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Author: John P. Jackson Publisher: Rutgers University Press ISBN: 9780813537368 Category : Science Languages : en Pages : 428
Book Description
Since the eighteenth century when natural historians created the idea of distinct racial categories, scientific findings on race have been a double-edged sword. For some antiracists, science holds the promise of one day providing indisputable evidence to help eradicate racism. On the other hand, science has been enlisted to promote racist beliefs ranging from a justification of slavery in the eighteenth century to the infamous twentieth-century book, The Bell Curve, whose authors argued that racial differences in intelligence resulted in lower test scores for African Americans. This well-organized, readable textbook takes the reader through a chronological account of how and why racial categories were created and how the study of "race" evolved in multiple academic disciplines, including genetics, psychology, sociology, and anthropology. In a bibliographic essay at the conclusion of each of the book's seven sections, the authors recommend primary texts that will further the reader's understanding of each topic. Heavily illustrated and enlivened with sidebar biographies, this text is ideal for classroom use.
Author: John P. Jackson Publisher: Rutgers University Press ISBN: 9780813537368 Category : Science Languages : en Pages : 428
Book Description
Since the eighteenth century when natural historians created the idea of distinct racial categories, scientific findings on race have been a double-edged sword. For some antiracists, science holds the promise of one day providing indisputable evidence to help eradicate racism. On the other hand, science has been enlisted to promote racist beliefs ranging from a justification of slavery in the eighteenth century to the infamous twentieth-century book, The Bell Curve, whose authors argued that racial differences in intelligence resulted in lower test scores for African Americans. This well-organized, readable textbook takes the reader through a chronological account of how and why racial categories were created and how the study of "race" evolved in multiple academic disciplines, including genetics, psychology, sociology, and anthropology. In a bibliographic essay at the conclusion of each of the book's seven sections, the authors recommend primary texts that will further the reader's understanding of each topic. Heavily illustrated and enlivened with sidebar biographies, this text is ideal for classroom use.
Author: Zoe Burkholder Publisher: Oxford University Press ISBN: 0199876967 Category : History Languages : en Pages : 265
Book Description
Between the turn of the twentieth century and the Brown v. Board of Education decision in 1954, the way that American schools taught about "race" changed dramatically. This transformation was engineered by the nation's most prominent anthropologists, including Franz Boas, Ruth Benedict, and Margaret Mead, during World War II. Inspired by scientific racism in Nazi Germany, these activist scholars decided that the best way to fight racial prejudice was to teach what they saw as the truth about race in the institution that had the power to do the most good-American schools. Anthropologists created lesson plans, lectures, courses, and pamphlets designed to revise what they called "the 'race' concept" in American education. They believed that if teachers presented race in scientific and egalitarian terms, conveying human diversity as learned habits of culture rather than innate characteristics, American citizens would become less racist. Although nearly forgotten today, this educational reform movement represents an important component of early civil rights activism that emerged alongside the domestic and global tensions of wartime. Drawing on hundreds of first-hand accounts written by teachers nationwide, Zoë Burkholder traces the influence of this anthropological activism on the way that teachers understood, spoke, and taught about race. She explains how and why teachers readily understood certain theoretical concepts, such as the division of race into three main categories, while they struggled to make sense of more complex models of cultural diversity and structural inequality. As they translated theories into practice, teachers crafted an educational discourse on race that differed significantly from the definition of race produced by scientists at mid-century. Schoolteachers and their approach to race were put into the spotlight with the Brown v. Board of Education case, but the belief that racially integrated schools would eradicate racism in the next generation and eliminate the need for discussion of racial inequality long predated this. Discussions of race in the classroom were silenced during the early Cold War until a new generation of antiracist, "multicultural" educators emerged in the 1970s.
Author: Dawn Gill Publisher: Free Assn Books ISBN: 9780946960644 Category : Education Languages : en Pages : 324
Book Description
An important contribution to the topical debate on multi-cultural education. The papers extend from general issues about science, nature and race to practical teaching guides and suggested projects, and offer proposals for an anti-racist curriculum.
Author: Angela Saini Publisher: Beacon Press ISBN: 0807076910 Category : Social Science Languages : en Pages : 258
Book Description
2019 Best-Of Lists: 10 Best Science Books of the Year (Smithsonian Magazine) · Best Science Books of the Year (NPR's Science Friday) · Best Science and Technology Books from 2019” (Library Journal) An astute and timely examination of the re-emergence of scientific research into racial differences. Superior tells the disturbing story of the persistent thread of belief in biological racial differences in the world of science. After the horrors of the Nazi regime in World War II, the mainstream scientific world turned its back on eugenics and the study of racial difference. But a worldwide network of intellectual racists and segregationists quietly founded journals and funded research, providing the kind of shoddy studies that were ultimately cited in Richard Herrnstein and Charles Murray’s 1994 title The Bell Curve, which purported to show differences in intelligence among races. If the vast majority of scientists and scholars disavowed these ideas and considered race a social construct, it was an idea that still managed to somehow survive in the way scientists thought about human variation and genetics. Dissecting the statements and work of contemporary scientists studying human biodiversity, most of whom claim to be just following the data, Angela Saini shows us how, again and again, even mainstream scientists cling to the idea that race is biologically real. As our understanding of complex traits like intelligence, and the effects of environmental and cultural influences on human beings, from the molecular level on up, grows, the hope of finding simple genetic differences between “races”—to explain differing rates of disease, to explain poverty or test scores, or to justify cultural assumptions—stubbornly persists. At a time when racialized nationalisms are a resurgent threat throughout the world, Superior is a rigorous, much-needed examination of the insidious and destructive nature of race science—and a powerful reminder that, biologically, we are all far more alike than different.
Author: Sandra Harding Publisher: Indiana University Press ISBN: 9780253115539 Category : Philosophy Languages : en Pages : 548
Book Description
"The classic and recent essays gathered here will challenge scholars in the natural sciences, philosophy, sociology, anthropology, and women's studies to examine the role of racism in the construction and application of the sciences. Harding... has also created a useful text for diverse classroom settings." -- Library Journal "A rich lode of readily accessible thought on the nature and practice of science in society. Highly recommended." -- Choice "This is an excellent collection of essays that should prove useful in a wide range of STS courses." -- Science, Technology, and Society "... important and provocative... "Â -- The Women's Review of Books "The timeliness and utility of this large interdisciplinary reader on the relation of Western science to other cultures and to world history can hardly be overemphasized. It provides a tremendous resource for teaching and for research... "Â -- Ethics "Excellent." -- The Reader's Review "Sandra Harding is an intellectually fearless scholar. She has assembled a bold, impressive collection of essays to make a volume of illuminating power. This brilliantly edited book is essential reading for all who seek understanding of the multicultural debates of our age. Never has a book been more timely." -- Darlene Clark Hine These authors dispute science's legitimation of culturally approved definitions of race difference -- including craniology and the measurement of IQ, the notorious Tuskegee syphilis experiments, and the dependence of Third World research on First World agendas.
Author: Tracey A. Benson Publisher: Harvard Education Press ISBN: 1682533719 Category : Education Languages : en Pages : 247
Book Description
In Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. “Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color,” the authors write, “if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential.” In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work—awareness, trust, and a “learner’s stance.” Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention–“But I’m not a racist!” This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice. Tracey A. Benson is an assistant professor of educational leadership at the University of North Carolina at Charlotte. Sarah E. Fiarman is the director of leadership development for EL Education, and a former public school teacher, principal, and lecturer at Harvard Graduate School of Education.
Author: Matthew R. Kay Publisher: ISBN: 9781625310989 Category : EDUCATION Languages : en Pages : 0
Book Description
Do you feel prepared to initiate and facilitate meaningful, productive dialogues about race in your classroom? Are you looking for practical strategies to engage with your students? Inspired by Frederick Douglass's abolitionist call to action, "it is not light that is needed, but fire" Matthew Kay has spent his career learning how to lead students through the most difficult race conversations. Kay not only makes the case that high school classrooms are one of the best places to have those conversations, but he also offers a method for getting them right, providing candid guidance on: How to recognize the difference between meaningful and inconsequential race conversations. How to build conversational "safe spaces," not merely declare them. How to infuse race conversations with urgency and purpose. How to thrive in the face of unexpected challenges. How administrators might equip teachers to thoughtfully engage in these conversations. With the right blend of reflection and humility, Kay asserts, teachers can make school one of the best venues for young people to discuss race.
Author: Maureen T. Reddy Publisher: Rutgers University Press ISBN: 9780813531090 Category : Education Languages : en Pages : 342
Book Description
Winner of the 2003 American Educational Studies Association Critics' Choice Awards Winner of the 2003 Gustavus Myers Outstanding Book Award Did affirmative action programs solve the problem of race on American college campuses, as several recent books would have us believe? If so, why does talking about race in anything more than a superficial way make so many students uncomfortable? Written by college instructors from many disciplines, this volume of essays takes a bold first step toward a nationwide conversation. Each of the twenty-nine contributors addresses one central question: what are the challenges facing a college professor who believes that teaching responsibly requires an honest and searching examination of race? Professors from the humanities, social sciences, sciences, and education consider topics such as how the classroom environment is structured by race; the temptation to retreat from challenging students when faced with possible reprisals in the form of complaints or negative evaluations; the implications of using standardized evaluations in faculty tenure and promotion when the course subject is intimately connected with race; and the varying ways in which white faculty and faculty of color are impacted by teaching about race.
Author: John P. Jackson
Author: John P. Jackson
Author: Zoe Burkholder
Author: Dawn Gill
Author: Farida Patel
Author: Amanda E. Lewis
Author: Angela Saini
Author: Sandra Harding
Author: Tracey A. Benson
Author: Matthew R. Kay
Author: Maureen T. Reddy