White Urban Teachers: Stories of Fear, Violence, and Desire
Stories of the lives of white teachers, as white teachers, too often simplify the complexities and conflicts of their work with students of color. Drawing on in-depth interviews with five white teachers, as well as on her own experiences, Audrey Lensmire provides generous, complex, and critical accounts of white teachers, against the backdrop of her sharp critique of schools and our country's awful race history. With Charlotte, Lensmire explores how hard it often is for white people to talk about race. Through Darrin's stories, Lensmire illuminates this white teacher's awakening as a raced person, his tragic relationship with a brilliant African-American student, and how his need for control in the classroom undermined his own sense of himself as a good person. In her interpretations of stories told by Paul, Frida, and Margaret, Lensmire examines how care and desire play out in teaching students of color. In a society in which we avoid serious conversations about race and whiteness and what these mean for the education of our nation's children, Lensmire's book is an invaluable resource.
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activist adults African American students air kiss Antonio Antonio’s father believe black students challenge chapter Charlotte children of color classroom color in urban communities of color connect critical race theory culture curriculum Darrin Darrin’s stories David Theo Goldberg desire discourse emotional ethnographic experiences families fears feel felt Frida Gloria Ladson-Billings going human interpretation issues Kathleen Casey kids kind knew Ladson-Billings learned liberal Margaret Margaret’s story Marx McIntyre mean Mercer middle-school Myles Horton narratives nonwhite zones O. J. Simpson one’s parents Paul Paul’s people’s lived perspective poverty questions Racial categories racist relationships retell second interview sense snowball fight social sort Spradley stereotypes struggled students of color talk about race teacher in urban tell Thandeka theory there’s things thought told trying tutoring understand urban schools violent wanted white privilege white racial identity white students white urban teachers whiteness studies women’s wouldn’t writing