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Interrogating Whiteness and Relinquishing Power - White Faculty’s Commitment to Racial Consciousness in STEM Classrooms
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Résumé
Interrogating Whiteness and Relinquishing Power : White Faculty's Commitment to Racial Consciousness in STEM Classrooms is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom.
It functions as an analytical tool, scaffolding exemplary examples to inspire readers to engage in the complex and difficult work of assessing their own racial consciousness and teacher effectiveness. White pre-service teachers in STEM education rarely see the importance of the link between race and the teaching and learning of mathematics, in part because the White faculty who are teaching these subjects rarely engage in the study of racial projects in STEM.
From this perspective, the authors of this book contend that the classroom is a racialized environment that, if not addressed, can reproduce racial structures and hierarchies in cyclical ways.
It functions as an analytical tool, scaffolding exemplary examples to inspire readers to engage in the complex and difficult work of assessing their own racial consciousness and teacher effectiveness. White pre-service teachers in STEM education rarely see the importance of the link between race and the teaching and learning of mathematics, in part because the White faculty who are teaching these subjects rarely engage in the study of racial projects in STEM.
From this perspective, the authors of this book contend that the classroom is a racialized environment that, if not addressed, can reproduce racial structures and hierarchies in cyclical ways.
Fiche technique
- Date de parution : 01/10/2015
- Editeur : Peter Lang
- Collection : Social Justice Across Contexts
- ISBN : 978-1-4331-2792-2
- EAN : 9781433127922
- Nb. de pages : 292 pages
À propos des auteurs
Nicole M. Joseph is Assistant Professor of Mathematics Education at the University of Denver. She received her doctorate from the University of Washington Seattle, where Dr. James A. Banks served as her dissertation chair. Dr. Joseph is a National Academy of Education/Spencer Postdoctoral Fellowship recipient. Chayla Haynes is Assistant Professor of Higher Education and Student Affairs Leadership at the University of Northern Colorado.
Her most recent work is featured in The Sage Encyclopedia of Intercultural Competence, the National Association of Student Affairs Professionals Journal, and she is a co-editor of the forthardbackoming co-edited volume Race, Equity and Higher Education : The Global Relevance of Critical and Inclusive Pedagogies. Floyd Cobb is Adjunct Professor in the Morgridge College of Education at the University of Denver.
His research focuses on the impact of access and opportunity on academic outcomes for STEM students. He uses critical race theory as an analytical lens to interpret the historical intersection of current educational challenges.
Her most recent work is featured in The Sage Encyclopedia of Intercultural Competence, the National Association of Student Affairs Professionals Journal, and she is a co-editor of the forthardbackoming co-edited volume Race, Equity and Higher Education : The Global Relevance of Critical and Inclusive Pedagogies. Floyd Cobb is Adjunct Professor in the Morgridge College of Education at the University of Denver.
His research focuses on the impact of access and opportunity on academic outcomes for STEM students. He uses critical race theory as an analytical lens to interpret the historical intersection of current educational challenges.
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