NOTES

FOREWORD

1. kihana miraya ross, “Call It What It Is: Anti-Blackness,” op-ed, New York Times, June 4, 2020.

INTRODUCTION: #CURRICULUMSOWHITE

1. W. E. B. Du Bois, Darkwater: Voices from Within the Veil (New York: Harcourt, Brace and Howe, 1920), 31.

2. Django Paris, “There’s #OscarsSoWhite and Then There’s #CurriculumSoWhite How Curriculum in US Public Schools Remains Centered on White Middleclass Norms,” Twitter post, January 29, 2016, https://twitter.com/django_paris/status/693138673894854656.

3. David Whisenant, “School System Apologizes for ‘Inappropriate’ Homework Assignment,” WBTV, December 10, 2019, https://www.wbtv.com/2019/12/10/school-system-apologizes-inappropriate-homework-assignment.

4. Michael Harriot, “Could You List the ‘Positive Aspects’ of Slavery? A Teacher Asked 8th-Graders to Do So,” Root, April 20, 2018, https://www.theroot.com/could-you-list-the-positive-aspects-of-slavery-a-tea-1825430656.

5. Zahara Hill, “Bronx Teacher Steps on Backs of Black Students in Slavery ‘Lesson,’” Ebony, February 2, 2018, https://www.ebony.com/news/bronx-teacher-slavery-lesson.

6. E. Brown, “Texas Officials: Schools Should Teach That Slavery Was ‘Side Issue’ to Civil War,” July 5, 2015, https://www.washingtonpost.com/local/education/150-years-later-schools-are-still-a-battlefield-for-interpreting-civil-war/2015/07/05/e8fbd57e-2001–11e5-bf41-c23f5d3face1_story.html.

7. Michael Schaub, “Do New Texas Textbooks Whitewash Slavery and Segregation?,” Los Angeles Times, July 7, 2015, https://www.latimes.com/books/jacketcopy/la-et-jc-do-new-texas-textbooks-whitewash-slavery-segregation-20150707-story.html.

8. Carter Godwin Woodson, The Mis-Education of the Negro (Washington, DC: Associated Publishers, 1933); Gloria Ladson-Billings, Critical Race Theory Perspectives on the Social Studies: The Profession, Policies, and Curriculum (Charlotte, NC: Information Age Publishing, 2003); James W. Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong (New York: New Press, 2008); Eve Tuck and Rubén A. Gaztambide-Fernández, “Curriculum, Replacement, and Settler Futurity,” Journal of Curriculum Theorizing 29, no. 1 (June 18, 2013): 72, http://journal.jctonline.org/index.php/jct/article/view/411; Dolores Calderon, “Uncovering Settler Grammars in Curriculum,” Educational Studies 50, no. 4 (July 4, 2014): 313–38, https://doi.org/10.1080/00131946.2014.926904; Prentice T. Chandler, Doing Race in Social Studies: Critical Perspectives (Charlotte, NC: Information Age Publishing, 2015); Anthony L. Brown and Keffrelyn D. Brown, “The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum,” Teachers College Record 117, no. 14 (2015): 103–30; LaGarrett J. King, Perspectives of Black Histories in Schools (Charlotte, NC: Information Age Publishing, 2019).

9. Adrienne Green, “More Minority Students, Fewer Teachers of Color,” Atlantic, September 2015, http://www.theatlantic.com/education/archive/2015/09/teacher-diversity-viz/406033.

10. Rebecca Goldring, Lucinda Gray, and Amy Bitterman, Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2011–12 Schools and Staffing Survey First Look (Washington, DC: National Center for Education Statistics, 2013), eric.ed.gov/?id=ED544178.

11. ACT, Inc., The Condition of Future Educators 2015 (2016), https://www.act.org/content/dam/act/unsecured/documents/Future-Educators-2015.pdf.

12. H. Richard Milner and Tyrone C. Howard, “Counter-Narrative as Method: Race, Policy and Research for Teacher Education,” Race Ethnicity and Education 16, no. 4 (September 26, 2013): 536–61, https://doi.org/10.1080/13613324.2013.817772.

13. To further knowledge and understanding of how racism functions in American society, these are some good places to start: The New Jim Crow: Mass Incarceration in the Age of Colorblindness (New York: New Press, 2010), by Michelle Alexander; White Rage: The Unspoken Truth of Our Racial Divide (New York: Bloomsbury, 2016), by Carol Anderson; Killing Rage: Ending Racism (New York: Henry Holt, 1996), by bell hooks; An Indigenous Peoples’ History of the United States (Boston: Beacon Press, 2015), by Roxanne Dunbar-Ortiz; Stamped from the Beginning: The Definitive History of Racist Ideas in America (New York: Nation Books, 2016), by Ibram X. Kendi; My Grandmother’s Hands: Racialized Trauma and the Pathway to Mending Our Hearts and Bodies (Las Vegas: Central Recovery Press, 2017), by Resmaa Menakem; Race: The Power of an Illusion, a 2003 film by California Newsreel, https://www.racepowerofanillusion.org/; So You Want to Talk About Race (New York: Seal Press, 2019), by Ijeoma Oluo; An African American and Latinx History of the United States (Boston: Beacon Press, 2018), by Paul Ortiz; and Just Mercy: A Story of Justice and Redemption (New York: Spiegel & Grau, 2015), by Bryan Stevenson. To further your understanding about how racism operates specifically in education, these are important texts: Teaching/Learning Anti-Racism (New York: Teachers College Press, 1997), by Louise Derman-Sparks and Carol Brunson Phillips; Ghosts in the Schoolyard: Racism and School Closings on Chicago’s South Side (Chicago: University of Chicago Press, 2020), by Eve Ewing; We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom (Boston: Beacon Press, 2019), by Bettina Love; Black Appetite. White Food: Issues of Race, Voice, and Justice Within and Beyond the Classroom (New York: Routledge, 2019), by Jamila Lyiscott; Everyday Antiracism: Getting Real About Race in School (New York: New Press, 2008), by Mica Pollack; Born Out of Struggle: Critical Race Theory, School Creation, and the Politics of Interruption (Albany: SUNY Press, 2016), by David Stovall; and Why Are All the Black Kids Sitting Together in the Cafeteria? (New York: BasicBooks, 1997), by Beverly Daniel Tatum.

14. Stuart Hall, “The Problem of Ideology-Marxism without Guarantees,” Journal of Communication Inquiry 10, no. 2 (June 1986): 18, https://doi.org/10.1177/019685998601000203, 26.

15. Robert Jensen, The Heart of Whiteness: Confronting Race, Racism, and White Privilege (San Francisco: City Lights, 2005), 4.

16. Joe L. Kincheloe and Shirley R. Steinberg, Changing Multiculturalism (Buckingham, UK: Open University Press, 1997), 83.

17. Eduardo Bonilla-Silva, Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States (Lanham, MD: Rowman & Littlefield, 2010); Gloria Ladson-Billings, Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms (San Francisco: Jossey-Bass, 2001), 81; Tatum, Why Are All the Black Kids Sitting Together in the Cafeteria?

18. For White people interested in examining the ways we personally enact Whiteness, I recommend Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor (Naperville, IL: Sourcebooks, 2020), a workbook by Layla F. Saad, alongside White Fragility: Why It’s So Hard for White People to Talk About Racism (Boston: Beacon Press, 2018), by Robin DiAngelo; Whiteness as Property (Cambridge, MA: Harvard Law Review Association, 1993), by Cheryl Harris; We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools (New York: Teachers College Press, 2016), by Gary R. Howard; Feeling White: Whiteness, Emotionality, and Education (Netherlands: Sense, 2016), by Cheryl E. Matias; and This Book Is Anti-Racist: 20 Lessons on How to Wake Up, Take Action, and Do the Work (Minneapolis: Quarto, 2020), by Tiffany Jewell.

19. Andrea Ayvazian et al., Dismantling Racism: 2016 Workbook (DismantlingRacism.org, 2018), https://resourcegeneration.org/wp-content/uploads/2018/01/2016-dRworks-workbook.pdf. This workbook is designed to be used with the Dismantling Racism workshop and provides descriptions, along with “antidotes” for each of these aspects of White supremacist culture. It also provides a rich collection of anti-racism training activities.

20. Sherry Marx and Julie Pennington, “Pedagogies of Critical Race Theory: Experimentations with White Preservice Teachers,” International Journal of Qualitative Studies in Education 16 (January 1, 2003): 101, https://doi.org/10.1080/0951839022000036381.

21. Critical race scholars in the field of education include Gloria Ladson-Billings, William F. Tate, Marvin Lynn, Daniel Solorzano, David Stovall, and Tara J. Yosso.

22. Derrick Bell, Faces at the Bottom of the Well: The Permanence of Racism (New York: Basic Books, 1992).

23. Kendi, Stamped from the Beginning.

24. Like all terms used to describe social categories, language shifts and changes over time. These articles explain some of the issues surrounding such terms as people of Color and BIPOC. Constance Grady, “The Meaning of BIPOC, as Explained by Linguists,” Vox, June 30, 2020, https://www.vox.com/2020/6/30/21300294/bipoc-what-does-it-mean-critical-race-linguistics-jonathan-rosa-deandra-miles-hercules; Sandra E. Garcia, “BIPOC: What Does It Mean?,” New York Times, June 17, 2020, https://www.nytimes.com/article/what-is-bipoc.html.

25. Anne Bonds and Joshua Inwood, “Beyond White Privilege: Geographies of White Supremacy and Settler Colonialism,” Progress in Human Geography 40, no. 6 (December 10, 2016): 715–33, https://doi.org/10.1177/0309132515613166.

26. For a short, user-friendly overview of the Four I’s, see Eliana Pipes, “Legos and the 4 I’s of Oppression,” July 29, 2016, https://www.youtube.com/watch?v=3WWyVRo4Uas.

27. James A. Banks, An Introduction to Multicultural Education (Boston: Allyn and Bacon, 1999).

28. Yolanda Sealey-Ruiz, “The Archaeology of the Self,” NYU Metro Center, December 7, 2018, https://www.youtube.com/watch?v=OwC_3cLRJO8.

29. Edwin Mayorga and Bree Picower, “Active Solidarity: Centering the Demands and Vision of the Black Lives Matter Movement in Teacher Education,” Urban Education 53, no. 2 (December 20, 2017): 212–30, https://doi.org/10.1177/0042085917747117.

30. Laura Bult, “Alabama Middle School Causes Outrage for Handing Out Math Quiz with Blatant Gang References,” New York Daily News, June 1, 2016, http://www.nydailynews.com/news/national/alabama-middle-school-teacher-put-leave-gang-math-test-article-1.2656876.

31. I write in more detail about the specifics of my personal journey in my first book, Practice What You Teach. Bree Picower, Practice What You Teach: Social Justice Education in the Classroom and the Streets (New York: Routledge, 2012).

32. John R. Rickford and Russell J. Rickford, Spoken Soul: The Story of Black English (New York: Wiley, 2000); Theresa Perry, Claude Steele, and Asa G. Hilliard, Young, Gifted, and Black: Promoting High Achievement Among African-American Students (Boston: Beacon Press, 2003).

33. Alicia Garza, “A Herstory of the #BlackLivesMatter Movement,” Resist, June 16, 2015, https://resist.org/news/herstory-blacklivesmatter-movement.

34. Sweeney Kovar, “Macklemore—White Privilege II (Ft. Jamila Woods),” Indie Shuffle, January 24, 2016, https://www.indieshuffle.com/macklemore-white-privilege-ii-ft-jamila-woods.

35. Bettina L. Love, We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom (Boston: Beacon Press, 2019).

36. “White people should NOT be capitalizing . . .,” Ericka Hart, @iHartEricka, September 18, 2019, Twitter, https://twitter.com/ihartericka/status/1174447440344375296.

37. Sonya Renee Taylor, “Should White Folks Get Paid to Do Anti-Racism Work?,” Instagram, September 20, 2019, https://www.instagram.com/tv/B2oiB4zgVIs.

38. Tre Johnson, “When Black People Are in Pain, White People Just Join Book Clubs,” Washington Post, June 11, 2020, https://www.washingtonpost.com/outlook/white-antiracist-allyship-book-clubs/2020/06/11/9edcc766-abf5-11ea-94d2-d7bc43b26bf9_story.html.

39. Marisa Meltzer, “‘I Refuse to Listen to White Women Cry,’” Washington Post, September 11, 2019, https://www.washingtonpost.com/news/magazine/wp/2019/09/11/feature/how-activist-rachel-cargle-built-a-business-by-calling-out-racial-injustices-within-feminism.

40. For more information about these organizations and to get involved, go to https://www.edliberation.org and https://abolitionistteachingnetwork.org.

41. Jean Anyon, Radical Possibilities: Public Policy, Urban Education, and a New Social Movement (New York: Routledge, 2014).

42. Robin D. G. Kelley, Freedom Dreams: The Black Radical Imagination (Boston: Beacon Press, 2002), 7.

CHAPTER 1: CURRICULAR TOOLS OF WHITENESS

1. Bree Picower, Practice What You Teach: Social Justice Education in the Classroom and the Streets (New York: Routledge, 2012).

2. John B. King, Amy Mcintosh, and Jennifer Bell-Ellwanger, The State of Racial Diversity in the Educator Workforce (Washington, DC: US Department of Education, Office of Planning, Evaluation and Policy Development, 2016), http://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.

3. Bill Bigelow, “Presidents and the Enslaved: Helping Students Find the Truth,” Zinn Education Project, 2009, https://www.zinnedproject.org/wp-content/uploads/2009/10/presidents_and_slaves.pdf.

4. Jacqueline Aboulafia et al., Diverse City, White Curriculum: The Exclusion of People of Color from English Language Arts in NYC Schools (New York: NYC Coalition for Educational Justice, January 2020), www.nyccej.org/wp-content/uploads/2019/12/Diverse-City-White-Curriculum.pdf.

5. NYU Metropolitan Center for Research on Equity and the Transformation of Schools, Chronically Absent: The Exclusion of People of Color from NYC Elementary School Curricula (New York: NYC Coalition for Educational Justice, February 2019), http://www.nyccej.org/wp-content/uploads/2019/02/reportCEJ-Chronically-Absent-FINAL.pdf, p. 5. As part of their organizing to bring attention to this report, CEJ protested in front of the local board of education and engaged in a Twitter campaign using the hashtag #CurriculumSoWhite. “3–K” describes early childhood education for three-year-olds.

6. Aboulafia et al., Diverse City, White Curriculum.

7. Megan Hester, “Why Is Public School Curriculum Still Whites Only?,” Metropolitan Center for Research on Equity and the Transformation of Schools, December 11, 2018, https://research.steinhardt.nyu.edu/site/metroblog/2018/12/11/why-is-public-school-curriculum-still-whites-only.

8. Rudine Sims Bishop, “Mirrors, Windows, and Sliding Glass Doors,” Perspectives 6, no. 3 (Summer 1990), https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf.

9. Bishop, “Mirrors, Windows, and Sliding Glass Doors.”

10. After contacting five publishers to obtain copyrights to reprint the examples of racist curriculum described in this chapter, only McGraw-Hill provided permission for this one image. However, the additional images are available to view at breepicower.com.

11. Manny Fernandez and Christine Hauser, “Texas Mother Teaches Textbook Company a Lesson on Accuracy,” New York Times, October 5, 2015, https://www.nytimes.com/2015/10/06/us/publisher-promises-revisions-after-textbook-refers-to-african-slaves-as-workers.html.

12. Fernandez and Hauser, “Texas Mother Teaches Textbook Company a Lesson on Accuracy.”

13. Roni Dean-Burren, Facebook post, October 1, 2015, https://www.facebook.com/roni.deanburren/videos/10208248919206996/?d=n.

14. Ashifa Kassam, “Canada Children’s Book Recalled amid Accusations of Whitewashing History,” Guardian, October 4, 2017, https://www.theguardian.com/world/2017/oct/04/canada-childrens-book-recalled-whitewashing-history.

15. Canadian Press, “Workbook Accused of Whitewashing First Nations’ History Recalled,” Toronto Sun, October 3, 2017, https://torontosun.com/2017/10/03/workbook-accused-of-whitewashing-first-nations-history-to-be-changed/wcm/4f8dd643-d2e4–4741-bc2d-eadbe17401d0.

16. Eve Tuck and Rubén A. Gaztambide-Fernández, “Curriculum, Replacement, and Settler Futurity,” Journal of Curriculum Theorizing 29, no. 1 (June 18, 2013): 72, http://journal.jctonline.org/index.php/jct/article/view/411.

17. Tuck and Gaztambide-Fernández, “Curriculum, Replacement, and Settler Futurity,” 74.

18. Laura Whooley, “Last Friday, my 4th graders were studying for our social studies test and came across text that we felt was inaccurate. . . .” Facebook photo post, November 26, 2019, https://www.facebook.com/photo.php?fbid=10100895530152367&set=pcb.10100895530551567&type=3&theater.

19. Jenifer Frank, “Lies My Bookshelf Told Me: Slavery in Children’s Literature,” Teaching Tolerance 62 (Summer 2019), https://www.tolerance.org/magazine/summer-2019/lies-my-bookshelf-told-me-slavery-in-childrens-literature.

20. Mary Bowerman, “Scholastic Pulls Controversial George Washington Slave Book,” USA Today, January 18, 2016, https://www.usatoday.com/story/money/nation-now/2016/01/18/scholastic-george-washington-slavery-book/78956160.

21. Eileen Curtright, “My daughter’s history text book explains that saying ‘slavery was bad’ is too simplistic & many slaves were probably fine with it,” Twitter photo, April 16, 2018, https://twitter.com/eileencurtright/status/986056826604138497.

22. John H. Bickford III and Cynthia W. Rich, “Examining the Representation of Slavery Within Children’s Literature,” Social Studies Research and Practice 9, no. 1 (Spring 2014): 66, http://www.socstrpr.org/wp-content/uploads/2014/04/MS-06544-Bickford.pdf.

23. Bickford and Rich, “Examining the Representation of Slavery Within Children’s Literature.”

24. Hasan Kwame Jeffries, “The Courage to Teach Hard History,” Teaching Tolerance, February 1, 2018, https://www.tolerance.org/magazine/the-courage-to-teach-hard-history.

25. Melinda D. Anderson, “Why the Myth of Meritocracy Hurts Kids of Color,” Atlantic, July 27, 2017, https://www.theatlantic.com/education/archive/2017/07/internalizing-the-myth-of-meritocracy/535035/.

26. David Boddiger, “Texas Charter School Apologizes for Quizzing Students on ‘Positive Aspects’ of Slavery,” Splinter, April 21, 2018, https://splinternews.com/texas-charter-school-apologizes-for-quizzing-students-o-1825446212.

27. Nadia Judith Enchassi, “Homework Assignment Asks Students to List Positive Aspects of Slavery,” KFOR, April 23, 2018, https://kfor.com/2018/04/23/homework-assignment-asks-students-to-list-positive-aspects-of-slavery.

28. Associated Press, “‘Give 3 Good Reasons for Slavery’: Wisconsin School Apologizes for Slavery Homework Assignment,” KDVR, January 11, 2018, https://kdvr.com/2018/01/11/give-3-good-reasons-for-slavery-wisconsin-school-apologizes-for-slavery-homework-assignment.

29. Trameka Brown-Berry, “Does anyone else find my 4th grader’s homework offensive?,” Facebook photo, January 8, 2018, https://www.facebook.com/photo.php?fbid=10105094231351598&set=a.10101629687669908&type=3&theater.

30. Enchassi, “Homework Assignment Asks Students to List Positive Aspects of Slavery.”

31. Aaron Blake, “Trump Tries to Re-Write His Own History on Charlottesville and ‘Both Sides,’” Washington Post, April 26, 2019, https://www.washingtonpost.com/politics/2019/04/25/meet-trump-charlottesville-truthers.

32. Bill Bigelow and Bob Peterson, Rethinking Columbus: The Next 500 Years (Milwaukee: Rethinking Schools, 1998).

33. Associated Press, “‘Give 3 Good Reasons for Slavery.’”

34. Hierospace, “Morrison White Gaze,” October 5, 2016, https://www.youtube.com/watch?v=SHHHL31bFPA.

35. Stan Grant, “Black Writers Courageously Staring Down the White Gaze—This Is Why We All Must Read Them,” Guardian, December 30, 2015, https://www.theguardian.com/commentisfree/2015/dec/31/black-writers-courageously-staring-down-the-white-gaze-this-is-why-we-all-must-read-them.

36. Eric Wilkinson, “Mom Calls Edmonds School Assignment Racist,” K5 News, March 5, 2018, https://www.king5.com/article/news/local/its-just-unbelievable-mom-calls-writing-assignment-racist/281-526038356.

37. Danny Wicentowski, “Missouri School Investigating ‘Slave Trade’ Homework Assignment,” Riverfront Times, December 9, 2019, https://www.riverfronttimes.com/newsblog/2019/12/09/missouri-school-investigating-slave-trade-homework-assignment.

38. Wilkinson, “Mom Calls Edmonds School Assignment Racist.”

39. Michelle Lou and Brandon Griggs, “State Test Required 10th Graders to Write from a Racist Point of View,” CNN, April 4, 2019, https://www.cnn.com/2019/04/04/us/massachusetts-test-racist-underground-railroad-trnd/index.html.

40. Lou and Griggs, “State Test Required 10th Graders to Write from a Racist Point of View.”

41. “Educators’ Unions and Civil Rights Groups Demand That DESE Withdraw Racially Offensive MCAS,” Massachusetts Teachers Association, April 3, 2019, https://massteacher.org/news/2019/04/unions-and-civil-rights-groups-demand-that-dese-withdraw-racially-offensive-mcas.

42. Ravi Baichwal, “Naperville Central High School Student Charged with Hate Crime after Allegedly Posting Racist Craigslist Ad,” ABC7 Chicago, November 20, 2019, https://abc7chicago.com/naperville-student-charged-with-hate-crime-after-allegedly-posting-racist-craigslist-ad/5709478.

43. Vikram Dodd, “Children Whitening Skin to Avoid Racial Hate Crime, Charity Finds,” Guardian, May 29, 2019, https://www.theguardian.com/society/2019/may/30/children-whitening-skin-to-avoid-racial-hate-charity-finds.

44. Bethania Palma Markus, “‘Kenyans Are Able to Run Very Fast’: Publisher Blasted for Kids’ Books Full of Racial Stereotypes,” Raw Story, September 10, 2015, https://www.rawstory.com/2015/09/kenyans-are-able-to-run-very-fast-publisher-blasted-for-kids-books-full-of-racial-stereotypes.

45. Markus, “‘Kenyans Are Able to Run Very Fast.’”

46. Monique Judge, “I have a rant incoming about racism and the messages that are sent to our children on the low in their schools. (Thread),” Twitter posts, February 14, 2017, https://twitter.com/thejournalista/status/831723476524294145?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E831723476524294145&ref_url=http%3A%2F%2Fmic.com%2Farticles%2F168666%2Ffor-black-history-month-black-second-graders-at-la-school-receive-math-.

47. Jorge Rivas, “Atlanta School Sends 8-Year Olds with Math Homework About Beating Slaves,” Colorlines, January 10, 2012, https://www.colorlines.com/articles/atlanta-school-sends-8-year-olds-math-homework-about-beating-slaves.

48. Lia Eustachewich, Joe Tacopino, and Yoav Gonen, “Midtown Teacher Includes Questions About Slavery in Elementary School Math Homework,” New York Post, February 22, 2013, https://nypost.com/2013/02/22/midtown-teacher-includes-questions-about-slavery-in-elementary-school-math-homework.

49. Bult, “Alabama Middle School Causes Outrage for Handing Out Math Quiz with Blatant Gang References.”

50. Marc Torrence, “See Controversial Math Quiz That Got Alabama Teacher Put on Leave,” Patch Across America, June 2, 2016, https://patch.com/us/across-america/see-8th-grade-math-quiz-got-alabama-teacher-put-leave-0. Stephen A. Crockett Jr., “Ala. Teacher Gives Test to 8th-Graders Asking How Many Tricks Would a ‘Ho’ Have to Turn to Support Pimp’s Crack Habit,” Root, June 1, 2016, https://www.theroot.com/ala-teacher-gives-test-to-8th-graders-asking-how-many-1790855483.

51. Bult, “Alabama Middle School Causes Outrage for Handing Out Math Quiz with Blatant Gang References.”

52. Julius Davis and Christopher C. Jett, Critical Race Theory in Mathematics Education (New York: Routledge, 2019).

53. Andrew Scott Baron and Mahzarin R. Banaji, “The Development of Implicit Attitudes: Evidence of Race Evaluations from Ages 6 and 10 and Adulthood,” Psychological Science 17, no. 1 (January 2006): 53, https://doi.org/10.1111/j.1467-9280.2005.01664.x.

54. Jean Anyon, “Social Class and the Hidden Curriculum of Work,” Journal of Education 162, no. 1 (Winter 1980): 67–92, www.jstor/org/stable/42741976.

55. Annie Reneau, “This Kids’ Worksheet Is a Perfect Example of How Implicit Bias Gets Perpetuated,” Our Three Winners, January 16, 2019, https://ourthreewinners.org/this-kids-worksheet-is-a-perfect-example-of-how-implicit-bias-gets-perpetuated.

56. Aqkhira S-Aungkh, Facebook post, January 3, 2019, https://www.facebook.com/photo.php?fbid=10155648000740356&set=a.55411285355&type=3&theater.

57. Reneau, “This Kids’ Worksheet Is a Perfect Example of How Implicit Bias Gets Perpetuated.”

58. Peter Holley, “‘Super Racist’ Pool Safety Poster Prompts Red Cross Apology,” Washington Post, June 27, 2016, https://www.washingtonpost.com/news/morning-mix/wp/2016/06/27/super-racist-pool-safety-poster-prompts-red-cross-apology.

59. Holley, “‘Super Racist’ Pool Safety Poster Prompts Red Cross Apology.”

60. Ellen Moynihan and Ben Chapman, “Mock Student Slave Auction Rocks Private Westchester School,” New York Daily News, March 8, 2019, https://www.nydailynews.com/new-york/education/ny-metro-mock-slave-auction-riles-westchester-school-20190308-story.html.

61. Headlines may be found at the following sites: https://13wham.com/news/local/watertown-teacher-accused-of-making-black-students-act-as-slaves-in-mock-auction; https://www.complex.com/life/2019/03/teacher-white-students-bid-black-classmates-mock-slave-auction; https://www.theroot.com/wisconsin-teacher-reportedly-asks-7th-graders-to-create-1834003878; https://www.wect.com/2019/03/09/monopoly-like-slavery-game-played-by-fourth-grade-nc-class-outrages-african-american-grandmother/; https://www.loudountimes.com/news/for-black-history-month-this-loudoun-county-elementary-school-played-a-runaway-slave-game-in/article_9cecd568-35ef-11e9-8540-6372d03d3025.html; https://www.usatoday.com/story/news/education/2019/09/10/western-middle-school-indiana-cancels-slave-ship-role-play-lesson/2276633001/; https://www.amren.com/news/2019/02/south-carolina-mom-outraged-after-kids-told-to-pick-cotton-sing-slave-song-as-game.

62. Anderson, White Rage.

63. Joshua Espinoza, “Elementary Teacher Placed on Leave After Allegedly Holding Mock Slave Auction,” Complex, May 31, 2019, https://www.complex.com/life/2019/05/elementary-teacher-on-leave-holding-mock-slave-auction.

64. Matthew Grant, “South Carolina Mom Outraged After Kids Told to Pick Cotton, Sing Slave Song as ‘Game,’” FOX 46 Charlotte, February 26, 2019, www.fox46.com/news/south-carolina-mom-outraged-after-kids-told-to-pick-cotton-sing-slave-song-as-game.

65. Southern Poverty Law Center, Teaching the Hard History of American Slavery (2018), https://www.splcenter.org/teaching-hard-history-american-slavery; Melinda D. Anderson, “What Kids Are Really Learning About Slavery,” Atlantic, February 1, 2018, https://www.theatlantic.com/education/archive/2018/02/what-kids-are-really-learning-about-slavery/552098; P. R. Lockhart, “American Schools Can’t Figure Out How to Teach Kids About Slavery,” Vox, May 30, 2019, https://www.vox.com/identities/2019/3/13/18262240/mock-slave-auction-new-york-school-teacher-investigation.

66. Erhabor Ighodaro, “Curriculum Violence: The New Civil Rights Issue—How Efforts at Standardization Impact the Academic Achievement of African Americans,” in Still Not Equal: Expanding Educational Opportunity in Society, ed. M Christopher Brown II (New York: Peter Lang, 2007), 229–38.

67. James W. Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong (New York: New Press, 2008); Howard Zinn, A People’s History of the United States: 1492–Present (New York: Harper Perennial, 2003).

68. Carter Godwin Woodson, The Mis-Education of the Negro (Washington, DC: Associated Publishers, 1933), 24.

69. Rob Nixon, Slow Violence and the Environmentalism of the Poor (Cambridge, MA: Harvard University Press, 2011).

70. Nixon, Slow Violence and the Environmentalism of the Poor, 2.

71. Maria Trent et al., “The Impact of Racism on Child and Adolescent Health,” Pediatrics 144, no. 2 (August 1, 2019), https://doi.org/10.1542/peds.2019-1765.

72. Vincent J. Felitti et al., “Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACEs) Study,” American Journal of Preventative Medicine 14, no. 4 (May 1, 1998), https://doi.org/10.1016/S0749-3797(98)00017-8.

73. Vanessa Sacks and David Murphey, “The Prevalence of Adverse Childhood Experiences, Nationally, by State, and by Race or Ethnicity,” Child Trends, February 20, 2018, https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity.

74. Angela Helm, “Pediatricians: Black Children Suffer Significantly from Racism,” Root, August 9, 2019, https://www.theroot.com/pediatricians-black-children-suffer-significantly-from-1837105296.

75. Sacks and Murphey, “The Prevalence of Adverse Childhood Experiences, Nationally, by State, and by Race or Ethnicity.”

76. Sacks and Murphey, “The Prevalence of Adverse Childhood Experiences, Nationally, by State, and by Race or Ethnicity.”

77. Melissa Merrick et al., “Prevalence of Adverse Childhood Experiences from the 2011–2014 Behavioral Risk Factor Surveillance System in 23 States,” JAMA Pediatrics 172, no. 11 (September 17, 2018): 1038–44, https://doi.org/10.1001/jamapediatrics.2018.2537.

78. Carrie Gaffney, “When Schools Cause Trauma,” Teaching Tolerance 62 (Summer 2019), https://www.tolerance.org/magazine/summer-2019/when-schools-cause-trauma.

79. Trent et al., “The Impact of Racism on Child and Adolescent Health.”

80. Emily Alford, “Long Island Teacher Reportedly Asked Students to Provide Funny Captions for Images of Slavery,” Jezebel, September 27, 2019, https://jezebel.com/long-island-teacher-reportedly-asked-students-to-provid-1838508745.

CHAPTER 2: THE ICEBERG

1. Paul P. Murphy, “White Nationalists Use Tiki Torches to Light Up Charlottesville March,” CNN, August 14, 2017, https://www.cnn.com/2017/08/12/us/white-nationalists-tiki-torch-march-trnd/index.html.

2. In Racism Without Racists, author Eduardo Bonilla-Silva described the process of avoiding the recognition of race as “color-blind,” yet critical disability scholars have complicated the term, critiquing the way it “likens a lack of vision to ignorance” (Subini Ancy Annamma, David Connor, and Beth Ferri, “Dis/Ability Critical Race Studies (DisCrit): Theorizing at the Intersections of Race and Dis/Ability,” Race Ethnicity and Education 16, no. 1 [2013]: 1–31), and recommend a shift to Ruth Frankenberg’s (White Women, Race Matters: The Social Construction of Whiteness, [Minneapolis: University of Minnesota Press, 1993]) and Anna Stubblefield’s (Ethics Along the Color Line [Ithaca, NY: Cornell University Press, 2005]) use of the term “color-evasive,” which “refuses to position people who are blind as embodying deficit” (Annamma et al., 6). In a past coedited book, Confronting Racism in Teacher Education: Counternarratives of Critical Practice (New York: Routledge, 2017), Rita Kohli and I began using the term “race-evasive” because we found meaning in Bonilla-Silva’s definition of the concept and in Annamma et al.’s critique, but additionally wanted to avoid the use of “color” as a proxy for “race.”

3. Joel H. Spring, Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States, 7th ed. (New York: McGraw-Hill, 2013).

4. Antonio Gramsci, Prison Notebooks, Vol. 2 (New York: Columbia University Press, 1992).

5. Tatum, Why Are All the Black Kids Sitting Together in the Cafeteria?

CHAPTER 3: REFRAMING UNDERSTANDINGS OF RACE WITHIN TEACHER EDUCATION

1. Arianna MacNeill, “A Boy Was Sent to the Principal’s Office. Then an Administrator Used the N-Word,” Boston.com, October 8, 2019, https://www.boston.com/news/local-news/2019/10/08/maine-student-racial-slur-incident.

2. Sarah Jackson, “Pennsylvania Teacher Placed on Leave for Racist Rant to Parent after Fender Bender,” NBC News, October 11, 2019, https://www.nbcnews.com/news/us-news/pennsylvania-teacher-placed-leave-racist-rant-parent-after-fender-bender-n1065121.

3. Eli Rosenberg, “Idaho Teachers Dress as ‘Mexicans’ and Trump’s MAGA Wall for Halloween,” Washington Post, November 5, 2018, https://www.washingtonpost.com/nation/2018/11/03/these-school-teachers-dressed-up-mexicans-wall-halloween-it-didnt-go-well/.

4. Elise Solé, “‘Trump Can Deport You’: Teacher Terminated for Threatening Boy Who Didn’t Say, ‘Yes, Sir,’” Yahoo! Life, August 30, 2019, https://www.yahoo.com/lifestyle/trump-can-deport-you-teacher-terminated-for-threatening-boy-who-didnt-say-yes-sir-210141857.html.

5. Ben Chapman, Andy Mai, and Stephen Rex Brown, “Blackface Photos Used in Brooklyn PTA Fund-Raiser Message Ignite Outrage,” New York Daily News, February 12, 2018, https://www.nydailynews.com/new-york/education/blackface-photos-pta-fund-raiser-message-ignite-outrage-article-1.3814759; Kia Morgan-Smith, “Teacher Fired after Telling Elementary School Student, ‘You’re Lucky I’m Not Making You Pick Cotton,’” Grio, June 13, 2019, https://thegrio.com/2019/06/13/teacher-fired-after-telling-elementary-school-student-youre-lucky-im-not-making-you-pick-cotton.

6. AJ Willingham, “Middle School Teacher Secretly Ran White Supremacist Podcast, Says It Was Satire,” CNN, March 6, 2018, https://www.cnn.com/2018/03/05/us/dayanna-volitich-white-nationalist-florida-school-podcast-trnd/index.html; Ibn Safir, “Teachers Pose With Noose, Earn Suspensions Alongside Principal,” Root, May 11, 2019, https://www.theroot.com/picture-of-smiling-teachers-holding-noose-lands-all-fou-1834694657; Montana Couser, “Teacher Who Made a Noose Symbol Toward Black Kid Won’t Face Charges; DA’s Office Said It Wasn’t a Hate Crime,” Root, July 25, 2018, https://www.theroot.com/teacher-who-made-a-noose-symbol-toward-black-kid-doesnt-1827870718?fbclid=IwAR1NMojNYei73XcvT_6gEQLqLeXN_DFEM2kmwYOLk0ftL1aOpWyJfgs7MJE.

7. “Prosecutor Admits It Was Wrong to Charge a Child Playing Dodgeball,” NewsOne, August 9, 2019, https://newsone.com/3883947/prosecutor-admits-wrong-dodgeball-kym-worthy; Luke Darby, “Florida Police Officer Arrested and Handcuffed a 6-Year-Old Black Girl for a Tantrum in Class,” GQ, September 23, 2019, https://www.gq.com/story/six-year-old-black-girl-arrested-for-a-tantrum.

8. Michael J. Dumas, “‘Losing an Arm’: Schooling as a Site of Black Suffering,” Race Ethnicity and Education 17, no. 1 (2014): 1–29, https://doi.org/10.1080/13613324.2013.850412.

9. Jamila Lyiscott, Black Appetite. White Food: Issues of Race, Voice, and Justice Within and Beyond the Classroom (New York: Routledge, 2019).

10. Kevin K. Kumashiro, The Seduction of Common Sense: How the Right Has Framed the Debate on America’s Schools (New York: Teachers College Press, 2008), 3; George Lakoff, Don’t Think of an Elephant! Know Your Values and Frame the Debate: The Essential Guide for Progressives (White River Junction, VT: Chelsea Green Publishing, 2004).

11. Kumashiro, The Seduction of Common Sense, 3.

12. Data was collected from eight years of coursework for a yearlong social justice and curriculum design course. The course had several major objectives. It was designed to orient the students to the context of Newark, New Jersey, to support them to teach from a racial justice perspective, to help them develop an assets-based view of the city, and to teach them the foundations of curriculum design. Data included periodic reflection papers ranging from three to five pages, a racial autobiography of five to ten pages in which they reflected on the role that race has played throughout their life, and blog postings in which they reflected on community events they attended. The bulk of the data came from a reflection paper from the two-day Undoing Racism workshop by People’s Institute for Survival and Beyond and their course culminating final papers, approximately ten to fifteen pages, in which students were specifically asked to reflect on their journey of the year, new understandings they felt they developed, and which experiences helped to shape this new awareness. I read through the papers for examples of new understandings of race the teachers identified. I wrote codes in margins, creating short line-by-line units, staying as close to the participants’ words as possible. After finalizing line-by-line codes, I lifted the codes and corresponding text out of interview transcripts and recategorized them into “focused codes” based on connections across line-by-line codes that represented larger themes. I physically cut these line-by-line units, with only a color-coded system as to who said what, creating piles of data that shared similar themes. These piles were checked for consistency and put into envelopes, each titled with a label that described the phenomenon within. As I arranged these labels and thought about the relationship among them, my conceptual framework emerged as the story these labels told together.

13. Loewen, Lies My Teacher Told Me.

14. Anderson, White Rage.

15. To learn more about how racial categories were created by scientists to justify colonization and slavery, I recommend Ibram X. Kendi’s two books, Stamped from the Beginning: The Definitive History of Racist Ideas in America and How to Be an Antiracist. Stamped from the Beginning has also been adapted with Jason Reynolds into a young adult edition. The PBS series Race: The Power of an Illusion illustrates how various legal rulings create and change racial categories, refuting biological arguments of racial difference. I highly recommend attending the two-day workshop Undoing Racism, put on by the People’s Institute for Survival and Beyond. Their website includes an event calendar: www.pisb.org.

16. The People’s Institute for Survival and Beyond, “Undoing Racism,” workshop, https://www.pisab.org/programs, accessed January 9, 2020.

17. Ibram X. Kendi, How to Be an Antiracist (New York: One World, 2019), 41.

18. Coined by Clance and Imes (P. R. Clance and S. A. Imes, “The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention,” Psychotherapy: Theory, Research & Practice 15. no. 3 [1978]: 241–47, https://doi.org/10.1037/h0086006), imposter phenomenon refers to internalized feeling that individuals, often from marginalized identities, hold that they did not earn their accomplishments and do not deserve success or belonging. First identified in research on women, the phenomenon is now used to describe the ways in which racism is internalized by high-achieving people of Color. Pauline Rose Clance and Maureen Ann O’Toole, “The Imposter Phenomenon,” Women & Therapy 6, no. 3 (December 16, 1987): 51–64, https://doi.org/10.1300/J015V06N03_05; Gregory M. Walton and Geoffrey L. Cohen, “A Question of Belonging: Race, Social Fit, and Achievement,” Journal of Personality and Social Psychology 92, no. 1 (January 2007): 82–96, https://doi.org/10.1037/0022–3514.92.1.82.

19. Dismantling Racism Works, “Internalizations,” Dismantling Racism Works Web Workbook, http://www.dismantlingracism.org/internalizations.html, accessed February 15, 2020.

20. Derman-Sparks and Phillips, Teaching/Learning Anti-Racism.

21. Pedro Noguera, City Schools and the American Dream: Reclaiming the Promise of Public Education (New York: Teachers College Press, 2003).

22. Noguera, City Schools and the American Dream.

23. Gloria Ladson-Billings, “From the Achievement Gap to the Education Debt: Understanding Achievement in US Schools,” Educational Researcher 35, no. 7 (October 2006): 3–12, https://doi.org/10.3102/0013189X035007003; Theresa Perry, Claude Steele, and Asa G. Hilliard, Young, Gifted, and Black: Promoting High Achievement Among African-American Students (Boston: Beacon Press, 2003).

24. Rochelle Gutierrez explains the very helpful use of this term: “I use the term ‘historically looted’ instead of ‘low income’ to highlight the ongoing domination these students face and the benefits dominant members of society reap as a result.” See https://www.todos-math.org/assets/documents/TEEM/teem7_final1.pdf.

CHAPTER 4: DISRUPTING WHITENESS IN TEACHER EDUCATION

1. Respectability politics refers to the concept that members of an oppressed group must adopt the norms and behaviors of the dominant group in order to achieve mainstream success. Members of the oppressed groups uphold respectability politics by judging and shaming group members who do not assimilate and blame those individuals, rather than a system of oppression, for lack of advancement along the social ladder.

2. Picower and Kohli, Confronting Racism in Teacher Education; Gabriella Gutiérrez y Muhs et al., eds., Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Louisville: University Press of Colorado, 2012).

3. For a detailed explanation of Four I’s, see page 10.

4. For more information on restorative circles, see Carolyn Boyes-Watson and Kay Pranis, Circle Forward: Building a Restorative School Community (St. Paul, MN: Living Justice Press, 2015).

5. To read more about patterns of how White women enact racial power, see Luvvie Ajayi’s blog post in which she differentiates various manifestations of Whiteness. Luvvie Ajayi, “About Caucasity and the Difference Between a Becky, a Karen and a Susan,” Awesomely Luvvie, 2020, https://www.awesomelyluvvie.com/2020/04/caucasity-karen-becky-susan.html.

CHAPTER 5: HUMANIZING RACIAL JUSTICE IN TEACHER EDUCATION

1. Rita Kohli et al., “Critical Professional Development: Centering the Social Justice Needs of Teachers,” International Journal of Critical Pedagogy 6, no. 2 (2015).

2. Bree Picower, “Can We Get You There from Here? Political Clarity in the Teacher Education Admissions Process by Dr. Bree Picower,” Equity Alliance, 2019, http://www.niusileadscape.org/bl/can-we-get-you-there-from-here-political-clarity-in-the-teacher-education-admissions-process-by-dr-bree-picower.

3. This program was excluded from the findings because this chapter is examining teacher education programs that work to mitigate White teachers from enacting harm. I therefore focused on programs that have White students.

4. Picower, “Can We Get You There from Here?”

5. Rosa L. Rivera-McCutchen, “‘We Don’t Got Time for Grumbling’: Toward an Ethic of Radical Care in Urban School Leadership,” Educational Administration Quarterly (May 2020), https://doi:10.1177/0013161X20925892.

6. Marisa Meltzer, “‘I Refuse to Listen to White Women Cry,’” Washington Post Magazine, September 11, 2019, https://www.washingtonpost.com/news/magazine/wp/2019/09/11/feature/how-activist-rachel-cargle-built-a-business-by-calling-out-racial-injustices-within-feminism.

7. April Dawn Harter/Racism Recovery Center, “I Was Wrong to Tell You to De-Center Your Feelings, White People,” Medium, 2019, https://medium.com/@racismrecoverycenter/i-was-wrong-to-tell-you-to-de-center-your-feelings-white-people-65a7948f383d.

8. Shawn Ginwright, Hope and Healing in Urban Education: How Urban Activists and Teachers Are Reclaiming Matters of the Heart (New York: Routledge, 2015).

9. Django Paris and H. Samy Alim, “What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward,” Harvard Educational Review 84, no. 1 (April 2014): 85–100, https://doi.org/10.17763/haer.84.1.982l873k2ht16m77.