"Drawing from the lived experiences of Black parents, this book brings a critical race theory (CRT) analysis to family-school partnerships. The author examines persistent racism and white supremacy in K-12 schools, Black parents' resistance, and ways school communities can engage in more authentic partnerships with Black and Brown families"--

In Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. “Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color,” the authors write, “if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential.” In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work—awareness, trust, and a “learner’s stance.” Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention–“But I’m not a racist!” This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice. Tracey A. Benson is an assistant professor of educational leadership at the University of North Carolina at Charlotte. Sarah E. Fiarman is the director of leadership development for EL Education, and a former public school teacher, principal, and lecturer at Harvard Graduate School of Education.

Reckoning with Race confronts America's most intractable problem—race. The book outlines in a provocative, novel manner American racial issues from the beginning of the nineteenth century to the present. It explodes myths about the South as America's exclusive racial scapegoat. The book moves to the Great Migration north and the urban ghettos which still plague America. Importantly, the evergreen topics of identity, assimilation, and separation come to the fore in a balanced, uncompromising, and unflinching narrative. People, cities, and regions are profiled. Despite civil rights legislation, the racial divide between the races remains a chasm. A plethora of reports, commissions, conferences, and other highly visible gestures, purporting to do something have generated publicity, but little else. There remain no adequate structures—family, community or church—to provide leadership. Destructive cultural traits cannot be explained solely by poverty. The book asks and answers many questions. After emancipation, how were blacks historically segregated from the rest of American society? Why is self-segregation still a feature of black society? Why do large numbers of blacks resist assimilation and the acceptance of middle class norms of behavior? Why has there been so little black penetration in the private sector? Why did the removal of overt legal segregation and civil rights legislation in the 1960s not settle the racial conundrum? What are the differences and similarities between the leaders of the civil rights movement in the 1960s and today? Why do we still have the problems enumerated in the Kerner Commission report (1968) after trillions of dollars have been spent promote black progress? What, if anything, should be done, to eliminate the racial divide?

Hate crimes and lesser acts of bigotry and intolerance are seen to be constants in today’s world. Since 1990, the federal government has published annual reports on hate crime incidents in the United States. While the reported numbers are disturbing, even more devastating is the impact of these crimes on individuals, communities, and society. This comprehensive textbook can serve as a stand-alone source for instructors and students who study hate crimes and/or other related acts. It invites the reader to consider relevant social mores and practices as well as criminal justice policies as they relate to hate crimes by presenting this subject within a broad context.

AN INSTANT NATIONAL BESTSELLER This edition includes illustrations by Everett Dyson From the New York Times bestselling author of Tears We Cannot Stop, a passionate call to America to finally reckon with race and start the journey to redemption. “Powerfully illuminating, heart-wrenching, and enlightening.” -Ibram X. Kendi, bestselling author of How to Be an Antiracist “Crushingly powerful, Long Time Coming is an unfiltered Marlboro of black pain.” -Isabel Wilkerson, bestselling author of Caste "Formidable, compelling...has much to offer on our nation’s crucial need for racial reckoning and the way forward." -Bryan Stevenson, author of Just Mercy The night of May 25, 2020 changed America. George Floyd, a 46-year-old Black man, was killed during an arrest in Minneapolis when a white cop suffocated him. The video of that night’s events went viral, sparking the largest protests in the nation’s history and the sort of social unrest we have not seen since the sixties. While Floyd’s death was certainly the catalyst, (heightened by the fact that it occurred during a pandemic whose victims were disproportionately of color) it was in truth the fuse that lit an ever-filling powder keg. Long Time Coming grapples with the cultural and social forces that have shaped our nation in the brutal crucible of race. In five beautifully argued chapters—each addressed to a black martyr from Breonna Taylor to Rev. Clementa Pinckney—Dyson traces the genealogy of anti-blackness from the slave ship to the street corner where Floyd lost his life—and where America gained its will to confront the ugly truth of systemic racism. Ending with a poignant plea for hope, Dyson’s exciting new book points the way to social redemption. Long Time Coming is a necessary guide to help America finally reckon with race.

"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--

An examination of how curriculum choices can perpetuate White supremacy, and radical strategies for how schools and teacher education programs can disrupt and transform racism in education When racist curriculum “goes viral” on social media, it is typically dismissed as an isolated incident from a “bad” teacher. Educator Bree Picower, however, holds that racist curriculum isn’t an anomaly. It’s a systemic problem that reflects how Whiteness is embedded and reproduced in education. In Reading, Writing, and Racism, Picower argues that White teachers must reframe their understanding about race in order to advance racial justice and that this must begin in teacher education programs. Drawing on her experience teaching and developing a program that prepares teachers to focus on social justice and antiracism, Picower demonstrates how teachers’ ideology of race, consciously or unconsciously, shapes how they teach race in the classroom. She also examines current examples of racist curricula that have gone viral to demonstrate how Whiteness is entrenched in schools and how this reinforces racial hierarchies in the younger generation. With a focus on institutional strategies, Picower shows how racial justice can be built into programs across the teacher education pipeline—from admission to induction. By examining the who, what, why, and how of racial justice teacher education, she provides radical possibilities for transforming how teachers think about, and teach about, race in their classrooms.