GEN: Professional Resources: DEIJ

EVEN WELL-INTENDED PEOPLE CAN CAUSE HARM Have you ever heard yourself or someone else say: ""Some of my best friends are... (Black, White, Asian, etc.)""? ""I don't think of you as... (Gay, Disabled, Jewish, etc.)""? ""I don't see color, I'm colorblind""? These statements and dozens like them can build a divide between us and the people we interact with. Though well-intended, they often widen the diversity gap sometimes causing irreparable harm personally and professionally.

This volume offers practical guidance on confronting and eliminating barriers of prejudice, misinformation, and bias and provides tips for helping staff and children respect each other, themselves, and all people. Individual chapters focus on culture and language, racial identity, family structures, gender identity, economic class, different abilities, holidays, and more.

Topics such as race, gender, politics, religion, andsexualityare part of our students' lives, yet when these subjects are brought up at school teachers often struggle with how to respond. How do we create learning conditions where kids can ask the questions they want to ask, muddle through how to say the things they are thinking, and have tough conversations? How can we be proactive and take steps to engaging in the types of conversations where risk is high but the payoff could be even greater? Being the Change is based on the idea that people can develop skills and habits to serve them in the comprehension of social issues.

A portrait of the politics and philosophies involved in the education of black children during the last 50 years. The text brings to light the often controversial views of the first wave of educators to have lived through integration.

Various self-perceptions are challenged by leading psychologists Mahzarin R. Banaji and Anthony G. Greenwald as they explore the hidden biases we all carry from a lifetime of exposure to cultural attitudes about age, gender, race, ethnicity, religion, social class, sexuality, disability status, and nationality.

... a collection of stories, strategies, advice, and documents collected for teachers who are using or plan to use materials or implement policies they know may be controversial. It is for any teacher dedicated to engaging their students in the complex, challenging, and rewarding activities of reading and writing, for any teacher committed to speaking honestly with students.

This book is based on a careful theorizing of classroom power relations that sees them as constructed from the actions of all participants. Contrary to the common assumption that the teacher is the source of classroom power, it sees that power as arising from the interaction between students and teachers. If power is owned by the teacher, she is completely responsible for events in the classroom, whether or not she chooses to share her power/control/authority with the students. If, as this book claims, power is the joint creation of all participants, teachers are freed from an excessive and damaging weight of responsibility for classroom events and outcomes.

In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework--one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The equity framework will help educators teach and lead.

The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. Diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning. Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

"In 1987, New York's suburban Rockville Centre School District faced the fact that its longstanding tracking system was resulting in unequal educational opportunities and allowing racial and socioeconomic stratification of its student population. School leaders embarked on an ambitious program of reform: reexamining beliefs about intelligence, ability, and instruction, and offering all students the opportunity to study a rigorous curriculum in heterogeneous classrooms." From the book jacket.

Drawing upon decades of research and myriad authentic classroom experiences, Kathleen M. Budge and William H. Parrett dispel harmful myths, explain the facts, and urge educators to act against the debilitating effects of poverty on their students.

Don't Label Me shows that America's founding genius is diversity of thought. Which is why social justice activists won't win by labeling those who disagree with them. At a time when minorities are fast becoming the majority, a truly new America requires a new way to tribe out.

Winner of the 2012 Grawemeyer Award in Education As America enters the 21st century, U.S. students continue to slip behind in the world's rankings in science and math. Yet, at the same time, state prison budgets are increasing nearly three times as fast as budgets for education. In her new book, Linda Darling-Hammond, a chief education advisor to President Barack Obama, a bestselling author, and a nationally recognized leader in education reform, explores how America's performance globally is linked to the minority-majority achievement gap at home.

Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color and merging his experiences with more than a decade of teaching and researching in urban America, award-winning educator Christopher Emdin offers a new lens on an approach to teaching and learning in urban schools. For White Folks Who Teach in the Hood...and the Rest of Y'all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better.

In identity safe classrooms, teachers strive to ensure that students feel their identity is an asset rather than a barrier to success at school. Elementary teachers will learn the importance of teaching pro-social skills and cooperative learning in the context of high expectations and challenging curriculum. Use these strategies, rooted in social psychology research and child centred teaching practices, to build communities of learners in diverse classrooms. Invaluable teacher vignettes, reflective exercises, and practical advice make this comprehensive guide a must for creating an inclusive, academically challenging classroom where students come to understand the empowering message that who they are and what they think matters.

Through the story of a progressively minded public elementary school, the author shows how committed educators can collaborate to maintain a creative, inclusive educational environment and still rise to the demands of state-imposed standards.

Collection of articles that first appeared in the journal Independent School.

Unconscious bias affects everyone. Ideal for every manager who wants to understand and move past their own preconceived ideas, The Leader's Guide to Unconscious Bias explains that bias is the result of mental shortcuts, our likes and dislikes, and is a natural part of the human condition. And what we assume about each other and how we interact with one another has vast effects on our organizational success--especially in the workplace.

Featuring contributions from a stellar group of teachers and researchers, this volume opens new territory on a critical but rarely addressed topic-the intersection of race with literacy research and practice. Grounded in classroom experiences, this insightful volume: Shows how race is constructed through literacy instruction

A transformative look at covert bias, prejudice, and discrimination with hopeful solutions for their eventual dissolution. This book insightfully looks at the various kinds of microaggressions and their psychological effects on both perpetrators and their targets.

Writing directly to white people as a white person, DiAngelo identifies many common white racial patterns and breaks down how well-intentioned white people unknowingly perpetuate racial harm.

In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion.

Twenty completely new stories of negotiating the triumphs and challenges of being an LGBT educator in the twenty-first century. For more than twenty years, the One Teacher in Ten series has served as an invaluable source of strength and inspiration for lesbian, gay, bisexual, and transgender educators. This all-new edition brings together stories from across America--and around the world--resulting in a rich tapestry of varied experiences.

In this ground-breaking book on the children of affluence, a well-known clinical psychologist exposes the epidemic of emotional problems that are disabling America's privileged youth, thanks, in large part, to normalized, intrusive parenting that stunts the crucial development of the self.

In Race at Predominantly White Independent Schools, Bonnie E. French investigates the management of "diversity" at predominantly White, independent schools in the northeastern United States. By conducting in-depth interviews with diversity policy developers and implementers within the independent school community, French explores current efforts toward racial equity and the relationship between racial equity and diversity.

Raising Race Questions explores the opportunities and challenges that arise when White teachers are willing to deal directly with race and the role it plays in their classrooms. Based on lessons gleaned from experienced White teachers in a variety of settings, it lays out a path for using inquiry to develop sustained, productive engagement with challenging - and common - questions about race. It suggests that guilt and conflict need not be the end point of raising race questions and offers alternative destinations: antiracist classrooms, positive racial identities, and a restoration of the wholeness that racism undermines.

This practical, inspirational book offers essays, lesson plans, and a remarkable collection of student writing, all rooted in an unwavering focus on language arts teaching for justice.

When Sekani Moyenda, an African American elementary school teacher, accepted an invitation to speak at a graduate education class, neither the students nor Ann Berlak, their professor, could guess that her presentation would spark an outpouring of emotion and a reexamination of race from everyone involved.The "encounter" -- as it was called -- was an expression of Moyenda's anger at the institutionalized racism of our educational system, a system whose foundations are reinforced and whose assumptions about race are reproduced in the graduate school classroom. Forcing everyone involved to rethink their own race consciousness, Taking it Personally is a chronicle of two teachers and their own educational progress.

Teaching about race and racism can be a difficult business. At the same time, this is a moment that demands a clear understanding of racism. It is important for students to learn how we got here and how racism is more than just individual acts of meanness. Students also need to understand that colorblindness is not an effective anti-racism strategy.

In a series of mock lesson plans and a "program of study" Galeano provides an eloquent, passionate, funny and shocking exposé of First World privileges and assumptions. From a master class in "The Impunity of Power" to a seminar on "The Sacred Car"--with tips along the way on "How to Resist Useless Vices" and a declaration of the "The Right to Rave"--he surveys a world unevenly divided between abundance and deprivation, carnival and torture, power and helplessness. We have accepted a "reality" we should reject, he writes, one where poverty kills, people are hungry, machines are more precious than humans, and children work from dark to dark. In the North, we are fed on a diet of artificial need and all made the same by things we own; the South is the galley slave enabling our greed.

While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have. Cornelius identifies tools, attributes, and strategies that can augment our listening.

Drawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists. Drawing on her life's work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. .

Daniel Hill will never forget the day he heard these words:"Daniel, you may be white, but don't let that lull you into thinking you have no culture. White culture is very real. In fact, when white culture comes in contact with other cultures, it almost always wins. So it would be a really good idea for you to learn about your culture."Confused and unsettled by this encounter, Hill began a journey of understanding his own white identity. Today he is an active participant in addressing and confronting racial and systemic injustices. And in this compelling and timely book, he shows you the seven stages to expect on your own path to cultural awakening.It's crucial to understand both personal and social realities in the areas of race, culture, and identity. This book will give you a new perspective on being white and also empower you to be an agent of reconciliation in our increasingly diverse and divided world.

Referring to the defensive moves that white people make when challenged racially, white fragility is characterized by emotions such as anger, fear, and guilt, and by behaviors including argumentation and silence. These behaviors, in turn, function to reinstate white racial equilibrium and prevent any meaningful cross-racial dialogue. In this in-depth exploration, DiAngelo examines how white fragility develops, how it protects racial inequality, and what we can do to engage more constructively.

Walk into any racially mixed high school and you will see Black, White, and Latino youth clustered in their own groups. Is this self-segregation a problem to address or a coping strategy? How can we get past our reluctance to discuss racial issues? Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about communicating across racial and ethnic divides and pursuing antiracism. These topics have only become more urgent as the national conversation about race is increasingly acrimonious. This fully revised edition is essential reading for anyone seeking to understand dynamics of race and racial inequality in America.