Interrogating Whiteness and Relinquishing Power: White Facultys Commitment to Racial Consciousness in STEM Classrooms New edition

This volume spotlights the significant influence racial consciousness has on the behaviors of white faculty in the classroom by demonstrating that teacher excellence is dependent upon the fostering of inclusion. Russell, Haynes, and Cobb focus on faculty who teach science, technology, engineering and mathematics (STEM) courses, including those who train pre-service teachers seeking licensure in that discipline. In defining “whiteness,” they cite a system of dominance at work that we have been socialized toward, but that also justifies the outright exclusion of those who are presumably “not white” or “other.” Fifteen chapters and conclusion are: learning to work while white to challenge racism in higher education; when nothing’s lost; getting real; privilege in mathematics education; learning and teaching about race, privilege, and disprivilege; seeing the world with a new set of eyes; interrogating whiteness; teacher educators and pre-service teachers working through the complexities of whiteness and race in mathematics and science; challenging patterns to change my world; reconceptualizing “activism”; response to “teacher educators and pre-service teachers working through the complexities of whiteness and race in mathematics and science”; mathematics teacher education as a racialized experience; moving from the outside in, or what white colleagues need to do to get it right with their white students; for whom do we do equity and social justice work?; nesting in Nepantla. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)