Blum, Lawrence A.
Cambridge, Mass. : Harvard Education Press, c2012
Added to CLICnet on 04/21/2014
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Notes:
- Includes bibliographical references and index.
- Introduction : why I taught a high school course on race and racism — The first day : stereotypes and their consequences — Comfort and suspicion : the historical construction of race — Smedley is a woman? : students grapple with challenging texts — Intervention in racial incidents : the question of moral symmetry — Reflections on immigration and race : complicating the discussion of racism — The African role in slavery : morality, history, and economics — Banneker, Walker, and Jefferson : challenging the notion of black inferiority — Reflections on expectations and potential : different students, different needs — Hair, skin, and pride : moral symmetry revisited — Looking back on slavery : racial identity and moral self-concept — The N-word : boundaries and community in a multiracial classroom — The last day : students reflect on diversity and learning — Conclusion : the personal, moral, social, and civic values of integrated education and diversity — Appendix 1. The students — Appendix 2. Syllabus, readings, and assignments for Race and racism — Appendix 3. A note on methodology.
Subjects:
- Race awareness — United States.
- High school students — United States — Attitudes.
- Race relations — Study and teaching — United States.
- United States — Race relations.
Requested by Lensmire, A