Library Resources and Services for Faculty: Professional Development Libraries

In the twenty-first century, EDI goals are increasingly front and center across disciplines as educators prepare students for success in a diverse world. Each chapter in this book is designed for use by instructors and administrators in higher education who believe that the goals of EDI should be integrated into the classroom experience. The chapters are grouped around five central themes that challenge the structure of a traditional classroom in order to promote goals related to EDI: faculty collaboration; creative approaches to faculty and student resistance to EDI goals; institution-wide initiatives; community engagement; and the use of first-person autobiography and storytelling in the classroom.

This compilation of Ladson-Billings' published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education. The final section looks toward the future, including what it means to re-mix CRP with youth culture such as hip hop. This one-of-a-kind collection can be used as an introduction to CRP and as a summary of the idea as it evolved over time, helping a new generation to see the possibilities that exist in teaching and learning for all students.

Draws on neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

Prominent educators and researchers propose that schooling should be a site for sustaining cultural practices rather than eradicating them. Chapters present theoretically grounded examples of how schools can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world.

In the second edition of her critically acclaimed book, Ladson-Billings revisits the eight teachers who were profiled in the first edition and introduces us to new teachers who are current exemplars of good teaching. She shows that culturally relevant teaching is not a matter of race, gender, or teaching style. What matters most is a teacher's efforts to work with the unique strengths a child brings to the classroom. Ladson-Billings challenges us to envision intellectually rigorous and culturally relevant classrooms that have the power to improve the lives of not just African American students, but all children.

Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color as well as more than a decade of experience teaching and researching in urban America, Emdin offers a new approach to teaching and learning in urban schools. 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. Presenting 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.

Offers the research base, tools, and courage to tackle our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. Feldman demonstrates how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms.

Combining critical thinking about education with autobiographical narratives, hooks invites readers to extend the discourse of race, gender, class and nationality beyond the classroom into everyday situations of learning. She seeks to theorize from the place of the positive, looking at what works. hooks looks at many issues including spirituality in the classroom, white people looking to end racism, and erotic relationships between professors and students. hooks demonstrates how teaching - so often undervalued in our society -- can be a joyous and inclusive activity.

Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for bell hooks, the teacher's most important goal. hooks asks, how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom? Teaching to Transgress combines a practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings.

Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. Includes chapters by fifteen educators from a range of fields, representing both higher education and K-12, who write about their diverse experiences going gradeless.

Drawing on personal stories, research, and historical events, Love provides an alternative to traditional modes of educational reform that focus on trying to repair a flawed system by offering survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education. Instead, Love 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 that approach education with the imagination, determination, boldness, and urgency of an abolitionist.

In a profound work that pivots from the biggest questions about American history and ideals to the most intimate concerns of a father for his son, Ta-Nehisi Coates offers a powerful new framework for understanding our nation's history and current crisis. Americans have built an empire on the idea of "race," a falsehood that damages us all but falls most heavily on the bodies of black women and men--bodies exploited through slavery and segregation, and, today, threatened, locked up, and murdered out of all proportion. What is it like to inhabit a black body and find a way to live within it? And how can we all honestly reckon with this fraught history and free ourselves from its burden? Coates's attempt to answer these questions in a letter to his adolescent son.

The self-perception that one is able to assess others in a fair and accurate way is challenged as the authors explore the hidden biases we all carry from a lifetime of exposure to cultural attitudes about age, gender, race ethnicity, religion, social class, sexuality, disability status, and nationality. This book questions the extent to which our perceptions of social groups -- without our awareness or conscious control -- shape our likes and dislikes and our judgments about people's character, abilities and potential. The authors reveal hidden biases based on their experience with the Implicit Association Test.

Today in the United States, there are more than five hundred federally recognized Indigenous nations comprising nearly three million people, descendants of the fifteen million native people who once inhabited this land. The centuries-long genocidal program of the U.S. settler-colonial regimen has largely been omitted from history. Roxanne Dunbar-Ortiz adroitly challenges the founding myth of the United States and shows how policy against the Indigenous peoples was colonialist and designed to seize the territories of the original inhabitants, displacing or eliminating them. And as Dunbar-Ortiz reveals, this policy was praised in popular culture and in the highest offices of government and the military. Spanning more than four hundred years, this classic bottom-up peoples' history radically reframes U.S. history and explodes the silences that have haunted our national narrative.

Therapist Resmaa Menakem examines the damage caused by racism in America from the perspective of trauma and body-centered psychology. My Grandmother's Hands is a call to action for all of us to recognize that racism is not only about the head, but about the body. It introduces an alternative view of what we can do to grow beyond our entrenched racialized divide and paves the way for a new, body-centered understanding of white supremacy--how it is literally in our blood and our nervous system. Menakem offers a step-by-step healing process based on the latest neuroscience and somatic healing methods, in addition to incisive social commentary.

In How to Be an Antiracist, Kendi takes readers through a widening circle of antiracist ideas--from the most basic concepts to visionary possibilities--that will help readers see all forms of racism clearly, understand their poisonous consequences, and work to oppose them in our systems and in ourselves.

This tenth-anniversary edition includes a new preface by Michelle Alexander that discusses the impact the book has had and the state of the criminal justice reform movement today. Although Jim Crow laws have been wiped off the books, an astounding percentage of the African American community remains trapped in a subordinate status, much like their grandparents before them, who lived under an explicit system of control. Legal Scholar Alexander shows that, by targeting black men and decimating communities of color, the U.S. criminal justice system functions as a contemporary system of racial control, even as it formally adheres to the principle of color blindness.

An actionable exploration of today's racial landscape, offering straightforward clarity that readers of all races need to contribute to the dismantling of the racial divide. Oluo explains the concepts that continue to elude everyday Americans, and answers the questions readers don't dare ask, like 'What is cultural appropriation?' 'Why do I keep being told to check my privilege?' and 'If I don't support affirmative action, does that make me racist?'

The National Book Award winning history of how racist ideas were created, spread, and deeply rooted in American society. Historian Ibram X. Kendi argues that racist ideas have a long and lingering history, one in which nearly every great American thinker is complicit. He chronicles the entire story of anti-Black racist ideas and their staggering power over the course of American history and shows that they did not arise from ignorance or hatred, but were created to justify and rationalize deeply entrenched discriminatory policies and the nation's racial inequities.

This young adult adaptation of the New York Times bestselling White Rage is essential antiracist reading for teens. History texts often teach that the United States has made a straight line of progress toward Black equality. The reality is more complex: milestones like the end of slavery, school integration, and equal voting rights have all been met with racist legal and political maneuverings meant to limit that progress. We Are Not Yet Equal examines five of these moments, from the end of the Civil War to the present.

"We were eight years in power" was the lament of Reconstruction-era black politicians as the American experiment in multiracial democracy ended with the return of white supremacist rule in the South. In this sweeping collection of new and selected essays, Ta-Nehisi Coates explores the tragic echoes of that history in our own time: the unprecedented election of a black president followed by a vicious backlash that fueled the election of the man Coates argues is America's "first white president." This book also examines the new voices, ideas, and movements for justice that emerged over this period--and the effects of the persistent, haunting shadow of our nation's old and unreconciled history.

Historian Carol Anderson reframes our continuing conversation about race, chronicling the powerful forces opposed to Black progress in America. Since 1865 and the passage of the Thirteenth Amendment, every time African Americans have made advances towards full participation in our democracy, white reaction has fueled a deliberate and relentless rollback of their gains. Anderson links historical flashpoints when social progress for African Americans was countered by deliberate and cleverly crafted opposition, rendering visible the long lineage of white rage.

Draws on neuroscience to inform decision-making about digital learning. Shows teachers how to use digital tools to differentiate learning, employ alternative options to standardized testing, personalize learning, prioritize social-emotional skills, and inspire students to think more critically. The author identifies evidence-informed pedagogies from the learning sciences.

This book distills decades of research in adult learning and education to provide evidence-based strategies that directly and practically apply to online environments. The author identifies five core areas for focus: principles of adult learning; engagement through presence; diversity and inclusion; community building; and enhancing learner empowerment.

To thrive in a world driven by data and powered by algorithms, we must learn to see, think, and act in new ways. This book addresses how to develop a digital mindset through three approaches: Collaboration; Computation; and Change. It covers the perspectives and actions within each approach that enable you to develop the digital skills you need to future-proof you, your career, and your organization.

Explores Black women's experiences and expertise in teaching and learning about justice in formal and informal educational settings and examines, evaluates, establishes, and reinforces Black women's commitment to social justice in education at all levels. Authors offer resource guides, personal reflections, bibliographies, and best practices.

Explores both Chicana/Latina feminist definitions of teaching and learning, and ways of knowing in education. The book's contributors--Chicana/Latina feminist scholars--reinterpret the field of education as inter- and transdisciplinary and connected to ethnic, racial, and womanist scholarship. They examine mujer- (women-) centered definitions of pedagogy and epistemology rooted in Chicana/Latina theories and visions of life, family, community, and world, and link cultural studies theories to critical/feminist pedagogies by re-envisioning the sites of pedagogy to include women's brown bodies and their agency.

This book explores pedagogical approaches to decolonising the literature curriculum through a range of practical and theoretically-informed case studies. The book is structured into two parts, Texts and Contexts, presenting case studies on decolonising the literature curriculum which range from the undergraduate classroom, university writing centres, through to the literary doctorate.

Bernd Reiter argues that true decolonization implies a liberation from the elite culture that Western civilization has perpetually promoted. Reiter brings together lessons learned from field research and from analyzing non-Western ontologies and epistemologies. He considers the massive manipulations and divisions that political elitism, dressed in the form of representative democracy, has brought us, and implores us to seek true freedom and democracy by liberating ourselves from political elites and taking on political responsibilities.

Provides practical help for undoing the deficit perspective that is frequently applied to Latinx bilingual students. Offers lessons with a decolonized bilingual sustaining pedagogy approach: a culturally sustaining topic having to do with language practices, literacies, and power texts that show different ways we engage with language practices translanguaging (using all of one's linguistic repertoire, this includes different features of named languages such as Spanish and English) as the way bilingual students communicate, the way we teach, and the way we strive for social justice.

Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students. The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students' varying social, psychological, physical and/or emotional needs.

An examination of how curriculum choices can perpetuate White supremacy, and radical strategies for how schools and teacher education programs can disrupt and transform racism in education. Picower argues that racist curriculum isn't an anomaly but a systemic problem that reflects how Whiteness is embedded and reproduced in education, and that White teachers must reframe their understanding about race in order to advance racial justice and that this must begin in teacher education programs.

This book works to advance theory and practice-oriented understandings of multiple forms of and relationships between racial justice activism and diverse and transnational educational contexts. Contributors examine active resistance efforts aimed at transforming individuals, institutions, and communities to dismantle systems of racial domination, and explore the ways in which racial justice activism serves as public education and consciousness-raising and a form of education and resistance from those engaged in the activism.

Laura Rendón reconnects readers with their passion for teaching and learning in the service of others and for the well being of our society. She offers a pedagogy that encompasses wholeness, multiculturalism, and contemplative practice, that helps students transcend limiting views about themselves; fosters high expectations, and helps students to become social change agents. Her transformative vision of education emphasizes the harmonic, complementary relationship between the sentir of intuition and the inner life, and the pensar of intellectualism and the pursuit of scholarship; between teaching and learning; formal knowledge and wisdom; and between Western and non-Western ways of knowing.

Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism and other forms of social injustice operate culturally and institutionally in our society. The book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions.

This book addresses what student agency is, why it is needed, and how it can be translated into instructional practices. Vaughn offers a model of agency that can become a core remedy for educators looking for better ways to support the learning of historically marginalized students. Provides educators at every level, and across all disciplines, with the underlying research and theoretical rationale for this key educational force, along with the practical means to incorporate it into instruction and curriculum.

Explores how K-12 teachers can expand the boundaries of their profession with anti-oppressive, community-building pedagogies. Provides historical and philosophical perspectives into liberatory instructional work, while offering planning, preparation, and practice tools whose modalities recognize identity and mindsets, emphasizing schools that predominantly serve Black students.

Covers teaching and learning in higher education from a social justice perspective and with a commitment to teaching all students. Offers a breadth of disciplinary perspectives on how to center difference, power, and systemic oppression in pedagogical practice, and provides interdisciplinary and innovative collaborative approaches to curriculum transformation that build on and extend existing scholarship on social justice education.

Emdin introduces an educational model that encourages educators to provide spaces for students to display their academic brilliance without sacrificing their identities. Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity as anti-intellectual and punishes young people for straying from these alleged "academic norms," leaving young people in classrooms frustrated and uninspired. Emdin argues that being "ratchetdemic," or both ratchet and academic can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities.

When George Yancy penned a New York Times op-ed entitled "Dear White America" asking white Americans to confront the ways that they benefit from racism, he knew his article would be controversial. But he was unprepared for the flood of vitriol in response. The resulting blowback played out in the national media, with critics attacking Yancy in every form possible--including death threats--and supporters rallying to his side. Despite the rhetoric of a "post-race" America, Yancy quickly discovered that racism is still alive, crude, and vicious in its expression.

Presents a philosophical defense of anger at racial injustice. Crossing the terrain of moral psychology, philosophy, and current affairs, the book shows how anger at racism is an appropriate and even necessary way of valuing others, how anger can motivate those who are outraged to engage in productive action, and how anger strengthens us to become the heroes that we have been waiting for. Cherry shows racially marginalized people and their allies how to better manage and channel anti-racist anger in order to affect lasting change.

For decades, vitriolic and dehumanizing rhetoric against migrants from Mexico and Latin America has been part of the national conversation. Situating the contemporary debate on immigration within America's history of Indigenous dispossession, chattel slavery, the Mexican-American War, and Jim Crow, Beltrán reveals white supremacy to be white democracy--a participatory practice of racial violence, domination, and exclusion that gave white citizens the right to both wield and exceed the law. Still, Beltrán sees cause for hope in growing movements for migrant and racial justice.

Therapist and trauma specialist Resmaa Menakem takes readers through somatic processes addressing the growing threat of white-supremacist political violence. Through the coordinated repetition of lies, anti-democratic elements in American society are working to incite mass radicalization, widespread chaos, and a collective trauma response in tens of millions of American bodies. Currently, most of us are utterly unprepared for this potential mayhem. This book can help prepare us—and possibly prevent further destruction.

Eduardo Bonilla-Silva's acclaimed Racism without Racists documents how, beneath our contemporary conversation about race, there lies a full-blown arsenal of arguments, phrases, and stories that whites use to account for--and ultimately justify--racial inequalities.

Science writer Harriet A. Washington takes apart the spurious notion of intelligence as an inherited trait, pointing instead to environmental racism -- a confluence of institutional factors that relegate marginalized communities to living and working near sites of toxic waste, pollution, and urban decay -- as the prime cause of the reported black-white IQ gap.

A powerful study of the women's liberation movement in the U.S., from abolitionist days to the present, that demonstrates how it has always been hampered by the racist and classist biases of its leaders.