to know their own and their students', families', and communities' cultural backgrounds.
Frieden,
T. (2011, November 14). Hate crime numbers steady, nearly half motivated by
racial bias, FBI reports. Cable News Network. Retrieved from http://inamerica.blogs.cnn.com/2011/11/14/fbi-racial-bias-motivates-most-hate-crimes/
This article reflects on the latest FBI annual hate crime report, giving statistics on various types of hate crime in the United States. It shows that racial hate crimes still remain the largest category of hate crime in the U.S. The article also reports on an anti-Jewish hate crime that took place in Brooklyn, NY, which is correlated with the annual FBI report.
Henson,
K. (2010). Curriculum planning:
Integrating multiculturalism, constructivism, and education reform (4th
ed.). Long Grove, IL:
Waveland Press, Inc.
This textbook is a wonderful introduction to multicultural education, constructivism, and reform, and includes real-life case studies throughout its chapters. It gives educators practical ways of integrating multicultural education and constructivism for effective education reform. Many issues and their challenges are addressed within curriculum, instruction, assessment, diversity, society, technology, history, reform, etc.
Howard,
G.R. (1993). Whites in multicultural education: Rethinking our role. Phi Delta Kappan, 75 (1), 36-41.
This article discusses the many realities of racial and ethnic diversity today that White Americans need to be aware of in order to create a better democratic nation. Howard sheds light on the "shifting tide" of the U.S. population (demographics) and stresses the need for White Americans to be more aware of this change and to change/rethink their role in it. He discusses various realities that Whites need to be aware of including American immigrants, family realities, White privilege, emotions that "kill", healing responses, co-responsibility, and developing authentic identity.
Kivel,
P. (2011). Uprooting racism: How white people can work for racial justice (3rd ed.). Gabriola Island, BC, CA: New Society Publishers.
This book addresses the need for White people to become a vital part in challenging racism in this country. It shares information on the heavy presence of racism in our society today and how Whites need to better understand and respond to the injustice on which their lives, society, and institutions are based and structured.
Ladson-Billings,
G. (1996). Silences as weapons: Challenges of a black professor teaching white
students. Theory
Into Practice, 35 (2), 79.
This article gives information on why "taboo" topics surrounding diversity and race are normally avoided or "silenced" in the classroom. It gives several reasons for this "silence" from both teacher and student perspectives, helping educators to better understand the issue so they can begin to "break the silence".
This article gives information on why "taboo" topics surrounding diversity and race are normally avoided or "silenced" in the classroom. It gives several reasons for this "silence" from both teacher and student perspectives, helping educators to better understand the issue so they can begin to "break the silence".
Paikin,
S. (2010, April 18). The agenda. The
Ontario Educational Communications Authority (TVO). Retrieved from
ww3.tvo.org/video/164523/racism-then-and-now
Great 45 minute discussion from the Canadian show, The Agenda, about various aspects of racism including everything from definitions to micro-inequities in regards to racism today. Many of the points and perspectives on the issue that I bring up about open discussion of race and racism in my blog and narrative are addressed.
Great 45 minute discussion from the Canadian show, The Agenda, about various aspects of racism including everything from definitions to micro-inequities in regards to racism today. Many of the points and perspectives on the issue that I bring up about open discussion of race and racism in my blog and narrative are addressed.
Plous,
S. (2012). Understanding prejudice:
Bibliography of children’s books. Retrieved from
www.understandingprejudice.org/readroom/kidsbib.htm
This page has links to children's books on diversity, multiculturalism, prejudice reduction, and related topics. These books would be great conversation starters for students and teachers. The books are arranged by age level from baby to over 13.
This page has links to children's books on diversity, multiculturalism, prejudice reduction, and related topics. These books would be great conversation starters for students and teachers. The books are arranged by age level from baby to over 13.
Scruggs,
A.E. (2009). Colorblindness: The new racism? Teaching Tolerance, 36. Retrieved from www.tolerance.org
This article addresses a perspective that many people, particularly mainstream Americans, have of race and racism today--that it has already been "taken care of" and that "unity" will be negatively affected if people talk about differences. The article gives various factual reasons that support the need for race and racism to be openly talked about that contradict the "colorblindness" mentality.
Simpson,
J. (2006). Reaching for justice: The pedagogical politics of agency, race, and
change. Review Of
Education, Pedagogy & Cultural Studies, 28
(1), 67-94.
Teaching
the Levees. (n.d.) Talking about race and racism in the classroom. Teachers College, Columbia
University. Retrieved from
teachingthelevees.org
This article clarifies the various terms surrounding and associated with race and racism. These definitions are great starting points for discussion in the classroom setting. The second part of the article gives several practical suggestions to teachers about how to prepare for and begin open discussion of race and racism with students.
Teaching
Tolerance. (2008). Starting small:
Teaching tolerance in preschool and the early grades (3rd ed.).
Montgomery, AL: Southern Poverty
Law Center.
Starting
Small is a resource book that helps early childhood and
primary school educators with daily issues in the school and classroom
surrounding equity, respect, and tolerance.
It is full of real classroom profiles from teachers and schools around
the United States that all educators can relate too, as well as reflection
prompts and numerous activity ideas that will help children practice fairness,
respect, and tolerance.
U.S. Department of Justice Federal Bureau of Investigation. (2010). Hate crime statistics 2010: Table 1: Incidents, offenses, victims, and known offenders by bias motivation, 2010. Retrieved from http://www.fbi.gov/about-us/cjis/ucr/hate-crime/2010/tables/table-1-incidents-offenses-victims-and-known-offenders-by-bias-motivation-2010.xls
This table displays data on the number of hate crimes in the United States according to the FBI's 2010 Uniform Crime Report. It reveals that race-bias hate crimes remain the largest category of hate crimes in the U.S.
YouGov. (2012). Most think increased diversity will reduce
racial and ethnic tensions: Poll- As the U.S. becomes a more diverse country, do you think race and ethnicity will matter
more or less in american society in the future?
Retrieved from http://today.yougov.com/news/2012/05/23/most-think-increased-diversity-will-reduce racial-/
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