SCET Journal 2020/2021

Race Matters »

We deny their existence, and as a result, “they lose their sense of self, purpose, identity, and hope” (Love, 2016). Denying race as a factor is the opposite of antiracist teaching. Colorblindness provides the false perception that there is equal access and opportunity for all. Teachers cannot keep using the same generic teaching skills and canonical texts that have been

grounded in Whiteness since the beginning of integra- tion. Allowing room for discussions on race and equip- ping teachers with the tools to engage students in culturally relevant pedagogy are sure ways to begin to dismantle inequity in education and close the achieve- ment gap. Until justice is served, the education system will continue to fail all children.

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Hinojosa, M. S., & Moras, A. B. (2009). Challenging colorblind education: a descriptive analysis of teacher racial attitudes. Research and Practice in Social Sciences, 4 (2), 27–45. Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into Practice, 42 (3), 195–202. https://doi.org/10.1207/s15430421tip4203_5 Kohli R, Pizarro M, Nevárez A. The “New Racism” of K–12 schools: Centering critical research on racism. Review of Research in Education . 2017;41(1):182-202. doi:10.3102/0091732X16686949 Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32 (3), 465–491. Lee, A. (2017). Why “correcting” African American language speakers is counterproductive. Language Arts Journal of Michigan . 32(2): 27-33. Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382-392 . Love, B. (2016) Anti-Black state violence, classroom edition: the spirit murdering of black children. Journal of Curriculum and Pedagogy . 13(1): 22-25, DOI: 10.1080/15505170.2016.1138258 Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children . Jossey-Bass.

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DiAngelo, R. J. (2018). White fragility: Why it’s so hard for white people to talk about racism . Beacon Press.

Dover, A. G. (2015). Teaching for Social Justice and the Common Core. Journal of Adolescent & Adult Literacy, 59 (5), 517–527. https://doi.org/10.1002/jaal.488 Ehrenworth, M., Wolfe, P., & Todd, M. (2021). The civically engaged classroom: Reading, writing, and speaking for change . Heinemann.

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Freire, P. (2005) Chapter 2. Pedagogy of the oppressed . (pp. 71-86). Continuum International Publishing Group, Inc.

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