Building pedagogues : White practicing teachers and the struggle for antiracist work in schools / Zachary A. Casey and Shannon K. McManimon.
"Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, b...
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Full Text (via EBSCO) |
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| Main Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
Albany :
SUNY Press,
[2020]
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| Subjects: |
MARC
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| 100 | 1 | |a Casey, Zachary A., |d 1985- |e author. |0 http://id.loc.gov/authorities/names/n2016018247. | |
| 245 | 1 | 0 | |a Building pedagogues : |b White practicing teachers and the struggle for antiracist work in schools / |c Zachary A. Casey and Shannon K. McManimon. |
| 264 | 1 | |a Albany : |b SUNY Press, |c [2020] | |
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| 505 | 0 | |a Introduction: Who we are becoming -- What we read -- What we did -- Fears -- Personal change -- Relationships -- Tensions, or conflicts with colleagues in three movements -- White privilege -- Seeing and getting "it" -- Approaches and beliefs -- For the future of antiracist work with practicing teachers : from professional development to critical teacher learning. | |
| 520 | |a "Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called "RaceWork" with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities. Drawing on interviews, field notes, teacher reflections, and classroom observations, Building Pedagogues details the program's theoretical and pedagogical foundations; Casey and McManimon's unique tripartite approach to race and racism at personal, local, and structural levels; learnings, strategies, and practical interventions that emerged from the program; and the challenges and resistance these teachers faced. As the story of RaceWork and a model for implementing it, the book concludes by reminding its audience of teachers, teacher educators, and researchers that antiracist professional development is a continual, open-ended process. The work of building pedagogues is an ongoing process"-- |c Provided by publisher. | ||
| 588 | 0 | |a Online resource; title from digital title page (viewed on August 06, 2020) | |
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| 650 | 7 | |a Culturally relevant pedagogy. |2 fast |0 (OCoLC)fst01896513. | |
| 650 | 7 | |a Multicultural education. |2 fast |0 (OCoLC)fst01028816. | |
| 650 | 7 | |a Race awareness |x Study and teaching. |2 fast |0 (OCoLC)fst01086458. | |
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| 700 | 1 | |a McManimon, Shannon |q (Shannon K.), |e author. |0 http://id.loc.gov/authorities/names/no2018133668. | |
| 776 | 0 | 8 | |i Print version: |a Casey, Zachary A. |t Building Pedagogues : White Practicing Teachers and the Struggle for Antiracist Work in Schools. |d Albany : State University of New York Press, ©2020 |z 9781438479750. |
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