Black Resistance in High School: Forging a Separatist Culture (Frontiers in Education Series)

This book investigates and brings into focus the formidable issues of racial culture left undeveloped in research on multiracial school populations in the United States, Britain, and Canada. Through ethnographic research, the author presents significant and provocative insight into the formation of black self-concept, and captures the complex interplay between black students' accommodation to the official achievement ideology and their resistance to the powerful structural forces operating within the school. It offers practical suggestions for working constructively with racial and ethnic subcultures as well as offering suggestions to school districts in the process of planning or implementing race and ethnic relations policies.

Black Resistance in High School: Forging a Separatist Culture (Suny Series, Frontiers in Education)

History

Solomon, R. Patrick

Americas

State University of New York Press

<p>This book is the first national study of Canadian educators' perspectives and practices of multicultural and antiracism education. It explores teachers' perspectives on race and ethno-cultural equity and offers solutions for some of the most pressing social justice and diversity issues facing educators in contemporary Canadian schools and society. The authors present an interrogation of educators' beliefs, attitudes, perspectives and practices of multicultural and anti-racist education. The pedagogical, political and ideological motivations behind their resistance to equity policies and practices are revealed. This critical analysis, carried out by two specialists in the field, identifies the many contradictions between educators' standpoints and their actual practices regarding such areas as race, ethnicity and culture. Solomon and Levine-Rasky suggest that the ineffectiveness of professional development initiatives to move educators from a posture of resistance to one of transformation points to the need for a more progressive teacher education pedagogy. Part II of the book moves from research to practice. It places teacher education in its socio-political context and positions teachers not merely as pedagogues engaged in knowledge transmission, but as cultural workers and activists striving to develop multidimensional, critical reflective practice. Based on a proven Urban Diversity Teacher education model, this book provides theoretically driven practices for simultaneous renewal of teacher education in the university, partnership schools and the communities they serve. It links the sensitive issues of race, ethnicity and culture to broader equity, social justice and diversity themesin Canadian society and institutions. Teaching for Equity and Diversity will be useful to pre-service and in-service teachers, graduate students in education and teacher educators and education critics. It will also be useful to social workers, community workers, policy-makers and cultural workers who are committed to inclusive and democratic schooling.</p>

Teaching for Equity and Diversity: Research to Practice

Reference

Singer, Jordan

Levine-Rasky, Cynthia

Foreign Language Study & Reference

Canadian Scholars' Press

Brave New Teachers: Doing Social Justice Work in Neoliberal Times

Education & Teaching

Campbell, Arlene

Allen, Andrew

Schools & Teaching

Canadian Scholars Pr

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Books by Solomon, R. Patrick