The Guide for White Women Who Teach Black Boys
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- Raising Race Questions: Whiteness and Inquiry in Education (Practitioner Inquiry)
- Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race
- Schooltalk: Rethinking What We Say About—and To—Students Every Day
- Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students
- Everyday White People Confront Racial and Social Injustice: 15 Stories
- For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education
- Waking Up White, and Finding Myself in the Story of Race
- Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools
- Everyday Antiracism: Getting Real About Race in School
- Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (Language and Literacy Series)
Empower black boys to dream, believe, achieve
Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is "done." That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students.
So much more than a call to call to action―but that, too!―The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to:
- Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school
- Change school culture so that Black boys can show up in the wholeness of their selves
- Overcome your unconscious bias and forge authentic connections with your Black male students
If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve.
About the Authors
Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership.
Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University.
Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, "Mirrors of Privilege: Making Whiteness Visible," by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.