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Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms
PDF Download Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms
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Review
"This book will prove valuable for readers of all levels interested in research in education, social change, critical pedagogy, teacher education, curriculum and instruction, bilingual education, educational leadership, ESL, multiculturalism, and diversity."— K. Al-Qubbaj, Choice MagazineBy considering the issue of racial inequity at both microlevels and macrolevels, Milner's insights are likely to be appealing to community advocates and educational practitioners alike. —Tony Dreise, Australian Journal of EducationSince Rac(e)ing to Class addresses strategies specifically for administrators at the district level, this book will be particularly meaningful for superintendents and other district administrators striving to implement systemwide reforms to address the educational needs of students living in poverty.—Dede Smith, School Administrator
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From the Back Cover
Rac(e)ing to Class provides educators with a crucial understanding of how to teach students who live in poverty, particularly students of color. Building on established literature, new research, and a number of revelatory case studies, H. Richard Milner IV casts essential light on the experiences of students living in poverty, while pointing to educational strategies that are shaped with their unique circumstances in mind. He proposes effective practices for school leaders and teachers who are committed to creating the best educational opportunities for these students. “Milner makes a convincing case that teachers need a deeper understanding of the intersections of race and poverty so that they can better counter the out-of-school factors that hinder student learning.” — Mary Pattillo, Harold Washington Professor of Sociology and African American Studies, Northwestern University “The kind of education and teacher education that Milner proposes is the only way that we will be able to provide a high-quality public education to every child in the united states.” — Ken Zeichner, Boeing Professor of Teacher Education, University of Washington, Seattle “Rac(e)ing to Class is honest, provocative, and compelling—a call to action, an invitation to talk, for parents, community members, students, teachers, and preservice educators.” — Michelle Fine, Distinguished Professor of Psychology and Urban Education, The Graduate Center, The City University of New York “Classroom teachers, principals, and school leaders must read this book; it provides an illuminating model and framework for educators that vividly challenge us to reenvision what we think and do about poverty, race, and achievement in classrooms across the United States.” — Terry Harris, coordinator, Department of Educational Equity and Diversity, Rockwood School District, St. Louis, Missouri “In this comprehensive and timely text, Milner takes head-on the issue of how poverty impacts education, and details why understanding and ameliorating the effects of poverty on education is a moral imperative.” — Na’ilah Suad Nasir, Birgeneau Chair in Educational Disparities, Graduate School of Education, and H. Michael and Jeanne Williams Chair of African American Studies, University of California, Berkeley H. RICHARD MILNER IV is the Helen Faison Professor of Urban Education and director of the Center for Urban Education at the University of Pittsburgh School of Education. TYRONE C. HOWARD is a professor of education at the University of California, Los Angeles.
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Product details
Paperback: 232 pages
Publisher: Harvard Education Press (April 1, 2015)
Language: English
ISBN-10: 1612507867
ISBN-13: 978-1612507866
Product Dimensions:
6 x 0.5 x 9 inches
Shipping Weight: 8.8 ounces (View shipping rates and policies)
Average Customer Review:
4.8 out of 5 stars
32 customer reviews
Amazon Best Sellers Rank:
#62,934 in Books (See Top 100 in Books)
For those of us teaching in urban landscapes, this work is a must-have! Dr. Milner expertly and eloquently identifies the implications on constructs of race for Black, Brown and White students, families and teachers. In addition to definitively naming the realities and challenges of educating the urban poor, Mr. Milner provides sound, evidence-based strategies to that ensure equitable outcomes. This entire book was akin to an educational pilgrimage that has made me a more thoughtful, intentional advocate for the students and families I am privileged to work with.
This book is an amazing addition to Dr. Milner's previous work - Start Where You Are But Don't Stay There. His realistic understandings of the barriers individual teachers see regarding systemic change in schools are poignant and insightful, and his recommendation for systemic initiatives to support individual teachers hits the nail right on the head. I highly recommend this work to all educators, teachers, researchers and anyone interested in reforming our educational systems toward equity.
Rac(e)ing to Class is an excellent resource for educators and education researchers as it offers a unique and comprehensive take on the challenges of education in urban environments. Perhaps even more impactful for administrators, Rac(e)ing to Class examines the pervasive nature of poverty, though not in a sensationalized manner. An accessible text, Rac(e)ing to Class zeros in on the evidence and urges school leaders to implement equitable practices and to work closely with communities.
This is an excellent and informative text that bridges the realities and exposes the complexities of the relationship between race and class. It is eye-opening and instructive for teachers, deans, principals, school leaders and policy makers alike. It gives readers a clearer picture of the multiple factors and vicious cycles that face an increasing majority of America's youth, and what educators are doing and can do to improve the opportunities for our nation's youth to achieve.
Sincere, honest, and educated perspective. As the author writes, the question is whether we have the will do to what we know will work and is the right thing for all students
A must read for teachers and administrators. Dr. Milner does an excellent job of teasing out the way race and poverty intersect for students at macro, meso and micro levels of schooling. Rac(e)ing to Class is a timely read in an era of white nationalist movements, racial conflict and an increasing gap between the rich and the poor. Public schooling plays a critical role in the reproduction or amelioration of these issues and Dr. Milner's work provides scholarly and practical implications for educators.
THIS BOOK IS THE TRUTH AND TALKS ABOUT ISSUES AND HAS CASES ABOUT STUDENTS IN POVERTY.
I'm reading this book for my Doctoral program and I was blown away by Dr. Milner's writing. The beauty of this book is that it can be used both in an academic scholarly sense and can also be enjoyed by those who just would like to learn more about urban education and inequities. I would highly recommend this book for educators at any level and those who are passionate and/or curious about education and its foundation, current state, and possible future direction.
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