Reading, Writing, and Racism
Page 21
Jenkins, Emily, 35, 36
Jensen, Robert, 6
Jerome (fourth-grader), 41
Jett, Christopher C., 52
Johnson, Tre, 18
Jones, Kenneth, 8
Judge, Monique, 183n46
justice, movement from charity to, 102–3
“Karens,” 126–27
Kelley, Robin D. G., 23
Kendi, Ibram X., 9, 189n15
Kennedy, Bill: on induction support, 164–65; mentioned, 112; on one-on-one meetings with students, 159–60; on relationships in RJPs, 149; on RJP teams, 136; on role as White person, 128; on UTEP, evolution of, 113; on Whiteness, learning opportunities from, 121
Kincheloe, Joe L., 7
Kohli, Rita, 187n2
Kumashiro, Kevin, 86
Ladson-Billings, Gloria, 101
Lakoff, George, 86
Laurel (student), 34–35
lead, in school water supplies, 74–75
Linnaeus, Carl, 90
Little Books series (Reading Horizons), 49–50
Livar, Roberto, 39–40
Love, Bettina, 17, 20, 136
Lyiscott, Jamila, 86
Maloney, Tanya: Four I’s, use of, 11; on institutional leadership, support from, 131, 139;
mentioned, 114; on Newark Teacher Project, 117; on professional development for teacher mentors, 142; racial affinity groups, work with, 158; on Whiteness, disruption of, 125; on White RJP students as a minority, 156–57
Manú (student), 40–41
Marx, Sherry, 8–9
Massachusetts Comprehensive Assessment System (MCAS) exam, 47–48
mathematics, Embedded Stereotypes tools used in, 50–52
McGraw-Hill, 2, 30, 34
Me and White Supremacy (Saad), 8
mentor teacher, in RJPs, 140–42
Metropolitan Center for Research on Equity and the Transformation of Schools (New York University), 29
Mobile, Alabama, racist mathematics test, 13–14
money, as social construct, 91
Montclair State University, New ark Teacher Project (NTP), 11, 114, 141–42, 158
Morrison, Toni, 43
National Survey of Children’s Health (NSCH), 59–60
Native Americans. See Indigenous people
Newark, New Jersey, water crisis, 74
Newark Montclair Urban Teacher Residency Program, 137
Newark Teacher Project (NTP, Montclair State University), 11, 114, 141–42, 158
New York University, Metropolitan Center for Research on Equity and the Transformation of Schools, 29
Nixon, Rob, 58
No One Is to Blame tool, 30–36, 31f
Not That Bad tool, 36–39
NSCH (National Survey of Children’s Health), 59–60
NTP (Newark Teacher Project, Montclair State University), 11, 114, 141–42, 158
Okun, Tema, 8
omissions, in educational material, 27–30
one-on-one meetings, 159–61
openmindedness case study, 70–73
opportunity gap, 101
oppression and advantage. See Four I’s of oppression and advantage
Ortiz, Natalia, 91
Paris, Django, 1, 2
PBS, series on racial categories, 189n15
PD (professional development) on racial justice, 141
people of Color. See BIPOC; children of Color; students of Color (in RJPs)
People’s Institute for Survival and Beyond, 89, 189n15
Picower, Bree: Jewish background, influence of, 94–96; on race-evasive as term, 187n2; research methodology for data collection, 189n12; as RJP codirector, 112; White fragility of, 118; Whiteness, own experiences with, 118; as White scholar writing about race, 14–21
plantation owner, poster assignment on, 44, 45–46
post-graduation teacher support, 163–66
Pour-Khorshid, Farima: on feelings, 150; on Harter article, 153; on healing harm, 154–55; on internal work of racial justice, 142–43; on one-on-one meetings with students, 160–61; on race, explicitness about, 117; on racial affinity spaces, 157–58; on student recruiting for RJPs, 146; on UESJ, 154; on unlearning racism, 152; on Whiteness, disruption of, 121
poverty tourism, 161
Prentice Hall, 37
Prescott Elementary (Oakland, California), 14, 15
preservice teachers: racism of, 8–9; recruiting and admitting, into RJPs, 144–47. See also entries beginning “teacher education”
presidents, as enslavers, 28
privilege, importance of understanding sources of, 97
professional development (PD) on racial justice, 141
program teams, 136–47; collective engagement in internal work of racial justice, 142–44; hiring team members, 136–40;
preservice teachers, recruiting and admitting, 144–47; racial justice commitment, developing, 140–42
questioning case study, 73–75
race: centering, 113; discomfort in discussions of, 116; race-evasive, as term, 187n2; race-evasive ideologies, 70; racial categories, creation of, 189n15; racial conflict, in RJP classes, 121–24; racial hate crimes, children’s response to, 48–49; racial hostility, of US schools, 83–85; racial identity, strategic support for, in RJPs, 127–28; racial power dynamics, hiddenness of, 7; racial reframes, Four I’s of oppression and advantage, 85–87; in RJPs, explicitness about, 114–18; as social construction, 89–91; teachers’ incomplete understandings of, 9. See also racism; entries beginning “racial”
racial affinity spaces (identity caucusing), 157–58
racial hierarchies: All Things Being Equal tool and, 39; as basis for social order in United States, 6; influence of, 4; institutional racism and, 99; scientific racism and, 90; in slavery role-playing “games,” 57; White Out tool as maintaining, 27
racial ideology and curriculum, 63–82; case studies on, overview of, 64–65; default setting, shift to anti-racism, 81–82; introduction to, 21–22, 63–64; openmindedness case study, 70–73; questioning case study, 73–75; transformation case study, 75–81; White protectionism case study, 65–70
racial justice: collective engagement in internal work of, 142–44; developing commitment to, 140–2; racial justice leadership, 136–40; spaces for teacher education advancing, 154–66; in teacher education, 111, 114. See also teacher education, humanizing racial justice in
racial justice programs (RJPs). See entries beginning “teacher education”; names of specific programs
racism: environmental racism, 74–75; health effects of, 58–60; as institutional, 99–100; internalized racism, 91; levels of awareness of, 81; outside of the classroom, instances of, 83–84; reverse racism, 66–67; scientific racism, 90; White people’s responsibility for ending, 16–17. See also curricular Tools of Whiteness; race; Whiteness
Racism Without Racists (Bonilla-Silva), 187n2
racist curriculum: conclusions on, 167–69; curricular tools of Whiteness, 25–62; introduction to, 1–24; racial ideology and curriculum, 63–82; teacher education, disrupting Whiteness in, 109–33; teacher education, humanizing of racial justice in, 135–66; teacher education, reframing understandings of race within, 83–108. See also #CurriculumSoWhite; detailed entries for these concepts
Racist Reproduction tool, 54–57
radical care, 149
Radical Healing Workshops, 154–55
Radical Possibilities, 23, 166
Reading Horizons, 49–50
reframes, 85–107; ideological racial reframes, 87–91; institutional racial reframes, 98–103; internalized racial reframes, 92–98; interpersonal racial reframes, 103–7; racial reframes and the Four I’s of oppression and advantage, 85–87
Reign, April, 2
relationships holding emotions (in RJPs), 147–53
resistance (to change), 80, 115–16, 119–20, 130, 151
respectability politics, 190–91n1
restorative circles, 123
Rethinking Schools, 42
&nbs
p; reverse racism, 66
Rich, Cynthia W., 37–38
Rivera-McCutchen, Rosa, 149
RJPs (racial justice programs). See entries beginning “teacher education”; names of specific programs
Robinson, Jennifer, 126
role-playing, Racist Reproduction tool and, 54–57
Rosemond, Ebony, 54
Saad, Layla F., 7
Santos, Carlos E., 38–9
Santos, Kimberly R., 137
S-Aungkh, Aqkhira, 52, 53
saviorism, 8, 17, 97
Sawyer, Margaret, 54
Scholastic (publisher), 35–37
schools: questioning White cultural norms in, 106–7; racial hostility of, 83–86; racial hostility of US schools, 83–85; school curricula, toxicity of, 3; White cultural norms in, questioning of, 106–7
Sealey-Ruiz, Yolanda, 13
Secret, Carrie, 15
self, questioning of, 15–16
settler colonialism, 10, 32–33
Shalaby, Carla, 20
Singleton, Glenn, 94
slavery. See enslavement
#SlaveryWithASmile, 35
slow violence, 58–60
social order, in United States, 6–8
Southern Poverty Law Center, 57
spaces for teacher education advancing racial justice, 154–66; community engagement, 161–63; introduction to, 154–55; one-on-one meetings, 159–61; organization of students into cohorts, 155–57; post-graduation teacher support, 163–66; racial affinity spaces, 157–58
Stamped from the Beginning (Kendi), 9
Steinberg, Shirley R., 7
strategies of Whiteness, authentic emotions versus, 149–52
students (in RJPs): organization into cohorts, 155–57; resistance, explicitness in addressing, 119–20; Whiteness, ensuring disruption of, 125–32.
See also entries beginning “teacher education” students of Color (in RJPs): racial affinity groups and, 158; racial conflicts and, 122–24; recruiting, 144–47; 360 support and, 127; Whiteness from, 121
systemic racism, problem of, 2. See also Four I’s of oppression and advantage
Tatum, Beverly Daniel, 81–82
Taylor, Sonya Renee, 18
Teacher Activist Groups, 166
teacher education, disrupting Whiteness in, 109–33; explicitness about race, in RJPs, 114–18; introduction to, 22–23, 109–12; race, centering of, 113; RJP classes, disruption of Whiteness in, 118–24; RJPs, list of, 112; students’ Whiteness, ensuring disruption of, 125–32
teacher education, humanizing racial justice in, 135–66; introduction to, 22–23, 135–36; program teams, 136–47; relationships holding emotions, 147–53; spaces for teacher education advancing racial justice, 154–66
teacher education, reframing understandings of race within, 83–108; conclusions on, 108; ideological racial reframes, 87–91; institutional racial reframes, 98–103; internalized racial reframes, 92–98; interpersonal racial reframes, 103–7; introduction to, 3; racial reframes and the Four I’s of oppression and advantage, 85–87; US schools, racial hostility of, 83–85
teachers: incomplete understandings of race, 9; socialization of, 5–6; teacher education as locus for disruption of racial ideology of, 13–14, 62; teacher objectivity, assigning blame and, 42; Tools of Whiteness and, 26; White teachers, as perpetrators of viral racist curriculum, 4. See also racial ideology and curriculum; entries beginning
“teacher education”
textbooks: Atlantic slave trade example in, 30–32, 31f; chattel slavery depictions in, 32–39; as curricular Tools of Whiteness, 33–34; Not That Bad tool in, 37
Three-Fifths Compromise, 1
360 support, 126–29
Tools of Whiteness, 22, 26. See also curricular Tools of Whiteness
toys, lack of diversity in, 77–78
transformation case study, 75–81
Trump, Donald, 41–42
Tuck, Eve, 32–33
UCLA, Center X, 138–39, 141, 163
The Underground Railroad (Whitehead), 47
Undoing Racism workshop, 80, 89, 95, 189n12, 189n15
United States: colonialism and anti-Blackness in, 10; schools, racial hostility of, 83–85; social order in, 6–8
Urban Education and Social Justice Program (UESJ, University of San Francisco), 154, 157–58
Urban Teacher Education Program (UTEP, University of Chicago), 112, 113, 117–18, 130, 161–62, 164–65
Vega, Blanca, 158
victims, blaming of, 100–2
Villarreal, Christina “V”: on accountability to children of Color, 132; on counseling students out of RJPs, 129–30; on crying, 150; on foreshadowing experiences of centering race, 116–17; on hiring, 137; racial affinity groups, work with, 158; on racial identities, 127–28; on relationships in RJPs, 148; on student breakthroughs, 153
violence, curriculum violence, 57–58
viral racist curriculum, 2–5
Walker, Angie, 46
White awareness, levels of, 81
White children, White Gaze tool and, 47–48
White Gaze tool, 43–49
Whitehead, Colson, 47
Whiteness: BIPOC enactment of, 110; description of, 110; as ideology, 6–7; methods of enacting, 8; non-present imaginary Whiteness, power of, 43; nowhere to hide concept of, 125–32; as part of the curriculum, 120–1; realizing biases of, 97–98; recognizing systemic benefits of, 96–97; as social construction, 94; strategies of, authentic emotions versus, 149–52; White protectionism case study, 65–70; White socialization, 5–10. See also curricular tools of Whiteness; teacher education, disrupting Whiteness in
White Out tool, 27–30
White privilege, 19–20, 67, 73–4, 76, 85, 124
White racial identity, 5, 7, 94–96
White Rage (Anderson), 56
White supremacy, 6, 26, 93
White teachers, as perpetrators of viral racist curriculum, 4
White tears, 150
Whooley, Laura, 34–35, 181n18
Wise, Tim, 18
Woodson, Carter G., 58
BEACON PRESS
Boston, Massachusetts
www.beacon.org
Beacon Press books are published under the auspices of the Unitarian Universalist Association of Congregations.
© 2021 by Bree Picower
Foreword © 2021 by Bettina L. Love
All rights reserved
Text design by Wilsted & Taylor Publishing Services
Library of Congress Cataloging-in-Publication Data
Names: Picower, Bree, author.
Title: Reading, writing, and racism : disrupting whiteness in teacher education and in the classroom / Bree Picower.
Description: Boston, Massachusetts : Beacon Press, 2021. | Includes bibliographical references and index.
Identifiers: LCCN 2020022060 (print) | LCCN 2020022061 (ebook) | ISBN 9780807033708 (hardcover) | ISBN 9780807033715 (ebook)
Subjects: LCSH: Racism in education—United States. | Discrimination in education—United States. | Teachers—Training of—Social aspects—United States.
Classification: LCC LC212.2 .P53 2021 (print) | LCC LC212.2 (ebook) | DDC 371.829/00973—dc23
LC record available at https://lccn.loc.gov/2020022060
LC ebook record available at https://lccn.loc.gov/2020022061