Black Lives Matter: Anti-Racist Curriculum in Education and Human Development

Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice. contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice.

Critical Race Theory in Mathematics Education brings together scholarship that uses critical race theory (CRT) to provide a comprehensive understanding of race, racism, social justice, and experiential knowledge of African Americans' mathematics education. CRT has gained traction within the educational research sphere, and this book extends and applies this framework to chronicle the paths of mathematics educators who advance and use CRT. This edited collection brings together scholarship that addresses the racial challenges thrusted upon Black learners and the gatekeeping nature of the discipline of mathematics. Collectively, the volume explains how researchers, practitioners, and policymakers can use CRT to examine issues of race, racism, and other forms of oppression in mathematics education for Black children and adults.

Strong Black Girls lays bare the harm Black women and girls are expected to overcome in order to receive an education in America. It captures the routinely muffled voices and experiences of these students through storytelling, essays, letters, and poetry. The authors make clear that the strength of Black women and girls should not merely be defined as the ability to survive racism, abuse, and violence. Readers will also see resistance and resilience emerge through the central themes that shape these reflective, coming-of-age narratives. Each chapter is punctuated by discussion questions that extend the conversation around the everyday realities of navigating K-12 schools, such as sexuality, intergenerational influence, self-love, anger, leadership, aesthetic trauma (hair and body image), erasure, rejection, and unfiltered Black girlhood. Strong Black Girls is essential reading for everyone tasked with teaching, mentoring, programming, and policymaking for Black females in all public institutions.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life.

The Future is Black presents Afropessimism as an opportunity to think in provocative and disruptive ways about race, racial equality, multiculturalism, and the pursuit of educational justice. The vision is not a coherent, delimited conversation, but a series of experiences with Afropessimism as a radical analytic situated within critical Black studies. Activists, educators, caregivers, kin, and all those who love Black children are invited to make sense of the contemporary Black condition, including a theorization of Black suffering, Black fugitivity, and Black futurity. These three concepts provide the foundation for the book's inquiry, and contribute to the examination of Black educational opportunity, experience, and outcomes. The book not only explores how schooling becomes complicit in, and serves as, a site of Black material and psychic suffering, but also examines the possibilities of education as a site of fugitivity, of hope, of escape, and as a space within which to imagine an emancipation yet to be realized. 　 　

Educator Bettina Love argues that the U.S educational system is maintained by and profits from the suffering of children of color. To dismantle the educational survival complex and to achieve educational freedom--not reform--educators, parents, and community leaders must approach education through the imagination, determination, boldness and urgency of an abolitionist. Drawing on her experiences as a student and teacher, Love highlights young community leaders, artists and activists who are advocating for social change and inclusion. She 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.

Black Appetite. White Food.invites educators to explore the nuanced manifestations of white privilege as it exists within and beyond the classroom. Renowned speaker and author Jamila Lyiscott provides ideas and tools that teachers, school leaders, and professors can use for awareness, inspiration, and action around racial injustice and inequity. Part I of the book helps you ask the hard questions, such as whether your pedagogy is more aligned with colonialism than you realize and whether you are really giving students of color a voice. Part II offers a variety of helpful strategies for analysis and reflection. Each chapter includes personal stories, frank discussions of the barriers you may face, and practical ideas that will guide you as you work to confront privilege in your classroom, campus, and beyond.　

Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and accountability. Through rich ethnographic accounts of teachers in two demographically different secondary schools in the same urban district, Angelina E. Castagno investigates how whiteness operates in ways that thwart (and sometimes co-opt) even the best intentions and common sense--thus resulting in educational policies and practices that reinforce the status quo and protect whiteness rather than working toward greater equity. Whereas most discussions of the education of diverse students focus on the students and families themselves, Educated in Whiteness highlights the structural and ideological mechanisms of whiteness. In schools, whiteness remains dominant by strengthening and justifying the status quo while simultaneously preserving a veneer of neutrality, equality, and compassion.

This book combines theory, practice, and ethnography in an exploration of how teachers can fully implement diversity and antiracism as a foundation of their teaching approach. The author, a white mother of children of color, whose work is influenced by her own experience being raised in an antiracist, activist family, developed her curriculum over many years of active involvement with parents and teachers in schools. She presents her curriculum along with ethnographic reports of the processes of change that teachers experience as they fully explore the realities of race relations, its history, and the lived experiences of others. Kailin shows how immersion in this exploration enables teachers to develop curricula and teaching practices that are effectively antiracist and fully connected to students' lives.

In a work that Lisa Delpit calls "imperative reading," Monique W. Morris (Black Stats, Too Beautiful for Words) chronicles the experiences of Black girls across the country whose intricate lives are misunderstood, highly judged--by teachers, administrators, and the justice system--and degraded by the very institutions charged with helping them flourish. Called "compelling" and "thought-provoking" by Kirkus Reviews, Pushout exposes a world of confined potential and supports the rising movement to challenge the policies, practices, and cultural illiteracy that push countless students out of school and into unhealthy, unstable, and often unsafe futures. Called a book "for everyone who cares about children" by the Washington Post, Morris's illumination of these critical issues is "timely and important" (Booklist) at a moment when Black girls are the fastest growing population in the juvenile justice system. Praised by voices as wide-ranging as Gloria Steinem and Roland Martin, and highlighted for the audiences of Elle and Jet right alongside those of EdWeek and the Leonard Lopate Show, Pushout is a book that "will stay with you long after you turn the final page" (Bookish).

Researchers and practitioners are, for the most part, in agreement that the greatest instructional gaps exist between white, female teachers and their black, male students. Achievement data consistently reveal that black boys are underperforming in the nation′s schools. The Guide for White Women Who Teach Black Boys requires the reader to work through activities that may challenge them, ask them to honestly reflect on who they are and where they come from. By engaging in personal and professional introspective work, this guide takes the reader through works by experts, stories by educators and students, and videos that will help personalize the educational lives of black boys and their white teachers.

Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. 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 Toois the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better. He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student's culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike-both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the "Seven C's" of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.

Racism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and changing educational (in)opportunities for Black Students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families how they navigate and push against inequitable schooling, how they are reframing discourse about race, dis/ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state of special education. Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. The book uses qualitative and quantitative approaches to exploring the material realities of Black students who are isolated in separate and mainstream classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges hegemonic norms of schools that reinforce inequality and racial segregation in special education.