Cobb / Joseph / Haynes Interrogating Whiteness and Relinquishing Power

White Faculty’s Commitment to Racial Consciousness in STEM Classrooms
1. Auflage 2016
ISBN: 978-1-4539-1716-9
Verlag: Peter Lang
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, Band 1, 306 Seiten

Reihe: Social Justice Across Contexts in Education

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.

Autoren/Hrsg.

Cobb, Floyd

Joseph, Nicole M.

Haynes, Chayla

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie

Inhaltsverzeichnis

Contents: Chayla Haynes/Nicole M. Joseph Transforming the STEM System: Teaching that Disrupts White Institutional Space – Christine E. Sleeter: Learning to Work While White to Challenge Racism in Higher Education – Robin DiAngelo: When Nothing’s Lost: The Impact of Racial Segregation on White Teachers and Students – Kristina A. Hesbol: Getting Real: Surfacing and Challenging Persistent Oppressive - Behaviors of School and District Leaders – Richard Kitchen: Privilege in Mathematics Education: Some Reflections on Whiteness – Frederick Erickson: Learning and Teaching About Race, Privilege, and Disprivilege – Crystal A. Kalinec-Craig/Emily Bonner: Seeing the World With a New Set of Eyes: (Re)Examining Our Identities as White Mathematics Education Researchers of Equity and Social Justice – Lisa Martin-Hansen: Interrogating Whiteness: The Intersection of Race, Ethnicity, and Science Education – Craig Willey/Paula Magee: Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science – Frances K. Harper: Challenging Patterns to Change My World: Using My Personal Evolution of Critical Race Consciousness in Mathematics Teacher Education – Kate R. Johnson: Reconceptualizing 'Activism': Developing a Socially Conscious Practice With Prospective White Mathematics Teachers – Richard Charles: Response to 'Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science' – Roni Ellington: 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 – Joi Spencer: Moving From the Outside In, or What White Colleagues Need to Do to Get It Right With Their White Students Alberto J. Rodriguez: For Whom Do We Do Equity and Social Justice Work? Recasting the Discourse About the Other to Effect Transformative Change – Rochelle Gutiérrez: Nesting in Nepantla: The Importance of Maintaining Tensions in Our Work.

Über Autor(innen)

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.