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Winner of the 2018 AERA Division K Exemplary Research in Teaching and Teacher Education Award

The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions. The book moves beyond a singular focus on teacher racial diversity that has characterized scholarship and policy work in this area. Instead, it pushes for scholars to consider that racial diversity in teacher education is not simply an end in itself but is, a means to accomplish other goals, such as developing justice-oriented and asset-based pedagogies.

This volume was born to address the lack of classroom-oriented scholarship regarding U.S.-educated multilingual writers. Unlike prior volumes about U.S.-educated multilinguals, this book focuses solely on pedagogy--from classroom activities and writing assignments to course curricula and pedagogical support programs outside the immediate classroom. Unlike many pedagogical volumes that are written in the voice of an expert researcher-theorist, this volume is based on the notion of teachers sharing practices with teachers. 
 
All of the contributors are teachers who are writing about and reflecting on their own experiences and outcomes and interweaving those experiences and outcomes with current theory and research in the field. The volume thus portrays teachers as active, reflective participants engaged in critical inquiry. Contributors represent community college, college, and university contexts; academic ESL, developmental writing, and first-year composition classes; and face-to-face, hybrid, and online contexts.
 
This book was developed primarily to meet the needs of practicing writing teachers in college-level ESL, basic writing, and college composition classrooms, but will also be useful to pre-service teachers in TESOL, Composition, and Education graduate programs.  

Since the 1970s, working-class individuals have made up an increasing proportion of students enrolled in institutions of higher education. At the same time, working-class studies has emerged as a new academic discipline, updating a long tradition of scholarship on labor history and proletarian literature to include discussions of working-class culture, intersections of class with race and ethnicity, and studies of the representation of the working class in popular culture. These developments have generated new ideas about teaching that incorporate both a sensitivity to the working-class roots of many students and the inclusion of course content informed by an awareness of class culture. This volume brings together nineteen essays that offer innovative approaches to a class-conscious pedagogy. Although the contributors represent several fields—including English, history, labor studies, literature, speech communication, and American studies—they are united by the conviction that class matters in all kinds of courses. Their essays provide models for interdisciplinary teaching as well as guidance, encouragement, and insight for those wishing to incorporate class into their courses.

Teaching about race and racism can be a difficult business. Students and instructors alike often struggle with strong emotions, and many people have robust preexisting beliefs about race. At the same time, this is a moment that demands a clear understanding of racism. It is important for students to learn how we got here and how racism is more than just individual acts of meanness. Students also need to understand that colorblindness is not an effective anti-racism strategy.

In this book, Cyndi Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She provides evidence for how learning works with respect to race and racism along with practical teaching strategies rooted in that evidence to help instructors feel more confident. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students.

Teaching with Tension is a collection of seventeen original essays that address the extent to which attitudes about race, impacted by the current political moment in the United States, have produced pedagogical challenges for professors in the humanities. As a flashpoint, this current political moment is defined by the visibility of the country's first black president, the election of his successor, whose presidency has been associated with an increased visibility of the alt-right, and the emergence of the neoliberal university. Together these social currents shape the tensions with which we teach.

Drawing together personal reflection, pedagogical strategies, and critical theory, Teaching with Tension offers concrete examinations that will foster student learning. The essays are organized into three thematic sections: "Teaching in Times and Places of Struggle" examines the dynamics of teaching race during the current moment, marked by neoconservative politics and twenty-first century freedom struggles. "Teaching in the Neoliberal University" focuses on how pressures and exigencies of neoliberalism (such as individualism, customer-service models of education, and online courses) impact the way in which race is taught and conceptualized in college classes. The final section, "Teaching How to Read Race and (Counter)Narratives," homes in on direct strategies used to historicize race in classrooms comprised of millennials who grapple with race neutral ideologies. Taken together, these sections and their constitutive essays offer rich and fruitful insight into the complex dynamics of contemporary race and ethnic studies education.
 

The Chicana M(other)work Anthology weaves together emerging scholarship and testimonios by and about self-identified Chicana and Women of Color mother-scholars, activists, and allies who center mothering as transformative labor through an intersectional lens. Contributors provide narratives that make feminized labor visible and that prioritize collective action and holistic healing for mother-scholars of color, their children, and their communities within and outside academia.

The volume is organized in four parts: (1) separation, migration, state violence, and detention; (2) Chicana/Latina/WOC mother-activists; (3) intergenerational mothering; and (4) loss, reproductive justice, and holistic pregnancy. Contributors offer a just framework for Chicana and Women of Color mother-scholars, activists, and allies to thrive within and outside of the academy. They describe a new interpretation of motherwork that addresses the layers of care work needed for collective resistance to structural oppression and inequality.

This anthology is a call to action for justice. Contributions are both theoretical and epistemological, and they offer an understanding of motherwork through Chicana and Women of Color experiences.

Thirteen Chicano scholars draw upon their personal experiences and expertise to paint a vivid, colorful portrait of what it means to be a Chicano.

“We have come a long way,” says Arnulfo D. Trejo, editor of this volume, “from the time when the Mexicano silently accepted the stereotype drawn of him by the outsider.” He identifies himself as a Chicano, and his “promised land” is Aztlán, home of the ancient Aztecs, which now provides spiritual unity and a vision of the future for Chicanos.

In these twelve original compositions, says Trejo, “our purpose is not to talk to ourselves, but to open a dialogue among all concerned people.” The personal reactions to Chicano women’s struggles, political experiences, bicultural education and history provide a wealth of information for laymen as well as scholars. In addition, the book provides the most complete recorded definition of the Chicano Movement, what it has accomplished, and its goals for the future.

Contributors:
 
Fausto Avendaño
Roberto R. Bacalski-Martínez
David Ballesteros
José Antonio Burciaga
Rudolph O. de la Garza
Ester Gallegos y Chávez
Sylvia Alicia Gonzales
Manuel H. Guerra
Guillermo Lux
Martha A. Ramos
Reyes Ramos
Carlos G. Vélez-Ibáñez
Maurilio E. Vigil

With hate crimes on the rise and social movements like Black Lives Matter bringing increased attention to the issue of police brutality, the American public continues to be divided by issues of race. How do adolescents and young adults form friendships and romantic relationships that bridge the racial divide? In The Company We Keep, sociologists Grace Kao, Kara Joyner, and Kelly Stamper Balistreri examine how race, gender, socioeconomic status, and other factors affect the formation of interracial friendships and romantic relationships among youth. They highlight two factors that increase the likelihood of interracial romantic relationships in young adulthood: attending a diverse school and having an interracial friendship or romance in adolescence.

While research on interracial social ties has often focused on whites and blacks, Hispanics are the largest minority group and Asian Americans are the fastest growing racial group in the United States. The Company We Keep examines friendships and romantic relationships among blacks, whites, Hispanics, and Asian Americans to better understand the full spectrum of contemporary race relations. Using data from the National Longitudinal Study of Adolescent to Adult Health, the authors explore the social ties of more than 15,000 individuals from their first survey responses as middle and high school students in the mid-1990s through young adulthood nearly fifteen years later. They find that while approval for interracial marriages has increased and is nearly universal among young people, interracial friendships and romantic relationships remain relatively rare, especially for whites and blacks. Black women are particularly disadvantaged in forming interracial romantic relationships, while Asian men are disadvantaged in the formation of any romantic relationships, both as adolescents and as young adults. They also find that people in same-sex romantic relationships are more likely to have partners from a different racial group than are people in different-sex relationships. The authors pay close attention to how the formation of interracial friendships and romantic relationships depends on opportunities for interracial contact. They find that the number of students choosing different-race friends and romantic partners is greater in schools that are more racially diverse, indicating that school segregation has a profound impact on young people’s social ties.

Kao, Joyner, and Balistreri analyze the ways school diversity and adolescent interracial contact intersect to lay the groundwork for interracial relationships in young adulthood. The Company We Keep provides compelling insights and hope for the future of living and loving across racial divides.

Brimming with honestly and passion, The Education of a WASP chronicles one white woman's discovery of racism in 1960s America. First published in 1970 and highly acclaimed by reviewers, Lois Stalvey's account is as timely now as it was then. Nearly twenty years later, with ugly racial incidents occurring on college campuses, in neighborhoods, and in workplaces everywhere, her account of personal encounters with racism remains deeply disturbing. Educators and general readers interested in the subtleties of racism will find the story poignant, revealing, and profoundly moving.

“Delightful and horrible, a singular book.” —Choice

“An extraordinarily honest and revealing book that poses the issue: loyalty to one’s ethnic group or loyalty to conscience.” —Publishers Weekly

“The cross-section of poets with varying poetics and styles gathered here is only one of the many admirable achievements of this volume.”
—Claudia Rankine in the New York Times

The Golden Shovel Anthology celebrates the life and work of poet and civil rights icon Gwendolyn Brooks through a dynamic new poetic form, the Golden Shovel, created by National Book Award–winner Terrance Hayes.

An array of writers—including winners of the Pulitzer Prize, the T. S. Eliot Prize, and the National Book Award, as well as a couple of National Poets Laureate—have written poems for this exciting new anthology: Rita Dove, Billy Collins, Danez Smith, Nikki Giovanni, Sharon Olds, Tracy K. Smith, Mark Doty, Sharon Draper, Richard Powers, and Julia Glass are just a few of the contributing poets.

This second edition includes Golden Shovel poems by two winners and six runners-up from an international student poetry competition judged by Nora Brooks Blakely, Gwendolyn Brooks’s daughter. The poems by these eight talented high school students add to Ms. Brooks’s legacy and contribute to the depth and breadth of this anthology.

Drawing from the work of top researchers in various fields, The Handbook of Research on Black Males explores the nuanced and multifaceted phenomena known as the black male. Simultaneously hyper-visible and invisible, black males around the globe are being investigated now more than ever before; however, many of the well-meaning responses regarding media attention paid to black males are not well informed by research. Additionally, not all black males are the same, and each of them have varying strengths and challenges, making one-size-fits-all perspectives unproductive. This text, which acts as a comprehensive tool that can serve as a resource to articulate and argue for policy change, suggest educational improvements, and advocate judicial reform, fills a large void. The contributors, from multidisciplinary backgrounds, focus on history, research trends, health, education, criminal and social justice, hip-hop, and programs and initiatives. This volume has the potential to influence the field of research on black males as well as improve lives for a population that is often the most celebrated in the media and simultaneously the least socially valued.
 

The Making of Chicana/o Studies traces the philosophy and historical development of the field of Chicana/o studies from precursor movements to the Civil Rights era to today, focusing its lens on the political machinations in higher education that sought to destroy the discipline. As a renowned leader, activist, scholar, and founding member of the movement to establish this curriculum in the California State University system, which serves as a model for the rest of the country, Rodolfo F. Acuña has, for more than forty years, battled the trend in academia to deprive this group of its academic presence.

The book assesses the development of Chicana/o studies (an area of studies that has even more value today than at its inception)--myths about its epistemological foundations have remained uncontested. Acuña sets the record straight, challenging those in the academy who would fold the discipline into Latino studies, shadow it under the dubious umbrella of ethnic studies, or eliminate it altogether.

Building the largest Chicana/o studies program in the nation was no easy feat, especially in an atmosphere of academic contention. In this remarkable account, Acuña reveals how California State University, Northridge, was instrumental in developing an area of study that offers more than 166 sections per semester, taught by 26 tenured and 45 part-time instructors. He provides vignettes of successful programs across the country and offers contemporary educators and students a game plan--the mechanics for creating a successful Chicana/o studies discipline--and a comprehensive index of current Chicana/o studies programs nationwide.

Latinas/os, of which Mexican Americans are nearly seventy percent, comprise a complex sector of society projected to be just shy of thirty percent of the nation's population by 2050. The Making of Chicana/o Studies identifies what went wrong in the history of Chicana/o studies and offers tangible solutions for the future.

The classics of Western culture are out, not being taught, replaced by second-rate and Third World texts. White males are a victimized minority on campuses across the country, thanks to affirmative action. Speech codes have silenced anyone who won’t toe the liberal line. Feminists, wielding their brand of sexual correctness, have taken over. These are among the prevalent myths about higher education that John K. Wilson explodes.
The phrase "political correctness" is on everyone’s lips, on radio and television, and in newspapers and magazines. The phenomenon itself, however, has been deceptively described. Wilson steps into the nation’s favorite cultural fray to reveal that many of the most widely publicized anecdotes about PC are in fact more myth than reality. Based on his own experience as a student and in-depth research, he shows what’s really going on beneath the hysteria and alarmism about political correctness and finds that the most disturbing examples of thought policing on campus have come from the right. The image of the college campus as a gulag of left-wing totalitarianism is false, argues Wilson, created largely through the exaggeration of deceptive stories by conservatives who hypocritically seek to silence their political opponents.
Many of today’s most controversial topics are here: multiculturalism, reverse discrimination, speech codes, date rape, and sexual harassment. So are the well-recognized protagonists in the debate: Dinesh D’Souza, William Bennett, and Lynne Cheney, among others. In lively fashion and in meticulous detail, Wilson compares fact to fiction and lays one myth after another to rest, revealing the double standard that allows "conservative correctness" on college campuses to go unchallenged.

In The Power of Dialogue between Israelis and Palestinians, scholar and activist Nava Sonnenschein shares a collection of twenty-five powerful interviews she conducted with Palestinian and Jewish Israeli alumni of peacebuilding courses, a decade after their graduation. Participants with diverse personal and professional backgrounds completed a series of conflict transformation workshops using the model developed by the School for Peace at the world’s only intentional Jewish-Palestinian community, Neve Shalom-Wahat al-Salam (“Oasis of Peace” in Hebrew and Arabic). Critically, the interviews vividly demonstrate that peacebuilding does not end with the courses. Most of the graduates choose to work professionally in roles that contribute to peace-building. Sonnenschein shows the transformational potential of encounter between members of groups in conflict, sharing how ordinary Israelis and Palestinians coming together in an open and honest environment undergo life-changing experiences that provide concrete hope for a sustainable path to a peaceful shared existence as equals in Israel and Palestine. 

 

In nineteenth-century Spain, the education of deaf students took shape through various contradictory philosophies and practices. Susan Plann depicts this ambivalence by profiling a select group of teachers and students in her detailed history The Spanish National Deaf School: Portraits from the Nineteenth Century.

Plann’s subjects reveal the political, financial, and identity issues that dominated the operation of the National School for Deaf-Mutes and the Blind in Madrid from 1805 to1899. Roberto Francisco Prádez y Gautier, the first deaf teacher in Spain, taught art from 1805–36; he also was the last deaf teacher for the next 50 years. Juan Manuel Ballesteros, the hearing director from 1835 to1868, enacted an “ableist” policy that barred deaf professors. At the same time, another hearing teacher, Francisco Fernández Villabrille, wrote the first Spanish Sign Language dictionary. In the 1870s, two deaf students, Manuel Tinoco and Patricio García, resisted the physical abuse they received and set the stage for the growth of a Deaf identity that opposed the deprecating medical model of deafness. Marcelina Ruiz Ricote y Fernández a hearing female teacher who taught from 1869 to 1897, combated the school’s sexist polices. The Spanish National Deaf School concludes with Martín de Martín y Ruiz, the most famous deaf-blind student from the Madrid school. Through these portraits, Plann has brought life to the major issues that defined education in nineteenth-century Spain, themes that have influenced the status of deaf Spaniards today.

They Came to Wisconsin presents three themes of the state’s immigrant history: leaving the homeland, making the journey, and enduring the first year of settlement. Journal and diary entries and letters from European groups and oral histories from African American, Latino, Hmong, and Amish sources make this book dynamic and wholly inclusive. They Came to Wisconsin breaks fresh ground in presenting document-centered Wisconsin history to a young audience. More important, these firsthand stories add a real human dimension to history, helping students to compare the experiences of the varied groups who came to Wisconsin in the last two hundred years.

Distributed for the Wisconsin Historical Society Press.

In recent decades, American universities have begun to tout the “diversity” of their faculty and student bodies. But what kinds of diversity are being championed in their admissions and hiring practices, and what kinds are being neglected? Is diversity enough to solve the structural inequalities that plague our universities? And how might we articulate the value of diversity in the first place? 

 

Transforming the Academy begins to answer these questions by bringing together a mix of faculty—male and female, cisgender and queer, immigrant and native-born, tenured and contingent, white, black, multiracial, and other—from public and private universities across the United States. Whether describing contentious power dynamics within their classrooms or recounting protests that occurred on their campuses, the book’s contributors offer bracingly honest inside accounts of both the conflicts and the learning experiences that can emerge from being a representative of diversity. 

 

The collection’s authors are united by their commitment to an ideal of the American university as an inclusive and transformative space, one where students from all backgrounds can simultaneously feel intellectually challenged and personally supported. Yet Transforming the Academy also offers a wide range of perspectives on how to best achieve these goals, a diversity of opinion that is sure to inspire lively debate.