Buch, Englisch, 160 Seiten, Hardback, Format (B × H): 160 mm x 231 mm, Gewicht: 363 g
Reihe: Language and Literacy Series
Antiracist Literature Instruction for White Students
Buch, Englisch, 160 Seiten, Hardback, Format (B × H): 160 mm x 231 mm, Gewicht: 363 g
Reihe: Language and Literacy Series
ISBN: 978-0-8077-6306-3
Verlag: Teachers College Press
Rooted in examples from their own and others' classrooms, the authors offer discipline-specific practices for implementing antiracist literature instruction in White-dominant schools. Each chapter explores a key dimension of antiracist literature teaching and learning, including designing literature-based units that emphasize racial literacy, selecting literature that highlights voices of color, analyzing Whiteness in canonical literature, examining texts through a critical race lens, managing challenges of race talk, and designing formative assessments for racial literacy and identity growth.Book Features: - Specific classroom scenarios and transcripts of race-related challenges that teachers will recognize to help situate suggested strategies
- Sample racial literacy objectives, questions, and assessments to guide unit instruction.
- A literature-based unit that addresses societal racism in A Raisin in the Sun.
- Assignments for exploring Whiteness in the teaching of The Adventures of Huckleberry Finn.
- Questions teachers can use to examine To Kill a Mockingbird through a critical race lens.
- Techniques for managing difficult moments in whole group discussions.
- Collaborative glossary and exploratory essay assignments to build understanding of race-based concepts and racial identity development.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
- Foreword Timothy J. Lensmire
- Acknowledgments
- 1. Teaching About Racism Through Literature in White Schools
- Why Focus on White Educational Contexts?
- Why Teach About Racism Via Literary Study?
- What Is a Critical Race Approach and Why Take It Up?
- Notes on Authorial Decisions Throughout the Book
- 2. Designing Racial Literacy Objectives and Assessments for Literature-Based Units
- Common Challenge: Glossing Over Complex Race Concepts
- Why This Matters from a Critical Race Perspective
- What You Can Do: Use Backward Planning to Design Literature-Based Units for Racial Literacy
- In the Classroom: Articulating Racial Literacy Objectives for A Raisin in the Sun
- Conclusion
- 3. Introducing a Racialized Reader Response
- Common Challenge: White Readers' Misreadings of Blackness in Literature
- Why This Matters from a Critical Race Perspective
- What You Can Do: Interrupt Whiteness Via Text Selection and Literary Response
- In the Classroom: Racializing White Readers' Responses to The Crossover
- Conclusion
- 4. Unearthing Whiteness in Canonical Texts about Racism
- Common Challenge: White Investments in Canonic White Savior Narratives
- Why This Matters from a Critical Race Perspective
- What You Can Do: Expose Whiteness in Canonic, White-Authored Texts
- In the Classroom: Exposing Whiteness in Adventures of Huckleberry Finn
- Conclusion
- 5. Applying a Critical Race Theory Lens for Literary Analysis
- Common Challenge: Reinforcing Racism via Traditional Literary Analysis
- Why This Matters from a Critical Race Perspective
- What You Can Do: Employ a CRT Lens for Literary Analysis
- In the Classroom: Applying a CRT Lens to To Kill a Mockingbird
- Conclusion
- 6. Planning for and Responding to Race Talk
- Common Challenge: Managing Race Talk
- Why It Matters from a Critical Race Perspective
- What You Can Do: Use Proactive and Reactive Strategies for Managing Race Talk
- Conclusion
- 7. Designing Assignments to Build Racial Literacy
- Common Challenge: Questioning White Racial Assumptions
- Why This Matters from a Critical Race Perspective
- What You Can Do: Design Assignments to Scaffold Racial Literacy
- In the Classroom: Using Collaborative Glossaries and Exploratory Essays
- Racial Identity Work for White Teachers
- A Beginning, Not an End
- References
- Index
- About the Author
