But I Don T See Color
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But I Don’t See Color
Racism is still very prevalent and pervasive in all aspects of the P-12 educational experience in the United States. Far too many teachers and administrators continue to respond to this challenge by applying colorblind perspectives and approaches. This edited volume provides a broad and comprehensive critique of colorblindness in various educational contexts. In an attempt to advocate for a more color-conscious approach to education, this book deals with a wide range of issues related to teaching, learning, curriculum, creativity, assessment, discipline, implicit bias, and teacher education. There are three distinct features that make this book so important and relevant given the current social and racial climate in U.S. schools today. First, each chapter in this book draws from a plethora of different theoretical perspectives related to race and racism. In this sense, readers are equipped with variety of robust theoretical perspectives to better understand this complicated issue of racism in schools. Second, this book communicates issues of race and racism through multiple voices. Unlike other books on race and racism where the central voice is that of a researcher or scholar, this book centralizes the voices and perspectives of researchers, teachers, and teacher educators alike. As a result, readers are better able to understand issues of race and racism in schools from a more nuanced perspective. Finally, unlike other books related to race and racism in schools, this book provides readers with practical strategies for combating racism in their respective educational contexts.
“I Don’t See Color”
Who is white, and why should we care? There was a time when the immigrants of New York City’s Lower East Side—the Irish, the Poles, the Italians, the Russian Jews—were not white, but now “they” are. There was a time when the French-speaking working classes of Quebec were told to “speak white,” that is, to speak English. Whiteness is an allegorical category before it is demographic. This volume gathers together some of the most influential scholars of privilege and marginalization in philosophy, sociology, economics, psychology, literature, and history to examine the idea of whiteness. Drawing from their diverse racial backgrounds and national origins, these scholars weave their theoretical insights into essays critically informed by personal narrative. This approach, known as “braided narrative,” animates the work of award-winning author Eula Biss. Moved by Biss’s fresh and incisive analysis, the editors have assembled some of the most creative voices in this dialogue, coming together across the disciplines. Along with the editors, the contributors are Eduardo Bonilla-Silva, Nyla R. Branscombe, Drucilla Cornell, Lewis R. Gordon, Paget Henry, Ernest-Marie Mbonda, Peggy McIntosh, Mark McMorris, Marilyn Nissim-Sabat, Victor Ray, Lilia Moritz Schwarcz, Louise Seamster, Tracie L. Stewart, George Yancy, and Heidi A. Zetzer.
I Don't See Color
Mac and Liz attend a new colorless school. No one sees color in an effort to avoid the elephant in the room. When the children work together and push the elephant out of the room, they all learn to appreciate differences instead of ignoring them.