With the prominence of workshops, trainings, and anti-racist books popping up over the past few years, it may seem confusing as to what it really means to engage in deliberate and meaningful learning that challenges the many facets of racism and whiteness. 'Untangling Whiteness' directly interrogates the assumption that the teaching and learning about race and whiteness, particularly within the university context, can be condensed to one course, one workshop, or even a few trainings. It is a life-long process that may begin in one university classroom, but must continue as part of who we are as unfinished and undetermined beings. Through a deep and multi-faceted interrogation of racism and white supremacy, this book untangles critical theories of race, whiteness and resistance in an accessible and dialogical manner. It also situates whiteness in Aotearoa, New Zealand, demonstrating the importance of context and location when working to undermine and challenge it. As a theoretical provocation of existing scholarship on race and white supremacy, 'Untangling Whiteness' is underpinned by educating for critical consciousness, as well as a phenomenological engagement that aims to both interpret the world differently and transform it.

With the prominence of workshops, trainings, and anti-racist books popping up over the past few years, it may seem confusing as to what it really means to engage in deliberate and meaningful learning that challenges the many facets of racism and whiteness. 'Untangling Whiteness' directly interrogates the assumption that the teaching and learning about race and whiteness, particularly within the university context, can be condensed to one course, one workshop, or even a few trainings. It is a life-long process that may begin in one university classroom, but must continue as part of who we are as unfinished and undetermined beings. Through a deep and multi-faceted interrogation of racism and white supremacy, this book untangles critical theories of race, whiteness and resistance in an accessible and dialogical manner. It also situates whiteness in Aotearoa, New Zealand, demonstrating the importance of context and location when working to undermine and challenge it. As a theoretical provocation of existing scholarship on race and white supremacy, 'Untangling Whiteness' is underpinned by educating for critical consciousness, as well as a phenomenological engagement that aims to both interpret the world differently and transform it.

This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.

As educators, how do we challenge and interrupt the social construction of whiteness in ourselves, in the classroom, in schools, and in the wider society? Coming from diverse backgrounds, the contributors in this volume draw on their own well-examined experiences of race, racism, and whiteness in developing effective antiracist pedagogies and classroom activities that interrupt and contest whiteness. They have explored their own lives from the selective position of their own memories and have traced the ways in which their assumptions - which they use to mediate and interpret the world around them - have been constituted by public ideological forces. They have collaborated with others in building alternative pedagogies and support systems, enabling them to teach, and at the same time, reflect on the assumptions behind and the effects of their teaching. The result is the work collected here.

In recent decades, American universities have begun to tout the “diversity” of their faculty and student bodies. But what kinds of diversity are being championed in their admissions and hiring practices, and what kinds are being neglected? Is diversity enough to solve the structural inequalities that plague our universities? And how might we articulate the value of diversity in the first place? Transforming the Academy begins to answer these questions by bringing together a mix of faculty—male and female, cisgender and queer, immigrant and native-born, tenured and contingent, white, black, multiracial, and other—from public and private universities across the United States. Whether describing contentious power dynamics within their classrooms or recounting protests that occurred on their campuses, the book’s contributors offer bracingly honest inside accounts of both the conflicts and the learning experiences that can emerge from being a representative of diversity. The collection’s authors are united by their commitment to an ideal of the American university as an inclusive and transformative space, one where students from all backgrounds can simultaneously feel intellectually challenged and personally supported. Yet Transforming the Academy also offers a wide range of perspectives on how to best achieve these goals, a diversity of opinion that is sure to inspire lively debate.

The New York Times and USA Today bestseller! This eye-opening book challenges you to do the essential work of unpacking your biases, and helps white people take action and dismantle the privilege within themselves so that you can stop (often unconsciously) inflicting damage on people of color, and in turn, help other white people do better, too. "Layla Saad is one of the most important and valuable teachers we have right now on the subject of white supremacy and racial injustice."—New York Times bestselling author Elizabeth Gilbert Based on the viral Instagram challenge that captivated participants worldwide, Me and White Supremacy takes readers on a 28-day journey, complete with journal prompts, to do the necessary and vital work that can ultimately lead to improving race relations. Updated and expanded from the original workbook (downloaded by nearly 100,000 people), this critical text helps you take the work deeper by adding more historical and cultural contexts, sharing moving stories and anecdotes, and including expanded definitions, examples, and further resources, giving you the language to understand racism, and to dismantle your own biases, whether you are using the book on your own, with a book club, or looking to start family activism in your own home. This book will walk you step-by-step through the work of examining: Examining your own white privilege What allyship really means Anti-blackness, racial stereotypes, and cultural appropriation Changing the way that you view and respond to race How to continue the work to create social change Awareness leads to action, and action leads to change. For readers of White Fragility, White Rage, So You Want To Talk About Race, The New Jim Crow, How to Be an Anti-Racist and more who are ready to closely examine their own beliefs and biases and do the work it will take to create social change. "Layla Saad moves her readers from their heads into their hearts, and ultimately, into their practice. We won't end white supremacy through an intellectual understanding alone; we must put that understanding into action."—Robin DiAngelo, author of New York Times bestseller White Fragility

Though Asian Indians are typically thought of as a "model minority", not much is known about the school experiences of their children. Positive stereotyping of these immigrants and their children often masks educational needs and issues, creates class divides within the Indian-American community, and triggers stress for many Asian Indian students. This volume examines second generation (America-born) and 1.5 generation (foreign-born) Asian Indians as they try to balance peer culture, home life and academics. It explores how, through the acculturation process, these children either take advantage of this positive stereotype or refute their stereotyped ethnic image and move to downward mobility. Focusing on migrant experiences of the Indian diasporas in the United States, this volume brings attention to highly motivated Asian Indian students who are overlooked because of their cultural dispositions and outlooks on schooling, and those students who are more likely to underachieve. It highlights the assimilation of Asian Indian students in mainstream society and their understandings of Americanization, social inequality, diversity and multiculturalism.