The contemporary rethinking and relearning of history and racism has sparked creative approaches for teaching the histories and representations of marginalized communities. Cristina Stanciu and Gary Totten edit a collection that illuminates these ideas for a variety of fields, areas of education, and institutional contexts. The authors draw on their own racial and ethnic backgrounds to examine race and racism in the context of addressing necessary and often difficult classroom conversations about race, histories of exclusion, and racism. Case studies, reflections, and personal experiences provide guidance for addressing race and racism in the classroom. In-depth analysis looks at attacks on teaching Critical Race Theory and other practices for studying marginalized histories and voices. Throughout, the contributors shine a light on how a critical framework focused on race advances an understanding of contemporary and historical US multiethnic literatures for students around the world and in all fields of study. Contributors: Kristen Brown, Nancy Carranza, Luis Cortes, Marilyn Edelstein, Naomi Edwards, Joanne Lipson Freed, Yadira Gamez, Lauren J. Gantz, Jennifer Ho, Shermaine M. Jones, Norell Martinez, Sarah Minslow, Crystal R. Pérez, Kevin Pyon, Emily Ruth Rutter, Ariel Santos, and C. Anneke Snyder

Winner of the 2003 American Educational Studies Association Critics' Choice Awards Winner of the 2003 Gustavus Myers Outstanding Book Award Did affirmative action programs solve the problem of race on American college campuses, as several recent books would have us believe? If so, why does talking about race in anything more than a superficial way make so many students uncomfortable? Written by college instructors from many disciplines, this volume of essays takes a bold first step toward a nationwide conversation. Each of the twenty-nine contributors addresses one central question: what are the challenges facing a college professor who believes that teaching responsibly requires an honest and searching examination of race? Professors from the humanities, social sciences, sciences, and education consider topics such as how the classroom environment is structured by race; the temptation to retreat from challenging students when faced with possible reprisals in the form of complaints or negative evaluations; the implications of using standardized evaluations in faculty tenure and promotion when the course subject is intimately connected with race; and the varying ways in which white faculty and faculty of color are impacted by teaching about race.

The contemporary rethinking and relearning of history and racism has sparked creative approaches for teaching the histories and representations of marginalized communities. Cristina Stanciu and Gary Totten edit a collection that illuminates these ideas for a variety of fields, areas of education, and institutional contexts. The authors draw on their own racial and ethnic backgrounds to examine race and racism in the context of addressing necessary and often difficult classroom conversations about race, histories of exclusion, and racism. Case studies, reflections, and personal experiences provide guidance for addressing race and racism in the classroom. In-depth analysis looks at attacks on teaching Critical Race Theory and other practices for studying marginalized histories and voices. Throughout, the contributors shine a light on how a critical framework focused on race advances an understanding of contemporary and historical US multiethnic literatures for students around the world and in all fields of study. Contributors: Kristen Brown, Nancy Carranza, Luis Cortes, Marilyn Edelstein, Naomi Edwards, Joanne Lipson Freed, Yadira Gamez, Lauren J. Gantz, Jennifer Ho, Shermaine M. Jones, Norell Martinez, Sarah Minslow, Crystal R. Pérez, Kevin Pyon, Emily Ruth Rutter, Ariel Santos, and C. Anneke Snyder

With a focus on fostering democratic, equitable education for young people, Ginsberg and Glenn’s engaging text showcases a wide variety of innovative, critical classroom approaches that extend beyond traditional literary theories commonly used in K-12 and higher education classrooms and provides opportunities to explore young adult (YA) texts in new and essential ways. The chapters pair YA texts with critical practices and perspectives for culturally affirming and sustaining teaching and include resources, suggested titles, and classroom strategies. Following a consistent structure, each chapter provides foundational background on a key critical approach, applies the approach to a focal YA text, and connects the approach to classroom strategies designed to encourage students to think deeply and critically about texts, themselves, and the world. Offering a wealth of innovative pedagogical tools, this comprehensive volume offers opportunities for students and their teachers to explore key and emerging topics, including culture, (dis)ability, ethnicity, gender, immigration, race, sexual orientation, and social class.

Racism is still very prevalent and pervasive in all aspects of the P-12 educational experience in the United States. Far too many teachers and administrators continue to respond to this challenge by applying colorblind perspectives and approaches. This edited volume provides a broad and comprehensive critique of colorblindness in various educational contexts. In an attempt to advocate for a more color-conscious approach to education, this book deals with a wide range of issues related to teaching, learning, curriculum, creativity, assessment, discipline, implicit bias, and teacher education. There are three distinct features that make this book so important and relevant given the current social and racial climate in U.S. schools today. First, each chapter in this book draws from a plethora of different theoretical perspectives related to race and racism. In this sense, readers are equipped with variety of robust theoretical perspectives to better understand this complicated issue of racism in schools. Second, this book communicates issues of race and racism through multiple voices. Unlike other books on race and racism where the central voice is that of a researcher or scholar, this book centralizes the voices and perspectives of researchers, teachers, and teacher educators alike. As a result, readers are better able to understand issues of race and racism in schools from a more nuanced perspective. Finally, unlike other books related to race and racism in schools, this book provides readers with practical strategies for combating racism in their respective educational contexts.

Featuring an outstanding group of the leading theorists and researchers from the fields of multicultural psychology and counseling, this book begins with chapters on how the interplay of such variables of class, gender, and race interact in the development of an individual in a pluralistic society. It then presents theories on how to integrate issues of class, gender and race into counseling theory.

Passing and the Rise of the African American Novel restores to its rightful place a body of American literature that has long been overlooked, dismissed, or misjudged. This insightful reconsideration of nineteenth-century African-American fiction uncovers the literary artistry and ideological complexity of a body of work that laid the foundation for the Harlem Renaissance and changed the course of American letters. Focusing on the trope of passing -- black characters lightskinned enough to pass for white -- M. Giulia Fabi shows how early African-American authors such as William Wells Brown, Frank J. Webb, Charles W. Chesnutt, Sutton E. Griggs, James Weldon Johnson, Frances E. W. Harper, and Edward A. Johnson transformed traditional representations of blackness and moved beyond the tragic mulatto motif. Celebrating a distinctive, African-American history, culture, and worldview, these authors used passing to challenge the myths of racial purity and the color line. Fabi examines how early black writers adapted existing literary forms, including the sentimental romance, the domestic novel, and the utopian novel, to express their convictions and concerns about slavery, segregation, and racism. She also gives a historical overview of the canon-making enterprises of African-American critics from the 1850s to the 1990s and considers how their concerns about crafting a particular image for African-American literature affected their perceptions of nineteenth-century black fiction.