Interrogating whiteness and relinquishing power : white faculty's commitment to racial consciousness in STEM classrooms / edited by Nicole M. Joseph, Chayla Haynes, and Floyd Cobb.

Format:

Book

Contributor:

Joseph, Nicole M., editor.

Haynes, Chayla, editor.

Cobb, Floyd, editor.

Series:

Social justice across contexts in education ; v. 1.

Social justice across contexts in education ; vol. 1

Language:

English

Subjects (All):

Science teachers--Training of--United States.

Science teachers.

Science teachers--Training of.

Teachers, White.

Culturally relevant pedagogy.

United States.

Mathematics teachers--Training of--United States.

Mathematics teachers.

Mathematics teachers--Training of.

Racism in education--United States.

Racism in education.

Culturally relevant pedagogy--United States.

Teachers, White--United States--Attitudes.

White people--Race identity--United States.

White people.

White people--Race identity.

Physical Description:

xiv, 292 pages : illustrations, maps ; 23 cm.

Place of Publication:

New York : Peter Lang, [2016]

Summary:

Interrogating Whiteness and Relinquishing Power: White Faculty's Commitment to Racial Consciousness in STEM Classrooms is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom. It functions as an analytical tool, scaffolding exemplary examples to inspire readers to engage in the complex and difficult work of assessing their own racial consciousness and teacher effectiveness. White pre-service teachers in STEM education rarely see the importance of the link between race and the teaching and learning of mathematics, in part because the White faculty who are teaching these subjects rarely engage in the study of racial projects in STEM. From this perspective, the authors of this book contend that the classroom is a racialized environment that, if not addressed, can reproduce racial structures and hierarchies in cyclical ways. Book jacket.

Contents:

Section 1 Racial Realism: Exploring How Whiteness Shapes Our Lives

1 Learning to Work While White to Challenge Racism in Higher Education / Christine E. Sleeter Sleeter, Christine E. 13

2 When Nothing's Lost: The Impact of Racial Segregation on White Teachers and Students / Robin Diangelo Diangelo, Robin 27

3 Getting Real: Surfacing and Challenging Persistent Oppressive Behaviors of School and District Leaders / Kristina A. Hesbol Hesbol, Kristina A. 43

4 Privilege in Mathematics Education: Some Reflections on Whiteness / Richard Kitchen Kitchen, Richard 57

5 Learning and Teaching About Race, Privilege, and Disprivilege / Frederick Erickson Erickson, Frederick 73

Section 2 Problematizing Racial Consciousness in the STEM System

6 Seeing the World With a New Set of Eyes: (Re)Examining Our Identities as White Mathematics Education Researchers of Equity and Social Justice / Crystal A. Kalinec-Craig Kalinec-Craig, Crystal A., Emily Bonner Bonner, Emily 91

7 Interrogating Whiteness: The Intersection of Race, Ethnicity, and Science Education / Lisa Martin-Hansen Martin-Hansen, Lisa 113

8 Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science / Craig Willey Willey, Craig, Paula Magee Magee, Paula 131

9 Challenging Patterns to Change My World: Using My Personal Evolution of Critical Race Consciousness in Mathematics Teacher Education / Frances K. Harper Harper, Frances K. 151

10 Reconceptualizing a Activism": Developing a Socially Conscious Practice With Prospective White Mathematics Teachers / Kate R. Johnson Johnson, Kate R. 171

Section 3 And We Are Still Not Saved: Charting a Path Forward for Racial Equity in STEM

11 Response to "Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science" / Richard Charles Charles, Richard 191

12 Mathematics Teacher Education as a Racialized Experience: One Black Scholar's Response to a White Teacher Educator's Critical Consciousness Evolution and Social Justice Practice / Roni Ellington Ellington, Roni 211

13 Moving From the Outside In, or What White Colleagues Need to Do to Get It Right With Their White Students / Joi Spencer Spencer, Joi 223

14 For Whom Do We Do Equity and Social Justice Work? Recasting the Discourse About the Other to Effect Transformative Change / Alberto J. Rodriguez Rodriguez, Alberto J. 241

15 Nesting in Nepantla: The Importance of Maintaining Tensions in Our Work / Rochelle Gutierrez Gutierrez, Rochelle 253.

Notes:

Includes bibliographical references and index.

ISBN:

9781433127939

1433127938

9781433127922

143312792X

OCLC:

949340823

Publisher Number:

99968157412