Identifying Race and Transforming Whiteness in the Classroom

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Virginia Lea, Judy Helfand
P. Lang, 2004 - Education - 290 pages
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As educators, how do we challenge and interrupt the social construction of whiteness in ourselves, in the classroom, in schools, and in the wider society? Coming from diverse backgrounds, the contributors in this volume draw on their own well-examined experiences of race, racism, and whiteness in developing effective antiracist pedagogies and classroom activities that interrupt and contest whiteness. They have explored their own lives from the selective position of their own memories and have traced the ways in which their assumptions - which they use to mediate and interpret the world around them - have been constituted by public ideological forces. They have collaborated with others in building alternative pedagogies and support systems, enabling them to teach, and at the same time, reflect on the assumptions behind and the effects of their teaching. The result is the work collected here.

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Contents

Cultural Forms of Whiteness
19
Crossing Cultural Borders through Authentic Assessment
47
Challenging Eurocentric Classroom Norms Through
68
Copyright

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About the author (2004)

Virginia Lea received her Ph.D. in social and cultural studies in education from the University of California, Berkeley. She sees her research and teaching as a means of developing greater understanding of how whiteness hegemony contributes to global inequities. She lives a commitment to greater socioeconomic, political, and educational equity.

Judy Helfand is a community educator and antiracist activist with an M.A. in American studies and cultural studies from Antioch University McGregor School in Yellow Springs, OH. She teaches in the Humanities Department at Santa Rosa Junior College in California and is director of Impact Training (a diversity training and consulting business). Her previous publications include Understanding Whiteness/Unraveling Racism: Tools for the Journey.

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