by Bree Picower
13. Loewen, Lies My Teacher Told Me.
14. Anderson, White Rage.
15. To learn more about how racial categories were created by scientists to justify colonization and slavery, I recommend Ibram X. Kendi’s two books, Stamped from the Beginning: The Definitive History of Racist Ideas in America and How to Be an Antiracist. Stamped from the Beginning has also been adapted with Jason Reynolds into a young adult edition. The PBS series Race: The Power of an Illusion illustrates how various legal rulings create and change racial categories, refuting biological arguments of racial difference. I highly recommend attending the two-day workshop Undoing Racism, put on by the People’s Institute for Survival and Beyond. Their website includes an event calendar: www.pisb.org.
16. The People’s Institute for Survival and Beyond, “Undoing Racism,” workshop, https://www.pisab.org/programs, accessed January 9, 2020.
17. Ibram X. Kendi, How to Be an Antiracist (New York: One World, 2019), 41.
18. Coined by Clance and Imes (P. R. Clance and S. A. Imes, “The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention,” Psychotherapy: Theory, Research & Practice 15. no. 3 [1978]: 241–47, https://doi.org/10.1037/h0086006), imposter phenomenon refers to internalized feeling that individuals, often from marginalized identities, hold that they did not earn their accomplishments and do not deserve success or belonging. First identified in research on women, the phenomenon is now used to describe the ways in which racism is internalized by high-achieving people of Color. Pauline Rose Clance and Maureen Ann O’Toole, “The Imposter Phenomenon,” Women & Therapy 6, no. 3 (December 16, 1987): 51–64, https://doi.org/10.1300/J015V06N03_05; Gregory M. Walton and Geoffrey L. Cohen, “A Question of Belonging: Race, Social Fit, and Achievement,” Journal of Personality and Social Psychology 92, no. 1 (January 2007): 82–96, https://doi.org/10.1037/0022–3514.92.1.82.
19. Dismantling Racism Works, “Internalizations,” Dismantling Racism Works Web Workbook, http://www.dismantlingracism.org/internalizations.html, accessed February 15, 2020.
20. Derman-Sparks and Phillips, Teaching/Learning Anti-Racism.
21. Pedro Noguera, City Schools and the American Dream: Reclaiming the Promise of Public Education (New York: Teachers College Press, 2003).
22. Noguera, City Schools and the American Dream.
23. Gloria Ladson-Billings, “From the Achievement Gap to the Education Debt: Understanding Achievement in US Schools,” Educational Researcher 35, no. 7 (October 2006): 3–12, https://doi.org/10.3102/0013189X035007003; Theresa Perry, Claude Steele, and Asa G. Hilliard, Young, Gifted, and Black: Promoting High Achievement Among African-American Students (Boston: Beacon Press, 2003).
24. Rochelle Gutierrez explains the very helpful use of this term: “I use the term ‘historically looted’ instead of ‘low income’ to highlight the ongoing domination these students face and the benefits dominant members of society reap as a result.” See https://www.todos-math.org/assets/documents/TEEM/teem7_final1.pdf.
CHAPTER 4: DISRUPTING WHITENESS IN TEACHER EDUCATION
1. Respectability politics refers to the concept that members of an oppressed group must adopt the norms and behaviors of the dominant group in order to achieve mainstream success. Members of the oppressed groups uphold respectability politics by judging and shaming group members who do not assimilate and blame those individuals, rather than a system of oppression, for lack of advancement along the social ladder.
2. Picower and Kohli, Confronting Racism in Teacher Education; Gabriella Gutiérrez y Muhs et al., eds., Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Louisville: University Press of Colorado, 2012).
3. For a detailed explanation of Four I’s, see page 10.
4. For more information on restorative circles, see Carolyn Boyes-Watson and Kay Pranis, Circle Forward: Building a Restorative School Community (St. Paul, MN: Living Justice Press, 2015).
5. To read more about patterns of how White women enact racial power, see Luvvie Ajayi’s blog post in which she differentiates various manifestations of Whiteness. Luvvie Ajayi, “About Caucasity and the Difference Between a Becky, a Karen and a Susan,” Awesomely Luvvie, 2020, https://www.awesomelyluvvie.com/2020/04/caucasity-karen-becky-susan.html.
CHAPTER 5: HUMANIZING RACIAL JUSTICE IN TEACHER EDUCATION
1. Rita Kohli et al., “Critical Professional Development: Centering the Social Justice Needs of Teachers,” International Journal of Critical Pedagogy 6, no. 2 (2015).
2. Bree Picower, “Can We Get You There from Here? Political Clarity in the Teacher Education Admissions Process by Dr. Bree Picower,” Equity Alliance, 2019, http://www.niusileadscape.org/bl/can-we-get-you-there-from-here-political-clarity-in-the-teacher-education-admissions-process-by-dr-bree-picower.
3. This program was excluded from the findings because this chapter is examining teacher education programs that work to mitigate White teachers from enacting harm. I therefore focused on programs that have White students.
4. Picower, “Can We Get You There from Here?”
5. Rosa L. Rivera-McCutchen, “‘We Don’t Got Time for Grumbling’: Toward an Ethic of Radical Care in Urban School Leadership,” Educational Administration Quarterly (May 2020), https://doi:10.1177/0013161X20925892.
6. Marisa Meltzer, “‘I Refuse to Listen to White Women Cry,’” Washington Post Magazine, September 11, 2019, https://www.washingtonpost.com/news/magazine/wp/2019/09/11/feature/how-activist-rachel-cargle-built-a-business-by-calling-out-racial-injustices-within-feminism.
7. April Dawn Harter/Racism Recovery Center, “I Was Wrong to Tell You to De-Center Your Feelings, White People,” Medium, 2019, https://medium.com/@racismrecoverycenter/i-was-wrong-to-tell-you-to-de-center-your-feelings-white-people-65a7948f383d.
8. Shawn Ginwright, Hope and Healing in Urban Education: How Urban Activists and Teachers Are Reclaiming Matters of the Heart (New York: Routledge, 2015).
9. Django Paris and H. Samy Alim, “What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward,” Harvard Educational Review 84, no. 1 (April 2014): 85–100, https://doi.org/10.17763/haer.84.1.982l873k2ht16m77.
INDEX
Please note that page numbers are not accurate for the e-book edition.
Figures and notes are indicated by “f” and “n” following the page number.
AAP (American Academy of Pediatrics), 58–59 Abolitionist Teaching Network, 20
accreditation, RJPs and, 140
achievement gap, source of, 100–1
admissions, for RJPs, 114–15, 144–47
Adverse Childhood Experiences (ACE) score, 59 All Things Being Equal tool, 39–43
allyship, nature of, 17
American Academy of Pediatrics (AAP), 58–59
American Dream, ideology of, 12
American meritocracy, idea of, 66–67
American Red Cross, safe swimming campaign poster, 53–54
Anderson, Carol, 56
anti-Blackness, 10, 158
anti-racism, 15–16, 98
Anyon, Jean, 23
archeology of the self, 13
Atlantic slave trade, textbook example of, 30–32, 31f
authentic emotions, strategies of Whiteness versus, 149–52
Ayers, Bill, 119
Baldwin, James, 83
beliefs: influences on teaching, 108; institutional racism as manifestation of teachers’ beliefs, 99
biases, internalized biases, 97–98
Bickford, John H., 37–38
Bigelow, Bill, 27–28
BIPOC (Black, Indigenous, and people of Color): in colleges of education, 111; erasure of, 27–30; institutional racism and, 98; Not That Bad tool and, 35; students, as targets of racism, 38; use of term, 10; White attitudes toward, 67; White Gaze tool and, 47, 48. See also children of Color; students of Color (in RJPs)
A Birthday Cake for George Washington (Ganeshram), 35–36, 37
Bishop, Rud
ine Sims, 29–30
Black Appetite, White Food (Lyiscott), 86
Black Lives Matter (BLM) movement, 16
Black people, racism against, 10. See also anti-Blackness; BIPOC
blame, 30–36, 31f, 91, 100–2
Blumenbach, Johann Friedrich, 90
Bonds, Anne, 10
Bonilla-Silva, Eduardo, 187n2
Bridges, Ruby, 67–68
Brown-Berry, Trameka, 40, 43
Burns Middle School (Alabama), 13–14, 51–52
Burren, Coby, 30
Burson, Esther, 39
calling-in, 124
call-out (cancel) culture, 124
Camangian, Patrick “Cam”: on admissions to RJPs, 146; on student-teacher relationships, 148; on Whiteness, emergence in classes, 119, 123–24
Cara (teacher), 73–75
Cargle, Rachel, 150
Carson Dellosa (publisher), 52
case studies: openmindedness case study, 70–73; overview of, 64–65; questioning case study, 73–75; transformation case study, 75–81; White protectionism case study, 65–70
CEJ (Coalition for Educational Justice), 28–29, 180n5
Center for Racial Justice in Education (CRJE), 85, 91
centering race, foreshadowing the experience of, 115–17
Center X (UCLA), 138–39, 141, 163
charity, movement to justice from, 102–3
chattel slavery, 32–39, 44–47, 50–51, 54–57
children: Adverse Childhood Experiences (ACE) scores, 59–60; response to racial hate crimes, 48–49; White children, White Gaze tool and, 47–48
children of Color: RJPs’ accountability to, 131–32; traumatization of, 47, 55, 57, 58–60
children’s books, 29–30, 71–72
classes, disruption of Whiteness in, 109–12, 118–24
Coalition for Educational Justice (CEJ), 28–29, 180n5
co-conspirators, Whites as, 17, 124, 166
cohorts, organization of RJP students into, 155–57
collaboration, importance of, 80
colleges of education, description of, 111
color-blind, as term, critiques of, 187n2
color-evasive, as term, 187n2
Columbus, Christopher, 42–43, 88
community and community engagement, 80, 161–63
Cortland’s Urban Recruitment of Educators (CURE, SUNY Cortland), 144
counseling students out, creation of structures for, 129–31
coursework in RJPs, explicitness about race in, 117–18
critical professional development (CPD), 141–42
CRJE (Center for Racial Justice in Education), 85, 91
culture: racial identity versus, 94–96; White cultural norms in schools, questioning of, 106–7
CURE (Cortland’s Urban Recruitment of Educators, SUNY Cortland), 144
current inequalities, historical racism as shaping, 87–89
curricular Tools of Whiteness, 25–62; All Things Being Equal tool, 39–43; #CurriculumSoWhite response cycle, 60–62, 61f; curriculum violence, 57–58; Dawn’s use of, 66–69; educational malpractice, 58–60; Embedded Stereotypes tool, 49–54; introduction to, 21, 25–27; justifications for, 93; No One Is to Blame tool, 30–36, 31f; Not That Bad tool, 36–39; Racist Reproduction tool, 54–57; RJPs and, 114; White Gaze tool, 43–49; White Out tool, 27–30
curriculum, basis in ideology, 13
#CurriculumSoWhite, 1–24; introduction to, 1–2; levels of oppression and advantage in, 11–12; oppression, four levels of, 10–12; Picower, as White scholar writing about race, 14–21; proliferation, reasons for, 167; response cycle, 60–62, 61f; stress reactions to, 60; teacher education, as space for transformation of racial ideology, 13–14; use as hashtag, 2; viral racist curriculum, 2–5; White socialization, 5–10
curriculum violence, 57–58
Curtright, Eileen, 37, 181–2n18
Cushing, Bonnie, 95–96
Davis, Julius, 52
Dawn (first-grade teacher), 12, 65–70, 94
Dayes, Nicole, 56–57
Dean-Burren, Roni, 30–31
default settings, shift to antiracism, 81–82
Diana (teacher), 63, 76–81, 105–6
DiAngelo, Robin, 18, 20, 118
diary writing exercise, 44–46
discomfort, in discussions of race, 116
Dismantling Racism (Jones and Okun), 8
Dismantling Racism: 2016 Workbook (Ayvazian et al.), 178n19
Dismantling Racism Works Web Workbook (dRworks), 93
Diverse City, White Curriculum (CEJ), 28–29
diversity: lack of, in toys, 77–78; multiple perspectives in, 72
Du Bois, W. E. B., 1, 3
education: educational malpractice, 58–60; education debt, 101; functions of, 21. See also entries beginning “teacher education”
Education for Liberation Network, 20, 166
Embedded Stereotypes tool, 49–54
emotions, 124, 138, 147–53
enslavement: All Things Being Equal tool and, 40; construction of racism and, 87; curricular tools of Whiteness and, 25; Embedded Stereotype tool and, 50–51; mentioned, 21; No One Is to Blame tool and, 30–39, 31f; Racist Reproduction tool and, 54–57; White Gaze tool and, 44–47
environmental racism, 74–75
erasures: of BIPOC, 27–30
A Fine Dessert (Jenkins), 35, 36
First Nations people, No One Is to Blame tool and, 32. See also Indigenous people
Flourish Agenda, 154
Four I’s of oppression and advantage, 10–12, 62, 85–87, 155, 158, 163, 167
Fox News, 39
frames, description of, 86
Francois, Annamarie: on accreditation and RJPs, 140; on cohorts, 156; on community engagement, 163; on counseling students out of RJPs, 132; on finding teacher mentors, 141; on foreshadowing race-centered discussions, 115–16; on hiring, 138–39; on induction support, 164–65; on internal racial justice work, 143–44; on recruiting for RJPs, 145; on relationships in RJPs, 148
Freedom Dreams, 23
Fugitive Literacies Framework, 86
Fujiyoshi, Kay: on cohorts, 156; on community engagement, 162; on counseling students out of RJPs, 130–31; on induction period, 164; on one-on-one meetings with students, 19, 152; on race, centering of, 118; on student recruiting for RJPs, 146–47; on students, relationships with, 153; on sweet poison versus bitter medicine, 135; UTEP program, changes to, 113; on Whiteness, disruption of, 119; on White students’ emotions, 151
Gallagher, Blaine, 44, 47
Ganeshram, Ramin, 35–36
Garza, Alicia, 16
gaze, White Gaze tool, 43–49
Gaztambide-Fernández, Rubén A., 32–33
GI Bill, 88
Ginwright, Shawn, 154–55
Godfrey, Erin B., 38–39
going viral, pattern of, 3
Grace (teacher), 70–73
The Guardian (newspaper), on children’s response to racial hate crimes, 48–49
Gutierrez, Rochelle, 190n24
Hall, Stuart, 5–6
harm, done by teachers. See curricular Tools of Whiteness
Hart, Ericka, 17
Harter, April Dawn, 153
Hay, Louise, 25
health, slow violence’s impact on, 58–60
hegemony, 78–79
Hester, Megan, 29
Heyer, Heather, 41
Hilliard, Asa, 101
historically looted communities, 103, 161, 190n24
historical racism, 3, 87–89
hostile racial climate, 84, 111
Howard, Gary, 67, 156
Howard, Tyrone: on addressing student resistance, 119–20; on collective engagement with internal work of racial justice, 143; mentioned, 123; on Whiteness as part of the RJP curriculum, 120–21, 122
identity, cognizance of, when teaching about race, 105–6
identity caucusing (racial affinity spaces), 157–58
ideology: definition of, 5�
�6;
ideological racial advantage, 11; ideological racial reframes, 87–91. See also racial ideology and curriculum
Ighodaro, Erhabor, 57–58
Imani, Blair, 38
implicit bias, 52–53
imposter syndrome, 91, 190n18
Indigenous people (Native Americans): Columbus Day and, 88; crimes against, 6; lack of fear of potential backlash from, 43; No One Is to Blame tool and, 32–33; readings on, personal change and, 77; as targets of racial curriculum, 10; White Gaze tool and, 44–47
induction period, 164
institutions: institutional racial advantage, 11; institutional racial reframes, 98–103; institutional racism, as manifestation of teachers’ beliefs, 99
internalized racial oppression and advantage, 11, 26, 33, 47, 48–49
internalized racial reframes, 92–98
interpersonal/individual racial oppression, 11
interpersonal racial reframes, 103–7
Inwood, Joshua, 10
Jeffries, Hasan Kwame, 38