Gary R. Howard’s “We Can’t Teach What We Don’t Know” offers an insightful look into multicultural education and the ways in which white educators can, and should, consider the diversity within their classrooms as a necessary part of the learning process. Although an admittedly difficult topic, the author strives to help the reader understand the problem of diversity in our schools and the ways in which our approach to educating multiracial students can help or hinder students. This report seeks to provide an overall review of the book and a discussion of the positive and negative aspects of the opinions presented. Book Synopsis The book begins with the author sharing his own personal background and history and how he was first introduced to the issue of race. Mr. Howard grew up in a predominantly white, upper-class area with little to no …show more content…
Without self-awareness teachers may not know or realize that they are doing something that is white-culture specific. Sadly, Howard writes that this area is one in which educators “receive little time, attention, or encouragement” within their training programs. His own experiences have shown him that the more he “examined his own ‘stuff’ related to race, culture, and difference” the less likely he was to consciously or unconsciously “expose students to [his] own assumption of rightness, [his] luxury of ignorance, or [his] blind perpetuation of the legacy of White privilege.” Knowing one’s students, the last side of the triangle, is important because educators need to know their students unique histories and backgrounds in order to effectively teach them. Educators can learn about their student’s cultures, racial identities, home situations, languages, learning characteristics, personalities, economic status, and strengths. Educators will be better able to avoid projecting biases and assumptions onto their students when they know more about
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By laying out all the different roles, structures, and policies that work to uphold White Supremacist beliefs in the educational field, it exposes the fallacy of a successful and equitable education system. In doing so, the authors demand educators to contend with their personal responsibility and accountability. It is not enough to be culturally responsive; educators must critically engage with the education system, acknowledge the barriers that exist due to structural racism, work together to demand structural change that contends with race, and maintain a critical perspective that fosters a “healthy skepticism” that is “inherently hopeful” (p. 300). The authors demonstrate their willingness to do just that throughout the entire chapter by continuously calling attention to systemic issues and providing hopeful alternatives and suggestions to the reader.
A helpful resource for anybody looking to educate themselves and others about the important topics of race and racial identity, the book's simple and short writing style makes it accessible and interesting for a wide range of
Most minority students and English language learners are stuck in schools with the most new teachers.” These differences are outrageous, all due to racism either being encouraged or not monitored enough in these schools. This kind of teaching only appeals to whites, and will embolden blacks towards failure, as well as spur up hatred and criticism towards them. In another article, “‘To be white is to be racist, period,’ a high school teacher told his class,” a teacher by the name James Coursey says in a high school lecture “Am I racist? And I say yea.
Introduction Race and racism are uncomfortable topics, but ones that must be openly and honestly discussed in order to begin the process of change. This paper will review my background, analyze readings, and openly discuss how the readings relate to me. The readings will be Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack,” Beverly Daniel Tatum’s “Why Are All the Black Kids Sitting Together in the Cafeteria?” , Christopher Edmin’s “For White Folks who Teach in the Hood,” and Eduardo Bonilla-Silva’s “Racism without Racists.” Through these readings, I will define race, racism, white privilege, then I will reflect on how I identify with them and they affect education.
Beyond this many teachers gave poorer evaluations of students due to their race or ethnicity (Egalite et al.). By having more racially diverse teachers we can help students achieve and pursue success. Integrating this diversity is also important for white students because it allows the students to understand and value equal and fair opportunities for themselves and their peers. These pieces of evidence support that students' test scores are positively skewed when a teacher shares the same race and culture with the student. While test scores are important they are not
A Letter to the Editor Based on Response to Cedric Jennings' Education Journey The Pulitzer-winning story of Ron Suskind about Cedric Jennings, a son of the drug dealer and the Agriculture Department worker, has been a source of inspiration for many students who struggle to change their lives by getting prestigious education. Cedric has lived in Southeast Washington, and the school he has attended (Ballou High School) consists mostly of black teens connected with gangs and drugs: the circumstances are not friendly for an aspiring learner. Cedric Jennings has made his educational and career path successful due to the social capital he has received in his family; structural and expressive racism have influenced his character and led him to his
Race has always been a problem in America and other countries. But developments such as Critical Race Theory (CRT) has helped challenge race and racial power and its representation in American society. Articles such as Critical Race Theory: An Introduction by Richard Delgado and Jean Stefancic; White Privilege, Color, and Crime: A Personal Account by Peggy McIntosh have helped CRT develop further. Along with the documentary White Like Me by filmmaker Tim Wise. These articles and film explore the race and racism in the United States, along with critical race theory.
Urban Education Pedagogy In 1994, Gloria Ladson-Billings created the term “culturally relevant teaching”, which refers to pedagogy that empowers students intellectually, socially and emotionally (Coffey, 2008). Ladson-Billings created this term based on research and observations of teachers who are successful with low performing students and students of color. Culturally relevant teaching involves using culture as a tool to provide students’ with knowledge and skills. In general, it is a theory that allows teachers to build connections between students’ home and school lives and activate their prior knowledge (Coffey, 2008).
The statistics in this article are eye-opening. I did not realize how small of a percentage of Hispanic students were actually successful in testing, graduating high school, and moving on to college. I also had never thought about how few Hispanic teachers there are. Having only white teachers in the school minimizes the chance for Hispanic students to find a connection or a role model. In action two, the article suggested that the school could invite Hispanic graduates back as encouragement to the students.
Issues of cultural diversity are more focused, especially in the class room setting. There are several techniques that may be applied to teaching to accommodate students of diverse backgrounds. Teachers must first be aware of stereotypes, ethnocentrism, and biasness. They should apply management techniques to the physical space as well as students’ behavior. Multiple intelligence theory active learning, technology and multi cultural education are among some of the techniques that may be applied to teaching in the class room.
According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream
The major thesis in this book, are broken down into two components. The first is how we define racism, and the impact that definition has on how we see and understand racism. Dr. Beverly Tatum chooses to use the definition given by “David Wellman that defines racism as a system of advantages based on race” (1470). This definition of racism helps to establish Dr. Tatum’s theories of racial injustice and the advantages either willingly or unwillingly that white privilege plays in our society today. The second major thesis in this book is the significant role that a racial identity has in our society.
Between the World and Me, written by Ta-Nehisi Coates is a powerful book written as a letter from the author to his teenage son. This book outlines the race issue in America from a first hand perspective. The author explains his struggles and fears as he grew up and how those fears transformed into a new meaning as he reached adulthood. Through his personal story, the reader is offered insight into the lives of other African Americans and how they may experience racial injustice themselves.
Culture and education has closely linked together as you can not have one without the other. In schools everywhere, students are unique and all bring something to the table. Therefore, we need to acknowledge our students are different; we must accept, appreciate, and talk about our students’ culture. We can not ignore our students’ differences and pretend they don’t exist. Ladson-Billings (2009) talks about her own experiences with white teachers, those who haven’t worked in schools and those who have for years.
Today’s typical classroom is far more diverse and complex than ever before. With the ever changing standards, methodologies and strategies, teachers breathe life into them and navigate a lot of disparate personalities and various backgrounds, interacting with each other, in any way. (Sagor, R. 2000) Lately, there have been contentious discussions on the key issues of race, class, gender, sexual orientation, immigration and other dimensions of diversity and social dominance and its implications in education and schools. But one thing is clear: when diversity comes to town, we are all challenged to grow.