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Confessions of a White Educator: Stories in Search of Justice and Diversity

Confessions of a White Educator: Stories in Search of Justice and Diversity

Author(s): Joan Therese Wynne , Ronald E Miles , Lisa D Delpit

Edition: 1

Copyright: 2012

Pages: 312

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$70.56

ISBN 9781465208934

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Confessions of a White Educator: Stories in Search of Justice and Diversity provides a collection of stories and essays that offer an insightful analysis of the factors that limit and sometimes derail our best efforts to educate future generations. Exploring the formidable obstacle that racism and its denial continue to pose in education, the book provokes us to examine our views about, and perhaps complicity in, the failure of the nation’s public schools.

Edited by Joan T. Wynne, Lisa Delpit, and Ron E. Miles, Confessions of a White Educator: Stories in Search of Justice and Diversity features stories and essays that confront the contradictory and absurd public education policies, behaviors, and practices that stem from a misunderstanding of difference, denial of the pervasive influence of racism, and a belief that only certain voices are worth hearing. 

A captivating and compelling read, Confessions of a White Educator: Stories in Search of Justice and Diversity should be read by every person who aspires to teach, who is teaching, or who wants to understand the complex issues that limit what can be achieved in our public schools. The dean of every college of education in the nation should make this book a required read for future teachers.
Robert M. Dixon, Ph.D., Dean of Academic Affairs
Medgar Evans College | City University of New York

Acknowledgments
Introduction

SECTION 1: Honoring Diversity Begins with Un-Learning Racism
• How Does an Orphaned Culture Educate Its Children? Carlos Gonzalez Morales
• The Elephant in the Classroom: Racism in School Reform, Joan T. Wynne
• Activities and Discussions

SECTION 2: Searching for Justice Welcomes Everyone into the Dialogue
• Welcome Home (Life in This Pigment), Mike Baugh
• Reframing Urban Education Discourse: A Conversation with and for Teacher Educators, Wanda J. Blanchett and Joan Wynne
• Activities and Discussions

SECTION 3: Exploring Wholeness Creates Possibilities for All Our Students to Soar
• Inclusion into the Circle of Life, Catharine Yvonne Graham
• Critical Global Math Literacy, Bob Peterson
• Room 214: Nurturing an Evolving Classroom Culture, Princess Briggs
• Activities and Discussions

SECTION 4: Seeing the Brilliance in All of Our Children Expands the Genius of Nations
• Introduction from Multiplication Is for White People: Raising Expectations for Other People's Children, Lisa Delpit
• Inequities in Urban Education, Ruba Monem
• Activities and Discussions

SECTION 5: Reflecting on Our Lives Fosters Critical Thinking in Our Classrooms
• White People, You Will Never Look Suspicious! Michael Skolnik
• Young Black Men in Miami, Renatto Hernandez
• The Children Lead Me One Step At a Time, Alexandre Lopes
• Funneling Students into the School-to-Prison Pipeline, Ron E. Miles
• Teaching Brown v. Board of Education in Segregated Classrooms, Jeremy Glazer
• Activities and Discussions

SECTION 6: Learning Respect for Other People's Language can Free Students' Minds
• Who Talks Right? Joan T. Wynne
• Hip Hop Culture: The Good, the Bad, and Invitations for Social Critique, Ron E. Miles
• Activities and Discussions

SECTION 7: Raising the Voices of Youth Fosters the Building of an Authentic Global Village
• Kids Can Be Activists or Bystanders, Craig Kielburger
• We Who Believe in Freedom Cannot Rest: Young People Transforming Their Worlds, Joan T. Wynne
• Running to the Digital Age, Maria Lovett
• Activities and Discussions

SECTION 8: Listening to Children Pushed to the Margins Clears Space for Equity to Flourish
• Creating Safe Spaces for All of the Nation's Students, Barbre S. Berris
• A Wealth of Whammies for Youth in Poverty, Paul C. Gorski
• Activities and Discussions

SECTION 9: Creating Democracy Requires Youth Participation in the Classroom and Out
• The Ethics of Moving from Deficit Research to Youth Action Research, Joan T. Wynne
• When I Learned How to Teach in a Context of Democratic Process, Ceextra Ren Hall
• Activities and Discussions

SECTION 10: Teaching with Imagination and Courage Unshackles Our Spirits
• So You Really Want to Be a Teacher? Carlos Gonzalez Morales
• A Mother's Journal: How Do We Fill Our Schools with Great Teachers? Cindy Lutenbacher
• How Do We Discern Between Apples from Math, and Teaching from Testing? Fernanda Pineda
• Activities and Discussions

SECTION 11: Liberating Schools from Hegemony Inspires Teachers and Students to Excel
• "Hello, Grandfather": Lessons from Alaska, Lisa Delpit
• The Imagination Bubble: Worlds within Worlds of Resistance and Freedom, Alex Salinas
• Activities and Discussions

SECTION 12: Knowing 'We Are the Leaders We Have Been Waiting For' Fosters Creativity
• Teachers as Leaders in Urban Schools: Testimonies of Transformations, Joan T. Wynne
• Grassroots Leadership for the 21st Century: Leading by Not Leading, Joan Wynne
• Activities and Discussions

SECTION 13: "We Have All Walked in Different Gardens and Knelt at Different Graves"
• Stories of Collaboration and Research within an Algebra Project Context: Offering Quality Education to • Students Pushed to the Bottom of Academic Achievement, Joan T. Wynne and Janice Giles
• Should We Continue to Bring up Gender Issues in Education? Mildred Boveda
• Activities and Discussions

SECTION 14: 'Not Only Is Another World Possible ... She Is on Her Way'
• School, Alex Salinas
• Katrina Still Calls Our Names, Joan T. Wynne
• Global Learning for the 21st Century: Are you Ready? Stephanie P. Doscher and Hilary Landorf
• Activities and Discussions

Joan Therese Wynne
Joan T. Wynne began her career teaching literature and writing at David T. Howard High School in Atlanta, Georgia. Later she taught at Morehouse College and then became an Associate Director of two Urban Centers, one at Georgia State University (GSU) in Atlanta, and one at Florida International University in Miami, where she also served as an Urban Education professor. While teaching at Morehouse College, Wynne designed and directed The Benjamin E. Mays Teacher Scholars Program. She co-designed and directed an Urban Teacher Leadership Master’s Program when at GSU and taught graduate classes also there. She was a leadership and equity consultant for public schools in Atlanta and in Fulton County, GA. Her research interests include the instruction of urban children; racism’s impact in schools; and the grassroots leadership of Bob Moses and the Algebra Project and the Young People’s Project. She has published research studies in multiple professional journals and books, and has been awarded over $5 million in national and state grants. In 2000, Wynne received the “Martin Luther King Jr. Peace Award” for work with diverse populations, and in 2015 received the Honorable Mention-Urban Affairs Association-SAGE Activist Scholar Award. Her recent co-authored texts include: Who speaks for Justice: Raising Our Voices in the Noise of Hegemony; Confessions of a White Educator: Stories in Search of Justice and Diversity; Quality Education as a Constitutional Right: Creating a Grassroots Movement to Transform Public Schools; and Research, Racism, & Educational Reform: Voices from the City. The work of Lisa Delpit, Asa G. Hilliard, III, Bob Moses and her brilliant students, living on the margins of society, have inspired her writing and research. Wynne is now an FIU retired professor, a writer/educator with the Miami Algebra Project Council, and participant in the “We the People: Math Literacy for All” National Alliance, and the South Florida Local Alliance for Math Literacy & Equity (FLAME).
Ronald E Miles
Lisa D Delpit

Confessions of a White Educator: Stories in Search of Justice and Diversity provides a collection of stories and essays that offer an insightful analysis of the factors that limit and sometimes derail our best efforts to educate future generations. Exploring the formidable obstacle that racism and its denial continue to pose in education, the book provokes us to examine our views about, and perhaps complicity in, the failure of the nation’s public schools.

Edited by Joan T. Wynne, Lisa Delpit, and Ron E. Miles, Confessions of a White Educator: Stories in Search of Justice and Diversity features stories and essays that confront the contradictory and absurd public education policies, behaviors, and practices that stem from a misunderstanding of difference, denial of the pervasive influence of racism, and a belief that only certain voices are worth hearing. 

A captivating and compelling read, Confessions of a White Educator: Stories in Search of Justice and Diversity should be read by every person who aspires to teach, who is teaching, or who wants to understand the complex issues that limit what can be achieved in our public schools. The dean of every college of education in the nation should make this book a required read for future teachers.
Robert M. Dixon, Ph.D., Dean of Academic Affairs
Medgar Evans College | City University of New York

Acknowledgments
Introduction

SECTION 1: Honoring Diversity Begins with Un-Learning Racism
• How Does an Orphaned Culture Educate Its Children? Carlos Gonzalez Morales
• The Elephant in the Classroom: Racism in School Reform, Joan T. Wynne
• Activities and Discussions

SECTION 2: Searching for Justice Welcomes Everyone into the Dialogue
• Welcome Home (Life in This Pigment), Mike Baugh
• Reframing Urban Education Discourse: A Conversation with and for Teacher Educators, Wanda J. Blanchett and Joan Wynne
• Activities and Discussions

SECTION 3: Exploring Wholeness Creates Possibilities for All Our Students to Soar
• Inclusion into the Circle of Life, Catharine Yvonne Graham
• Critical Global Math Literacy, Bob Peterson
• Room 214: Nurturing an Evolving Classroom Culture, Princess Briggs
• Activities and Discussions

SECTION 4: Seeing the Brilliance in All of Our Children Expands the Genius of Nations
• Introduction from Multiplication Is for White People: Raising Expectations for Other People's Children, Lisa Delpit
• Inequities in Urban Education, Ruba Monem
• Activities and Discussions

SECTION 5: Reflecting on Our Lives Fosters Critical Thinking in Our Classrooms
• White People, You Will Never Look Suspicious! Michael Skolnik
• Young Black Men in Miami, Renatto Hernandez
• The Children Lead Me One Step At a Time, Alexandre Lopes
• Funneling Students into the School-to-Prison Pipeline, Ron E. Miles
• Teaching Brown v. Board of Education in Segregated Classrooms, Jeremy Glazer
• Activities and Discussions

SECTION 6: Learning Respect for Other People's Language can Free Students' Minds
• Who Talks Right? Joan T. Wynne
• Hip Hop Culture: The Good, the Bad, and Invitations for Social Critique, Ron E. Miles
• Activities and Discussions

SECTION 7: Raising the Voices of Youth Fosters the Building of an Authentic Global Village
• Kids Can Be Activists or Bystanders, Craig Kielburger
• We Who Believe in Freedom Cannot Rest: Young People Transforming Their Worlds, Joan T. Wynne
• Running to the Digital Age, Maria Lovett
• Activities and Discussions

SECTION 8: Listening to Children Pushed to the Margins Clears Space for Equity to Flourish
• Creating Safe Spaces for All of the Nation's Students, Barbre S. Berris
• A Wealth of Whammies for Youth in Poverty, Paul C. Gorski
• Activities and Discussions

SECTION 9: Creating Democracy Requires Youth Participation in the Classroom and Out
• The Ethics of Moving from Deficit Research to Youth Action Research, Joan T. Wynne
• When I Learned How to Teach in a Context of Democratic Process, Ceextra Ren Hall
• Activities and Discussions

SECTION 10: Teaching with Imagination and Courage Unshackles Our Spirits
• So You Really Want to Be a Teacher? Carlos Gonzalez Morales
• A Mother's Journal: How Do We Fill Our Schools with Great Teachers? Cindy Lutenbacher
• How Do We Discern Between Apples from Math, and Teaching from Testing? Fernanda Pineda
• Activities and Discussions

SECTION 11: Liberating Schools from Hegemony Inspires Teachers and Students to Excel
• "Hello, Grandfather": Lessons from Alaska, Lisa Delpit
• The Imagination Bubble: Worlds within Worlds of Resistance and Freedom, Alex Salinas
• Activities and Discussions

SECTION 12: Knowing 'We Are the Leaders We Have Been Waiting For' Fosters Creativity
• Teachers as Leaders in Urban Schools: Testimonies of Transformations, Joan T. Wynne
• Grassroots Leadership for the 21st Century: Leading by Not Leading, Joan Wynne
• Activities and Discussions

SECTION 13: "We Have All Walked in Different Gardens and Knelt at Different Graves"
• Stories of Collaboration and Research within an Algebra Project Context: Offering Quality Education to • Students Pushed to the Bottom of Academic Achievement, Joan T. Wynne and Janice Giles
• Should We Continue to Bring up Gender Issues in Education? Mildred Boveda
• Activities and Discussions

SECTION 14: 'Not Only Is Another World Possible ... She Is on Her Way'
• School, Alex Salinas
• Katrina Still Calls Our Names, Joan T. Wynne
• Global Learning for the 21st Century: Are you Ready? Stephanie P. Doscher and Hilary Landorf
• Activities and Discussions

Joan Therese Wynne
Joan Therese Wynne
Joan T. Wynne began her career teaching literature and writing at David T. Howard High School in Atlanta, Georgia. Later she taught at Morehouse College and then became an Associate Director of two Urban Centers, one at Georgia State University (GSU) in Atlanta, and one at Florida International University in Miami, where she also served as an Urban Education professor. While teaching at Morehouse College, Wynne designed and directed The Benjamin E. Mays Teacher Scholars Program. She co-designed and directed an Urban Teacher Leadership Master’s Program when at GSU and taught graduate classes also there. She was a leadership and equity consultant for public schools in Atlanta and in Fulton County, GA. Her research interests include the instruction of urban children; racism’s impact in schools; and the grassroots leadership of Bob Moses and the Algebra Project and the Young People’s Project. She has published research studies in multiple professional journals and books, and has been awarded over $5 million in national and state grants. In 2000, Wynne received the “Martin Luther King Jr. Peace Award” for work with diverse populations, and in 2015 received the Honorable Mention-Urban Affairs Association-SAGE Activist Scholar Award. Her recent co-authored texts include: Who speaks for Justice: Raising Our Voices in the Noise of Hegemony; Confessions of a White Educator: Stories in Search of Justice and Diversity; Quality Education as a Constitutional Right: Creating a Grassroots Movement to Transform Public Schools; and Research, Racism, & Educational Reform: Voices from the City. The work of Lisa Delpit, Asa G. Hilliard, III, Bob Moses and her brilliant students, living on the margins of society, have inspired her writing and research. Wynne is now an FIU retired professor, a writer/educator with the Miami Algebra Project Council, and participant in the “We the People: Math Literacy for All” National Alliance, and the South Florida Local Alliance for Math Literacy & Equity (FLAME).
Ronald E Miles
Ronald E Miles
Lisa D Delpit
Lisa D Delpit