September 12, 2005
The Pleasures of Teaching Race Bibliography
Baumeister, R. F. “Masochism as Escape from Self.” Journal of Sex Research 25 (1988): 28-59. (Read the article)
Archive for September, 2005
Newfield, Christopher. Ivy and Industry: Business and the Making of the American University, 1880-1980 Durham: Duke University Press, 2004
Emphasizing how profoundly the American research university has been shaped by business and the humanities alike, Ivy and Industry is a vital contribution to debates about the corporatization of higher education in the United States. Christopher Newfield traces major trends in the intellectual and institutional history of the research university from 1880 to 1980. He pays particular attention to the connections between the changing forms and demands of American business and the cultivation of a university-trained middle class. He contends that by imbuing its staff and students with seemingly opposed ideas—of self-development on the one hand and of an economic system existing prior to and inviolate of their own activity on the other—the university has created a deeply conflicted middle class. (Read the article)
2374
Lipman, Pauline. Race, Class and Power in School Restructuring. Albany, NY: State University of New York Press, 1998.
In her book, Lipman examines the effect of school restructuring on two urban junior high schools which she calls Gates and Franklin, located in a mid-sized Southern city. Efforts to restructure these schools (which included giving teachers more authority, creating smaller “teams” of students within classes and forming organizations that promoted dialogue about race) were all thwarted by teachers’ own unacknowledged racial prejudice and by the power wielded by Riverton’s white upper-middle-class parents, school board members and administrators. Lipman concludes that efforts to restructure schools fail to address the needs of minority and low-income students because they tend to reproduce larger social inequalities. (Read the article)
September 9, 2005
McLaren, Peter and Ramin Farahmandpur. Teaching Against Global Capitalism and the New Imperialism: A Critical Pedagogy. Lanham, MD: Rowman & Littlefield Publishers, Inc., 2005.
In this book McLaren and Farahmandpur pose a Marxist critique of postmodern, liberal pedagogy, arguing that its emphasis on “diversity” and “multiculturalism” obscures underlying class issues. McLaren and Farahmandpur believe that in an age of global capitalism and neo-imperialism it has become critical for educators on all levels to acknowledge and resist capitalism in their classrooms: “In the space that follows, we attempt to sketch out in broad strokes the key characteristics of a socialist working-class pedagogy that attempts to move beyond liberal and Left-liberal efforts at making capitalist schooling less barbaric and more democratic. The democratic working-class pedagogy that we envision here agitates on behalf of pedagogical practice connected to a larger socialist project” (52). (Read the article)
Comments(1)Critical Race Theory and Pedagogy Bibliography
Ladson-Billings, Gloria and William F. Tate, IV. “Toward a Critical Race Theory of Education.” Teachers College Record 97:1 (Fall 1995): 47-68.
Lintner, Timothy. “Savage and the Slave: Critical Race Theory, Racial Stereotyping, and the Teaching of American History,” The Journal of Social Studies Research, Spring, 2004. (Read the article)
2334Race and Globalization Bibliography
Cashmore, E., ed. Dictionary of Race and Ethnic Relations. London: Routledge, 1994.
Castles, S. and Miller, M. The Age of Migration: International Population Movements
in the Modern World. Basingstoke: Macmillan, 1998. (Read the article)
September 8, 2005
Kozol, Jonathan. Savage Inequalities: Children in America’s Schools. New York: HarperCollins, 1992.
In this widely-discussed book, Kozol examines the inequalities of the public school system by interviewing teachers, students, coaches and administrators in six of the nation’s poorest urban areas. Kozol compares the day-to-day experience of students in well-funded, predominately white suburban schools to the experience of students living in predominately black and Latino urban areas. Kozol notes that many problems facing urban schools (poor facilities, high dropout rates, large class sizes and underpaid teachers, to name a few) are largely the result of funding inequalities. He suggests that desegregation through school bussing programs combined with a nationwide effort to equalize funding could help narrow the gap between suburban and urban schools. (Read the article)
September 6, 2005
Delpit, Lisa. “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children.” Harvard Educational Review. 58.3 (1988), 280-298.
In this article Delpit examines the (often unacknowledged) codes and structures that create a “culture of power” in classrooms. She suggests that, while middle-class whites might not be aware of this “culture of power”, minority students are acutely aware of their exclusion from certain codes and discourses. Delpit compares black teaching strategies—which are often more direct and task-oriented—to more process-oriented white teaching strategies in order to show that “progressive” pedagogy often fails to reach minority students because it participates in rather than dismantles the “culture of power”. Ultimately, Delpit argues that teachers should make minority students aware of the culture of power so that they can succeed, while at the same time respecting their individual cultural backgrounds. (Read the article)
2071September 5, 2005
Wing, Adrien Katherine. Critical Race Theory: Critical Race Feminism. Course Syllabus, Spring 2005.
As author of over 70 publications and editor of both Critical Race Feminism: A Reader and Global Critical Race Feminism: An International Reader, Adrien Katherine Wing has been instrumental to the development of Crtical Race Theory along feminist lines. Her Spring 2005 course syllabus for Critical Race Theory: Critical Race Feminism–located online through her University of Iowa homepage–is a practical resource with suggestions for course design and further reading. (Read the article)
September 3, 2005
Gutiérrez-Jones, Carl. Critical Race Narratives: A Study of Race, Rhetoric, and Injury. New York: New York University Press, 2001.
Focusing on the practice and theorization of narrative strategies, Gutiérrez-Jones engages many of the most influential texts in the recent race debates-including The Bell Curve, America in Black and White, The Alchemy of Race and Rights, and The Mismeasure of Man. In the process, Critical Race Narratives pursues key questions posed by the texts as they work within, or against, disciplinary expectations: can critical engagements with narrative enable a more democratic dialogue regarding race? what promise does such experimentation hold for working through the traumatic legacy of racism in the United States? Throughout, Critical Race Narratives initiates a timely dialogue between race-focused narrative experiment in scholarly writing and similar work in literary texts and popular culture.