We Can't Teach What We Don't Know: White Teachers, Multiracial Schools

We Can't Teach What We Don't Know: White Teachers, Multiracial Schools

Gary R. Howard Sonia Nieto / Sep 18, 2019

We Can t Teach What We Don t Know White Teachers Multiracial Schools Once again in this expanded Second Edition Gary Howard outlines what good teachers know what they do and how they embrace culturally responsive teaching Howard brings his bestselling book complete

  • Title: We Can't Teach What We Don't Know: White Teachers, Multiracial Schools
  • Author: Gary R. Howard Sonia Nieto
  • ISBN: 9780807746653
  • Page: 252
  • Format: Paperback
  • Once again, in this expanded Second Edition, Gary Howard outlines what good teachers know, what they do, and how they embrace culturally responsive teaching Howard brings his bestselling book completely up to date with today s school reform efforts and includes a new introduction and a new chapter that speak directly to current issues such as closing the achievement gap,Once again, in this expanded Second Edition, Gary Howard outlines what good teachers know, what they do, and how they embrace culturally responsive teaching Howard brings his bestselling book completely up to date with today s school reform efforts and includes a new introduction and a new chapter that speak directly to current issues such as closing the achievement gap, and to recent legislation such as No Child Left Behind With our nation s student population becoming ever diverse, and teachers remaining largely White, this book is now important than ever It is a must read in universities and school systems throughout the country.

    What Should We Teach About Creation Desiring God Most people in the world have no experience of lasting joy in their lives We re on a mission to change that All of our resources exist to guide you toward everlasting joy in Jesus Christ. Why We Need to See Each Other Teach Cult of Pedagogy Although we work together, we usually follow parallel, rather than intersecting lines We rarely ever actually see each other teach We re missing out. How We Teach Digital Skills at PwC hbr At PwC, for example, we have developed a comprehensive workforce upskilling strategy to build the digital fitness of all of our people, equipping them with a broad base of knowledge across a Long Range Precision Marksman Schools Sniper Central sniper central long range precision marksman schools Long Range Precision Marksman Schools Have you ever wanted or needed to be able to hit an unknown distance target at hundreds, if not over a thousand, yards away The Why do we need sunscreen Experiment I Can Teach If your kids are like mine, they can t stand it when you put sunscreen on them I was so excited to find this activity from Sid the Science Kid to illustrate to kids exactly why they need to wear sunscreen We made a few blunders on our experiment but hopefully you ll learn from our mistakes Teaching the Teen Brain We Teach We Learn By Bobbie Dunn Teenagers How do you teach them How do they learn best How much can I teach at one time What do you do when they seem so lazy that they won t work for any amount of time Home Teach Midland Fuel the future Teach Midland The city is booming, and so are its schools At Midland Independent School District, we power the dreams of , students who speak languages. Why We Should Teach Empathy to Preschoolers Mindful Why We Should Teach Empathy to Preschoolers One Berkeley preschool is baking empathy into its curriculum and for good reason By Shuka Kalantari July , Why you can t teach soft skills Emotional intelligence We need to define terms, first Soft skills says, Soft skills is a term often associated with a person s EQ Emotional Intelligence Quotient , the cluster of personality traits, social graces, communication, language, personal habits, friendliness, managing people, leadership, etc that characterize relationships with other people Soft skills contrast to hard skills Opinion We Can t Go on Teaching the Same History of Opinion We Can t Go on Teaching the Same History of Architecture as Before The writer and historian Mario Carpo makes a plea for architectural history, albeit one sensitive to our times.

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    About "Gary R. Howard Sonia Nieto"

      • Gary R. Howard Sonia Nieto

        Gary R. Howard Sonia Nieto Is a well-known author, some of his books are a fascination for readers like in the We Can't Teach What We Don't Know: White Teachers, Multiracial Schools book, this is one of the most wanted Gary R. Howard Sonia Nieto author readers around the world.


    870 Comments

    1. Ugh. Ugh. Grabbed the book because I thought.I'm "White"d yup, I teach minority students 1. TOO LONG. This could have been an article in a journal, but the book was drawn out, repetitive and boring. 2. NOTHING NEW---if you have gone to grad school in the last ?? yearsor if you teach ESL, you know all of this. 3. I did not appreciate being called "White" throughout the bookwhich the author may claim stresses his point; my reluctance to be labelled that way.but I am NOT "White" just like my studen [...]


    2. This was pretty goodwould be an interesting reader for someone who is beginning to interrogate their own Whiteness. Some of his metaphors are a little triteis seems to be a trend in the multicultural literature that I've read so far (see also: Gay's On Being and Becoming). While some multicultural educators have a real knack for describing racial dynamics and racial identity development with eloquence and clarity, Howard, at times, gets caught up in cheesy, hokey shit like, "Given its rough, unm [...]


    3. Howard offers some basic insights into the history and development of white hegemony in the US and Australia. I found his discussion of the theories of racial identify development to be informative, especially in thinking about working with white educators who are in very different stages of identity development. However, I feel like his overuse of the metaphor of the "river of diversity" and his focus on the "journey" of identify development paint an excessively rosy image of where we are at in [...]


    4. Great book to stimulate self reflection on multicultural education, and approaching teaching practice with a culturally relevant lens.


    5. At first I was thrown off by this book. It is a combination of personal stories/experiences and of research. The book starts with a personal story and I initially assumed that the entire book was like that, but there aren't actually a lot of these stories. I thought the research was well organized, well discussed, and useful. I particularly enjoy the focus on Whiteness. I think it is easy for some teachers to see themselves as allies or multicultural simply because they recognize racial disparit [...]


    6. I loved this book and think all White educators should read it! The book addresses the tough topic of racism and how White Americans must learn to be transformative teachers that empower their culturally diverse students.Howard starts by saying, “I have come to the conclusion that there will be no meaningful movement toward social justice and real education reform until there has been a significant transformation in the beliefs, attitudes, and actions of White Americans.” Which introduces hi [...]


    7. Gary Howard'sWe Can't Teach What We Don't Knowis a great "how-to," combining first-hand narrative/confessional/memoir with a heavily researched textbook that doesn't read like one. The "how-to" is directed toward White teachers working with students of different races in schools. Howard blends his personal story with the latest research to show how ignorant the current educational system can be when educating students of color. Howard tells of ways schools can fix the system and be more inclusiv [...]


    8. so far so good,this book was an assignment for one of my classes (Cultural and Linguistic Diversity in a Pluralistic Society) Howard argues that White teachers need to accept their white culture and form a strong personal identity so that they can authentically participate in reducing racism. On page 8, Howard says, “As white educators, we often suffer from the ‘dysconscious racism’ that makes it difficult for us to see the full impact of our own social dominance (J. E. King, 1991).” I l [...]


    9. First off, this book is highly readable- it keeps the discussion on a level which someone without more than a rudimentary introduction to multicultural teaching can understand. While I enjoyed the first chapter or two, I found that a lot of the rest of the book felt too vague and too repetitive to be as useful. It certainly contains good and interesting information with wonderful personal stories but is inconsistent in its application of studies and research- some areas are rich with appropriate [...]


    10. Howard does a remarkable job describing, with clarity and complexity, the dynamics of dominance and theories of white identity development. This book is an important read for educators who are committed to social activism and want to further their own awareness of race & white privilege.For me this book was empowering in that it contextualized the need for white educators in dismantling the paradigm of privilege. It calls for self-reflection and personal growth as a necessary first step in t [...]


    11. First reading:I didn't like the book when I first started reading, as I didn't agree with the author's perspective, but I came to understand where he was coming from by the end of the book. While he is very opinionated and fits racial perspectives into organized charts and graphs, I think he makes some good overall points. It was interesting reading this, as I am biracial, and I don't think I am the intended audience (hence the title). Second reading (several years later): I enjoyed the book a b [...]


    12. There is some good information is buried in this book, but you have to really wade through it; the most helpful information probably could have been said in a chapter or two. And while a great deal of time is spent on talking about why White teachers must learn to analyze their own whiteness and prejudices--all fomented by institutional racism, there are few if any concrete examples showing how a "transformative" teacher would deal with students of color that is any different than how we would h [...]


    13. "Deference to the physical superlative, a preference for the scent of our own clan: a thousand anachronisms dance down the strands of our DA from a hidebound tribal past, guiding us toward the glories of survival, and some vainglories as welll. If we resent being bound by these ropes, the best hope is to seize them out like snakes by the throat, look them in the eye, and own up to the venom." --Barbara Kingsolver, High Tide in Tuscon (Howard 1999, p. 25).


    14. A great book! It's so cool that all the teachers in this school district have to read it, not so cool that some complain and don't Get it. Although many great descriptions of understanding white privilege and creating alternatives for white teachers to feel good about themselves and not weighed down with guilt,even though Great, makes me wonder how someone could read it and not understand the profundity of white privilege. It's got to be something that happens outside of books, huh?


    15. I hated this book. Gary Howard told us how terrible white people of privilege are, but he is a white person of privilege. Hey Kettle it's me pot and I hate your book. I am not bad because I believe in God. I have diverse classes, guess what, we all get along. I try to inspire all of my students regardless of race, gender, or religion. I believe every-single-one of them will succeed and I love them. Kindness and love bring us all together; this book tears us apart.


    16. This book did tell me a lot of things I already knew. However, they were all said from a different perspective than I had ever heard before. Howard's explanations of White identity development rang true for me in many ways. This book definitely helped guide me in my search to be a culturally competent, anti-racist educator.


    17. I tried to read this book, but it was so down on "whiteness". Wow, I never microanalyzed my "whiteness" before--and I guess I don't want to start now. Way too many stereotypes regarding "whites"--I couldn't read this book. I just want to be an encouraging force for reading--I'm glad I feel accepted by most of the students I see in the library regardless of our racial background.


    18. Nothing new introduced in this book. Yes, white teachers, make up a disproportionate percentage. Student population is becoming more diverse EVERYWHERE. Get on with it Mr. Howard. You say the same thing over and over again for 144 pages. This book could be condensed into a 25 pages bookLET. But nobody will learn anything from it because you give no insight, ideas, or potential solutions.


    19. Racism 101 for educators. Not a lot of new material in this book if you have read other books in the field. But, I do like the concise way that Howard summarizes material and brings it into one place. I am also attracted to his ability to lay change out in terms of processes and stages. Recommended for all teachers.


    20. Howard truly immersed himself in the African American culture. I expected that this would be his perspective for the entire book – someone who has rejected their culture and become part of another culture. However, the story took a surprise turn when he realized that he would be most effective by returning to his culture and helping others understand the African American culture


    21. I would like to start by saying this book does not fall into my typical reading material, but it was assigned reading for my graduate class. I am glad I read this book, it is eye-opening and thought provoking. I learned a lot from it and recommend it for teachers, whether they teach in diverse schools or not.


    22. Some hard truths and some challenges for personal growth as a white person and educator. Liked this one much better than "Why Are All the Black Kids Sitting Together in the Cafeteria" because it's much less militant, is a white person giving advice to white people, and offers many more positive solutions.


    23. Man, I really enjoyed this book, and then I saw Howard present a workshop at a conference on education I went to over the weekend. I enjoyed that too, until I talked to him afterwards and he was kinda skeezy. He's got some great things to say about anti-racist white identity, but the dude's gotta work on his gender privilege.


    24. This is an excellent guide for *any* educator interested in issues of social justice, race, and multicultural education. Aimed specifically at white educators, it is an excellent primer on what we need to know to work in increasingly diverse school environments while exploring and understanding our white identities and how they impact the students of color with whom we work.


    25. Excellent book; I highly recommend it. I read it while in the Migrant Special Education Fellowship program at SUNY New Paltz when I earned my M.Ed in Migrant/Special Education that led to my NY teaching license.


    26. This book was okay, but it wasn't what I was expecting. This seems like the kind of book for people in an intro to multicultural education class rather than for people (like me) who are looking for actual advice about working in a setting with minority-majority students.


    27. I was looking for solutions and suggestions; I got a litany of causes and symptoms. What can educators do beyond knowing white privilege is a thing that should be addressed in the classroom? I didn't find this book offered much in that way.


    28. Excellent contribution to multicultural education on what it means to be a member of the White race and how that affects teaching students of different races. Offered are levels of consciousness of white identity and quantitative analysis of how to effectively teach beyond one's race.


    29. While it had good information and good reminders of white privilege, I wouldn't say this book was a page turner.


    30. Excellent book for any teachers interested in diversity in the classroom. Howard breaks down the ways white teachers are privileged without even knowing it.


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