Handbook of Critical Race Theory in Education
by Marvin Lynn (Editor); Adrienne D. Dixson (Editor)
Publication Date: 2013-03-26
This handbook illustrates how education scholars employ Critical Race Theory (CRT) as a framework to bring attention to issues of race and racism in education. It is the first authoritative reference work to provide a truly comprehensive description and analysis of the topic, from the defining conceptual principles of CRT in the Law that gave shape to its radical underpinnings to the political and social implications of the field today. It is divided into three sections, covering innovations in educational research, policy and practice in both schools and in higher education, and the increasing interdisciplinary nature of critical race research.
Talking Race in the Classroom
by Jane Bolgatz
Publication Date: 2005-03-01
This lively book will help new and veteran teachers develop the knowledge, skills, and confidence needed to successfully address racial controversies in their classrooms. The author first explains what race and racism mean and why we need to talk about these topics in schools. Then, based on an in-depth study of a high school classroom, she shows what happened when teachers and students talked about race and racism in a history and language arts classroom. Throughout the book she guides teachers in ways to discuss important issues—from civil rights to institutional racism—that will ultimately help teachers and students to change school culture.
Racism, Public Schooling, and the Entrenchment of White Supremacy
by Sabina E. Vaught
Publication Date: 2011-04-22
Demonstrates how ingrained ideas of race created and sustain the achievement gap in U.S. schools.
Classroom Voices on Education and Race
by Daniel Frio
Publication Date: 2012-10-03
Classroom Voices on Education and Race presents core educational issues- with an emphasis on race and the racial achievement gap, school culture, and curriculum-through the unfiltered and poignant voices of high school students. Students from urban, rural, and suburban public schools express a strong desire for a more active role in their classrooms, as well as for a curriculum that is more responsive to their world. In particular, they speak to the persistence of racial stereotypes and segregation. Burdened by ignorance and misunderstandings, students address the need for honest racial dialogue facilitated by adults in their desire to cross the racial divide.
Promoting Racial Literacy in Schools
by Howard Carlton Stevenson
Publication Date: 2013-12-13
Based on extensive research, this provocative volume explores how schools are places where racial conflicts often remain hidden at the expense of a healthy school climate and the well-being of other students of colour. Most schools fail to act on racial microaggressions because the stress of negotiating such conflicts is extremely high due to fears of incompetence, public exposure, and accusation. Instead of facing these conflicts head on, schools perpetuate a set of avoidance or coping strategies. The author of this much-needed book uncovers how racial stress undermines student achievement. Students, educators, and social service support staff will find workable strategies to improve their racial literacy skills to read, recast, and resolve racially stressful encounters when they happen.
The purpose of this document is to gather resources for learning and teaching
about the recent events in Ferguson, Missouri. Original creation & development of this document was by host/facilitator @dankrutka & the participants in #sschat at 7pm EST on August 20, 2014.
Twitter hashtag created by Ebony Elizabeth Thomas, an assistant professor at Penn Graduate School of Education as a way to donate books to children in Ferguson, and as a way to incorporate children's literature into the discussion.
We Need Diverse Books is a grassroots organization created to address the lack of diverse, non-majority narratives in children’s literature. We Need Diverse Books is committed to the ideal that embracing diversity will lead to acceptance, empathy, and ultimately equality.
Blog post written by Instructional Technology and Information Literacy Librarian, Jessica Sender, on using the new information literacy framework from the Association of College and Research Libraries to talk about Ferguson in higher education.