05577nam 2200541 450 991016030070332120220208172858.01-68123-649-4(CKB)3710000001025796(MiAaPQ)EBC4789299(EXLCZ)99371000000102579620161207h20172017 uy| 0engu|||||||||txtrdacontentcrdamediacrrdacarrierWhite women's work examining the intersectionality of teaching, identity, and race /edited by Stephen D. Hancock, and Chezare A. WarrenCharlotte, North Carolina :Information Age Publishing, Incorporated,[2017]©20171 online resource (222 pages)Contemporary perspectives on access, equity, and achievementDescription based on print version of record.Includes bibliographical references.Introduction : white women's work? : unpacking its meaning and significance for the contemporary schooling of diverse youth / Chezare A. Warren and Stephen D. Hancock -- Roadblock in the mirror : recommendations for overcoming the cultural disability of whiteness in non-white educational spaces / Benterah C. Morton, Melvin J. Jackson, Marcie E. Frazier, and Kenneth J. Fasching-Varner -- Precarious and undeniable bodies : control, waste, and danger in the lives of a white teacher and her students of color / Angela C. Coffee, Erin Stutelberg, Colleen H. Clements, and Timothy J. Lensmire -- Double image, single identity : constructive academic relationships in multiethnic classrooms / Stephen D. Hancock -- Doing whiteness in the classroom : white liberal pedagogy and the impossibility of antiracist subjectivity / Amy Brown and Naomi Reed -- "Becky please!" : white teachers and their issues with whiteness / Cheryl Matias and Naomi Nishi -- The murky and mediated experience of white identities in early childhood / Erin Miller -- "Nice white ladies" : race, whiteness, and the preparation of more culturally responsive teachers / Chezare A. Warren and Lloyd Matthew Talley -- The evidence of things not seen? : race, pedagogies of discipline, and white women teachers / Kevin Lawrence Henry, Jr. and Chezare A. Warren.Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non?white teachers, thus making it imperative to better understand the nature of white women's work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color. While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research?supported professional development resources for a white woman?dominated profession. To that end, the book's contributors present critical insight for creating cultural contexts for learning conducive to effective cross?cultural and cross?racial teaching. Chapters in the first section explore white women's role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second section discern the implications of white images, whiteness, and white racial identity formation for preparing and professionally developing white women teachers to be effective educators. Chapters in the third section of the book emphasize the centrality of race in negotiating academic interactions that demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in multi-ethnic environments. In addition, the book offers solution?oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in American schools.Contemporary perspectives on access, equity, and achievement.white women's workWomen teachers, WhiteUnited StatesMulticultural educationUnited StatesWhite peopleRace identityUnited StatesSexism in educationUnited StatesRace awarenessUnited StatesWomen teachers, WhiteMulticultural educationWhite peopleRace identitySexism in educationRace awareness378.0082Hancock Stephen D.Warren Chezare A.MiAaPQMiAaPQSFUBOOK9910160300703321White women's work2593263UNINA