Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

lies my teacher told me everything your american history lies my teacher told me everything your american history textbook got wrong james w loewen on amazon com free shipping on qualifying offers every teacher every student of history every citizen should read this book it is both a refreshing antidote to what has passed for history in our educational system and a one volume education in itself howard zinn a new edition of the, lies across america what our historic sites get wrong lies across america what our historic sites get wrong james w loewen on amazon com free shipping on qualifying offers examines more than one hundred sites that promote incorrect interpretations of american history and raises questions about what americans choose to commemorate reprint 75, freedom movement bibliography naacp freedom movement bibliography see also books written by freedom movement veterans book titles grouped by subject film videos audio movement related web links, nadir of american race relations wikipedia according to historian rayford logan the nadir of american race relations was the period in the history of the southern united states from the end of reconstruction in 1877 through the early 20th century when racism in the country was worse than in any other period after the american civil war during this period african americans lost many civil rights gains made during reconstruction, how we know indians of the midwest alan trachtenberg explores the role of the song of hiawatha in american life the poem was written by henry wadsworth longfellow whose chief source was the work of henry rowe schoolcraft who published ojibwa stories about a supernatural being who both helped and harmed humans

Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong

Current work to identify the core teaching practices that should be included in teacher education curriculum is a part of a long-standing tradition of reform in American teacher education. This article situates the proposals of Hiebert and Morris and the contemporary work to which it is linked within this historical tradition and identifies several issues that need to be addressed by this current work. These include the task of developing a system that unlike performance-based systems in the past is evidence-based, manageable, and sustainable, and that does not ignore important aspects of good teaching.

The Turn Once Again Toward Practice-Based Teacher Education:

The Mis Education Of The Negro

The authors investigated the effects of intrinsic and extrinsic motivation on reading achievement for urban middle school students. The authors initially developed a research-based theoretical model representing interrelationships among students' ethnicity, gender, grade level, intrinsic motivation, extrinsic motivation, and reading achievement. When the authors tested the model, structural equation models (SEMs) produced effects that were statistically significant. For example, a multiple-groups SEM analysis indicated that intrinsic motivation had a stronger positive relationship with reading achievement for Asian students than for Hispanic students. Analysis by gender, ethnicity, and grade level showed statistically significant decreases over time for intrinsic and extrinsic motivation. Results suggest a significant decline in overall motivation to read during the middle school years for students in urban schools.

Motivation and Its Relationship With Reading Achievement in an Urban Middle School

While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much le...

https://journals.sagepub.com/doi/pdf/10.3102/0091732X16686949

The “New Racism” of K–12 Schools: Centering Critical Research on Racism:

Chicanas and Chicanos in School: Racial Profiling, Identity Battles, and Empowerment

Research demonstrates that many teachers of Color enter schools committed to challenging injustice, yet often face barriers to accomplishing this goal. This article presents emergent themes from a qualitative study with 218 self-identified, racial justice-oriented teachers of Color. Using Wilson's (2008) indigenous cultural framework of relationality and relational accountability to analyze our data, we introduce the concept of community-oriented teachers of Color to describe the accountability these teachers have towards students of Color and their communities. We found that despite their connections, insights, and successes with students, hierarchies of ontology (ways of being) and epistemology (ways of knowing) within schools that promote individualism served to isolate and marginalize community-oriented teachers of Color and, thus, limited their ability to advance racial justice.

Fighting to Educate Our Own: Teachers of Color, Relational Accountability, and the Struggle for Racial Justice

Racial battle fatigue (RBF) has been operationalized as the psychological, emotional, and physiological toll of confronting racism. In this article, RBF is used to analyze the toll of racism on tea...

https://journals.sagepub.com/doi/pdf/10.1177/0042085918805788

“I Stopped Sleeping”: Teachers of Color and the Impact of Racial Battle Fatigue:

To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice.

https://journals.sagepub.com/doi/pdf/10.1177/23328584221078538

Marcos Pizarro

Papers

The “New Racism” of K–12 Schools: Centering Critical Research on Racism:

Chicanas and Chicanos in School: Racial Profiling, Identity Battles, and Empowerment

Fighting to Educate Our Own: Teachers of Color, Relational Accountability, and the Struggle for Racial Justice

“I Stopped Sleeping”: Teachers of Color and the Impact of Racial Battle Fatigue:

The Layered Toll of Racism in Teacher Education on Teacher Educators of Color