Making the Case for Race in Middle School: Supporting Adolescents and Teachers in Critical Racial Consciousness...

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Tina M. Durand

Making the Case for Race in Middle School

Supporting Adolescents and Teachers in Critical Racial Consciousness and Advocacy

Tina M. Durand

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Hardback

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English

Rowman & Littlefield
19 November 2024

Ethnic minorities & multicultural studies; Philosophy & theory of education; Inclusive education & mainstreaming

Race matters in the lives of youth. A new set of politicized, strategic, and public assaults on the teaching of race or other “divisive” concepts in school have had a chilling effect in classrooms across the nation. This poses a threat to students’ right to learn in educational spaces that are accountable for supporting all young people with equity and affirmation. Drawing upon the voices of adolescents in four middle schools, Making the Case for Race in Middle School: Supporting Adolescents and Teachers in Critical Racial Consciousness and Advocacy advances the argument that providing youth with the space and opportunity to think critically about the pervasive dynamics of race in society, and in their own lives, is not partisan, but an essential element of being a teacher in a multiracial democracy. The academic literature on critical multiculturalism, ethnic-racial identity, and anti-racist pedagogy is brought together to provide theoretical and practical direction for educators, with a particular focus on reflective praxis among White classroom teachers. This book is a celebration of the agency of teachers who are committed to supporting students in their racial consciousness and potential for social justice advocacy during early adolescence, when they are unabashedly open, curious, and hopeful in their desire for a better, more inclusive world.

By: Tina M. Durand
Imprint: Rowman & Littlefield
Country of Publication: United States
Dimensions: Height: 229mm, Width: 152mm,
ISBN: 9781475858587
ISBN 10: 1475858582
Pages: 176
Publication Date: 19 November 2024
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Forthcoming

Foreword by Paul Gorski Preface and Acknowledgements Chapter 1: (Re) Framing the Case of Race in Schools: Unmasking the Irony Chapter 2: The Salience of Race and Identity in Middle School: “The World Isn’t Black and White” for Students of Color Chapter 3: The Salience of Race and Identity in Middle School: “There’s Just Nothing Really There” for White Students Chapter 4: Starting with our (White) Selves: Teachers, Teaching, and Race in Middle School Chapter 5: Centering Race in Critical Multicultural Praxis: Pedagogical Possibilities and Classroom Strategies’ Chapter 6: Do What’s in Your Power to Do: (Re) Claiming our Agency in Making the Case for Race in Middle School Notes About the Author

Tina M. Durand, PhD, is a clinical associate professor of applied human development at Boston University, Wheelock College of Education & Human Development. She is a developmental psychologist who teaches courses on anti-oppressive practices and the psychology of race, and a former K-12 public school teacher. She has published widely in the areas of critically conscious teacher pedagogy, home and school contextual factors that promote student success, and the development of ethnic-racial consciousness and advocacy among adolescents.

Reviews for Making the Case for Race in Middle School: Supporting Adolescents and Teachers in Critical Racial Consciousness and Advocacy

Dr. Durand's book is a timely, necessary, and important contribution. Making the Case for Race in Middle School: Supporting Adolescents and Teachers in Critical Racial Consciousness and Advocacy offers student and teacher testimonies as a way to 'make a case' for the importance of racial consciousness in adolescence and beyond. It challenges the discourse of so-called 'neutrality' in today's schools and offers teachers a new way forward where not just race matters, but students' racialized humanity matters. --Alyssa Hadley Dunn, PhD, director of teacher education, professor of Curriculum and Instruction, University of Connecticut, Neag School of Education