Broschiertes Buch

Interrogating Whiteness and Relinquishing Power

White Faculty's Commitment to Racial Consciousness in STEM Classrooms

Herausgegeben: Burns, Leslie David; Miller, sj; Joseph, Nicole M.; Haynes, Chayla; Cobb, Floyd

Beschreibung

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.

Autor

Nicole M. Joseph is Assistant Professor of Mathematics Education at the University of Denver. She received her doctorate from the University of Washington Seattle, where Dr. James A. Banks served as her dissertation chair. Dr. Joseph is a National Academy of Education/Spencer Postdoctoral Fellowship recipient. Chayla Haynes is Assistant Professor of Higher Education and Student Affairs Leadership at the University of Northern Colorado. Her most recent work is featured in The Sage Encyclopedia of Intercultural Competence, the National Association of Student Affairs Professionals Journal, and she is a co-editor of the forthardbackoming co-edited volume Race, Equity and Higher Education: The Global Relevance of Critical and Inclusive Pedagogies. Floyd Cobb is Adjunct Professor in the Morgridge College of Education at the University of Denver. His research focuses on the impact of access and opportunity on academic outcomes for STEM students. He uses critical race theory as an analytical lens to interpret the historical intersection of current educational challenges.

Produktdetails

• Social Justice Across Contexts in Education 1
• Verlag: Peter Lang
• Artikelnr. des Verlages: 312792
• 1. Auflage
• Seitenzahl: 310
• Erscheinungstermin: 22. Oktober 2015
• Englisch
• Abmessung: 225mm x 150mm x 17mm
• Gewicht: 440g
• ISBN-13: 9781433127922
• ISBN-10: 143312792X
• Artikelnr.: 43964483

Rezensionen

«Research reveals that people - White or Black - who embrace colorblind attitudes about race tend not to have the skills or the language to discuss race and ethnicity, when encountered, during everyday classroom exchanges. This book presents a methodology for White STEM professors to engage race in a very frontal fashion. Instead of the indirect consequences of an unseen elephant in the room, the book helps demystify privilege, humanize otherwise marginalized students, and promote agency within the instructional team that is best positioned to help minority students achieve and be successful in STEM-related fields of study.»
(William Cross, Clinical Professor, Higher Education and Counseling Psychology, University of Denver)
«As

a White instructor, I struggle in my own journey of racial consciousness and crave resources that will help me feel better prepared and equipped to address issues of social justice in education. What a great contribution! When I first read throughthe personal stories assembled in this book I was intrigued, challenged, inspired, and I felt an immediate need to discuss these ideas with others. Through a unique arrangement of personal narratives and counterarguments from teachers at all stages of the racial consciousness journey, this book provides valuable insights into how, whether consciously or not, our classroom behaviors often replicate and reproduce inequities in the classroom. Although targeted towards those teaching in STEM disciplines, instructors from all academic fields would benefit from reading and reflecting upon these personal stories. This book would make an excellent choice for a faculty book club or learning community!»
( Bridget Arend, Director of University Teaching, University of Denver)