For White Folks Who Teach in the Hood and the Rest of Y all Too

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For White Folks Who Teach in the Hood... and the Rest of Y'all Too
Author: Christopher Emdin
Publisher: Beacon Press
Release Date: 2016-03-22
ISBN 10: 0807006416
Pages: 232 pages

For White Folks Who Teach in the Hood... and the Rest of Y'all Too Book Summary : A New York Times Best Seller Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color and merging his experiences with more than a decade of teaching and researching in urban America, award-winning educator Christopher Emdin offers a new lens on an approach to teaching and learning in urban schools. For White Folks Who Teach in the Hood...and the Rest of Y’all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better. He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven C’s” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education. For White Folks Who Teach in the Hood...and the Rest of Y'all Too has been featured in MotherJones.com, Education Week, Weekend All Things Considered with Michel Martin, Diverse: Issues in Higher Education, PBS NewsHour.com, Slate, The Washington Post, Scholastic Administrator Magazine, Essence Magazine, Salon, ColorLines, Ebony.com, Huffington Post Education

For White Folks Who Teach in the Hood... and the Rest of Y'all Too
Author: Christopher Emdin
Publisher: Beacon Press
Release Date: 2016
ISBN 10: 0807006408
Pages: 220 pages

For White Folks Who Teach in the Hood... and the Rest of Y'all Too Book Summary : "Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in science classrooms as a young man of color, Christopher Emdin offers a new lens on and approach to teaching in urban schools. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally"--

For White Folks Who Teach in the Hood... and the Rest of Y'all Too
Author: Christopher Emdin
Publisher: Beacon Press
Release Date: 2017
ISBN 10: 0807028029
Pages: 232 pages

For White Folks Who Teach in the Hood... and the Rest of Y'all Too Book Summary : "Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in science classrooms as a young man of color, Christopher Emdin offers a new lens on and approach to teaching in urban schools. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally"--

Urban Science Education for the Hip-hop Generation
Author: Christopher Emdin
Publisher: Brill - Sense
Release Date: 2010
ISBN 10: 9789087909864
Pages: 126 pages

Urban Science Education for the Hip-hop Generation Book Summary : Christopher Emdin is an assistant professor of science education and director of secondary school initiatives at the Urban Science Education Center at Teachers College, Columbia University. He holds a Ph.D. in urban education with a concentration in mathematics, science and technology; a master's degree in natural sciences; and a bachelor's degree in physical anthropology, biology, and chemistry. His book, Urban Science Education for the Hip-Hop Generation is rooted in his experiences as student, teacher, administrator, and researcher in urban schools and the deep relationship between hip-hop culture and science that he discovered at every stage of his academic and professional journey. The book utilizes autobiography, outcomes of research studies, theoretical explorations, and accounts of students' experiences in schools to shed light on the causes for the lack of educational achievement of urban youth from the hip-hop generation.

Ratchetdemic
Author: Christopher Emdin
Publisher: N.A
Release Date: 2021-01-19
ISBN 10: 9780807089507
Pages: 224 pages

Ratchetdemic Book Summary : A revolutionary new educational model, part philosophy and part pedagogy, encouraging educators to provide spaces for students to display their academic brilliance without sacrificing their identity. Bestselling author and educator Christopher Emdin advocates a new identity and sensibility for educators which bridges the seemingly disparate worlds of the ivory tower and urban classroom. Highlighting the major inequities in urban education, Emdin argues in favor of a simple solution: that being "ratchetdemic," or both ratchet and academic (like having rap battles about science) can empower students to embrace themselves, their background, and their education. Originating from hip-hop, "ratchet" refers to the way individuals describe themselves and embrace aspects of who they are - qualities that are often demonized. Modern schooling, Emdin argues, dismisses ratchet identity as anti-intellectual and punishes youth for straying from the academic norms. Emdin explains these deviations include so-called "disruptive behavior" and celebration of hip hop music and culture, which leaves young people in classrooms frustrated and uninspired. Ratchetdemic reclaims the word, and proposes an alternative model to education that centers those who do not fit into established academic paradigms.

Between the World and the Urban Classroom
Author: George Sirrakos Jr.,Christopher Emdin
Publisher: Springer
Release Date: 2017-05-12
ISBN 10: 946351032X
Pages: 20 pages

Between the World and the Urban Classroom Book Summary : Borrowing from the ideas of John Dewey, schools and classrooms are a reflection of the world; therefore, in order to make sense of the urban classroom, we need to make sense of the world. In this book, the editors have compiled a collection of nine critical essays, or chapters, each examining a particular contemporary national and/or international event. The essays each undertake an explicit approach to naming oppression and addressing it in the context of urban schooling. Each essay has a two-fold purpose. The first purpose is to help readers see the world unveiled, through a more critical lens, and to problematize long held beliefs about urban classrooms, with regard to race, gender, social class, equity, and access. Second, as each author draws parallels between an event and urban classrooms, a better understanding of the microstructures that exist in urban classrooms emerges. “At a time of serious political, economic, and social uncertainty, we need a book like this, one that showcases how the world can be seen as a critical site of curriculum and pedagogy. A powerful intersectional analysis of the world, word, and urban sociopolitical context, authors in this book push the boundaries of what educators know and do in urban schools and classrooms. Grounded in frameworks of critical race theory and culturally relevant pedagogy, authors center essential societal moments that must be viewed as the real curriculum. These moments can equip students with tools to examine ‘the what of the world’ as well as how to examine, critique, challenge, and disrupt individual, systemic, and structural realities and practices that perpetuate and maintain a racist, sexist, homophobic, and xenophobic status quo. This is an important, forward-thinking, innovative book – a welcome addition to the field of urban education.” – H. Richard Milner IV, Helen Faison Chair of Urban Education, University of Pittsburgh

What a Coach Can Teach a Teacher
Author: Jeffrey Michael Reyes Duncan-Andrade
Publisher: Peter Lang
Release Date: 2010
ISBN 10: 9780820479057
Pages: 260 pages

What a Coach Can Teach a Teacher Book Summary : This book, written by an experienced urban classroom teacher and coach, aims to document effective practices in urban schools and to provide insight into productive program building and educational practices. The book rejects the up-by-your-bootstraps theory of success, offering in its place a set of concrete strategies for teachers and educational leaders who are committed to fundamentaiiy rethinking the business-as-usual approach which continues to fail urban school children. This book is well-suited for classes working with educational leaders, classroom teachers, sports coaches, and educational researchers. "An educator, a theorist, an activist, and a coach...Jeffrey M.R. Duncan-Andrade draws on all of these roles to explain what it takes to teach and motivate young people to succeed. Through this skillful analysis of the role of sports in the lives of urban youth, Duncan-Andrade reveals how educators can buiid relationships and develop a deeper sense of meaning about the purpose of education with the young people they serve. An inspiring, insightful analysis and an invaluable guide for those who recognize the potential for education to transform lives and empower urban youth." ---Pedro A, Noguera, Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development; Executive Director, Metropolitan Center for Urban Education, New York University "Jeffrey M.R. Duncan-Andrade always presents us with a freshness...fresh ideas, fresh analysis, fresh perspectives. It is no different in this volume. One of the freshest takes on coaching, teaching, and learning from a critical perspective." ---Gloria Ladson-Biltings, Professor and Chair, Department of Curriculum and Instruction; Keilner Family Chair in Urban Education, University of Wisconsin-Madison "This is a book for anyone who cares to chart a path for children and youth in urban schools. There is so much to recommend in this book, but above it ail is'the sense of optirnism that sports can be a tool for empowerment for all our kids, whether or not they have pro potential."---Dave Zirin, Author of A People's History of Sports' in the U.S.

The Battle for Room 314
Author: Ed Boland
Publisher: Grand Central Publishing
Release Date: 2016-02-09
ISBN 10: 145556060X
Pages: 256 pages

The Battle for Room 314 Book Summary : THE BATTLE FOR ROOM 314 In a fit of idealism, Ed Boland left a twenty-year career as a non-profit executive to teach in a tough New York City public high school. But his hopes quickly collided headlong with the appalling reality of his students' lives and a hobbled education system unable to help them: Freddy runs a drug ring for his incarcerated brother; Nee-cole is homeschooled on the subway by her brilliant homeless mother; and Byron's Ivy League dream is dashed because he is undocumented. In the end, Boland isn't hoisted on his students' shoulders and no one passes AP anything. This is no urban fairy tale of at-risk kids saved by a Hollywood hero, but a searing indictment of schools that claim to be progressive but still fail their students. Told with compassion, humor, and a keen eye, Boland's story is sure to ignite debate about the future of American education and attempts to reform it.

#HipHopEd: The Compilation on Hip-hop Education
Author: Christopher Emdin,Edmund S. Adjapong
Publisher: BRILL
Release Date: 2018-03-29
ISBN 10: 9004371877
Pages: 200 pages

#HipHopEd: The Compilation on Hip-hop Education Book Summary : The first volume of #HipHopEd: The Compilation on Hip-hop Education serves as a collection of work from scholars, practitioners and students alike who share their research and experiences as it relates to the use of hip-hop in educational spaces.

The Guide for White Women Who Teach Black Boys
Author: Eddie Moore Jr.,Ali Michael,Marguerite W. Penick-Parks
Publisher: Corwin Press
Release Date: 2017-09-22
ISBN 10: 1506351778
Pages: 472 pages

The Guide for White Women Who Teach Black Boys Book Summary : Empower black boys to dream, believe, achieve Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is “done.” That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action—but that, too!—The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to: Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, “Mirrors of Privilege: Making Whiteness Visible,” by the World Trust Organization. Her most recent

Culturally Responsive Teaching and The Brain
Author: Zaretta Hammond
Publisher: Corwin Press
Release Date: 2014-11-13
ISBN 10: 1483308022
Pages: 192 pages

Culturally Responsive Teaching and The Brain Book Summary : A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Building Parent Engagement in Schools
Author: Larry Ferlazzo,Lorie A. Hammond
Publisher: ABC-CLIO
Release Date: 2009
ISBN 10: 1586833421
Pages: 87 pages

Building Parent Engagement in Schools Book Summary : This work is a report on the positive impact of parental involvement on their child's academics and on the school at large. * Includes four specific real-life examples of parental involvement initiatives: home visits, the use of technology, school/community gardens, and community organizing * Offers bibliographic listings for additional print and online resources * Presents a comprehensive index

The Conscious Educator: Becoming Culturally Responsive Teachers and Schools
Author: Salandra Grice
Publisher: Bookstand Publishing
Release Date: 2019-07-26
ISBN 10: 9781634988513
Pages: 140 pages

The Conscious Educator: Becoming Culturally Responsive Teachers and Schools Book Summary : The Conscious Educator presents an honest, inspiring, and solutions-focused approach to creating more positive and equitable school experiences for every student. Inspired by her real-life teaching experiences as a former elementary school teacher, author Salandra Grice shines a light on the blind spots many teachers have when it comes to teaching culturally diverse students. She doesn't shy away from holding every teacher accountable for committing to become a culturally conscious educator. The topics Salandra covers in this work include important connections between culture and learning, and the misinformed ideology of colorblindness among many K-12 educators. In this well-researched book, Salandra pulls no punches in her attempt to ask educators to self-reflect, and to accept accountability for the lack of culturally aware educational practices, and the prevalence of inequitable practices, currently in place in today's schools. With its goal being the implementation of solutions to create greater pathways of success for every student, The Conscious Educator is the new guide for educators who want to be prepared to teach our 21st-century students. This book, filled with practical, ready-to-implement strategies and approaches for teaching diverse students, is the foundation for good teaching. Without these strategies and approaches, today's trend of fast fixes to enhance student achievement won't matter in attempts to close achievement gaps. The bottom line is this: If teachers do not know who they are teaching, then they cannot be effective in understanding how to teach them.

Beats, Rhymes, and Classroom Life
Author: Marc Lamont Hill
Publisher: Teachers College Press
Release Date: 2009
ISBN 10: 080777622X
Pages: 170 pages

Beats, Rhymes, and Classroom Life Book Summary : For over a decade, educators have looked to capitalize on the appeal of hip-hop culture, sampling its language, techniques, and styles as a way of reaching out to students. But beyond a fashionable hipness, what does hip-hop have to offer our schools? In this revelatory new book, Marc Lamont Hill shows how a serious engagement with hip-hop culture can affect classroom life in extraordinary ways. Based on his experience teaching a hip-hop–centered English literature course in a Philadelphia high school, and drawing from a range of theories on youth culture, identity, and educational processes, Hill offers a compelling case for the power of hip-hop in the classroom. In addition to driving up attendance and test performance, Hill shows how hip-hop–based educational settings enable students and teachers to renegotiate their classroom identities in complex, contradictory, and often unpredictable ways. “One of the most profound, searching, and insightful studies of what happens to the identities and worldviews of high school students who are exposed to a hip-hop curriculum." —Michael Eric Dyson, author, Can You Hear Me Now? “Hill’s book is a beautifully written reminder that the achievement gaps that students experience may be more accurately characterized as cultural gaps—between them and their teachers (and the larger society). This is a book that helps us see the power and potential of pedagogy.” —From the Foreword by Gloria Ladson-Billings, University of Wisconsin–Madison “Beats, Rhymes, and Classroom Life offers a vibrant, rigorous, and comprehensive analysis of hip-hop culture as an effective pedagogy, cultural politics, and a mobilizing popular form. This book is invaluable for anyone interested in hip-hop culture, identity, education, and youth.” —Henry Giroux, McMaster University “This book marks the time where our modern literature changes from entertainment to education. A study guide for our next generation using the modern day struggle into manhood and beyond.” —M-1 from dead prez

We Want to Do More Than Survive
Author: Bettina Love
Publisher: N.A
Release Date: 2019
ISBN 10: 0807069159
Pages: 200 pages

We Want to Do More Than Survive Book Summary : A path to educational justice for all students - one that encourages teachers, parents, and their communities to adopt the rebellious spirit and bold and creative methods of abolitionists Educator Bettina Love argues that the U.S educational system is maintained by and profits from the suffering of children of color. Reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education which she calls the Education Survival Complex. To dismantle the educational survival complex and to achieve educational freedom--not reform--educators, parents, and community leaders must approach education through the imagination, determination, boldness and urgency of an abolitionist. Drawing on her experiences as a student and teacher, Love highlights young community leaders, artists and activists who are advocating for social change and inclusion. She persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She concludes by showing how young leaders are expanding our ideas of civic engagement and intersectional justice by using the playbook of abolitionists like Ella Barker, Bayard Rustin, and Fannie Lou Hamer.