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· 제목 : Generation Mixed Goes to School: Radically Listening to Multiracial Kids (Paperback)
· 분류 : 외국도서 > 교육/자료 > 교육 > 다문화 교육
· ISBN : 9780807765326
· 쪽수 : 173쪽
· 분류 : 외국도서 > 교육/자료 > 교육 > 다문화 교육
· ISBN : 9780807765326
· 쪽수 : 173쪽
목차
- Contents
- Series Foreword James A. Banks x
- Preface xv
- Introduction: “It’s hard speaking about race...especially when you’re mixed because there are so many sides!” 1
- Radical Listening as Theory: Creating a Children-and-Youth-Based Frame 3
- Radical Listening as Method and Intervention: Collecting and Sharing Stories 7
- Who We Interviewed 10
- Language, Terminology, and Radical Listening as Epistemology 13
- Grounding Our Work in Critical Mixed Race Studies 15
- We Hope You Will Listen to Our Book 20
- Radical Listening with Your Critical Friend 23
- 1. From (G)race to Race: Racial Identity Development and Mixed-Race Kids 25
- How Do You Understand Race? 26
- Radical Listening Exercise: Remembering Race, Listening to Race 27
- Seeing Difference/Hearing Difference 28
- Difference as Bad Versus Difference as Special 30
- Children’s Brains and Race 32
- What About Your Friends? 35
- What About Your Siblings? 38
- Racial Socialization 40
- 2. Changing Team(s): Mixed Kids’ Agency in Choosing, Moving, and Sticking with Racialized Identities 44
- But First, a Radical Listening Exercise in Salient Identities 46
- Racial Identity Development Meets Mixed-Race Kids 47
- The Psychology of Mixed-Race Kids and Racialized Choice 51
- Supporting Mixed-Race Kids in Racial Identity Even When They Don’t “Make the Team” 56
- Checking the Box 58
- (Sometimes) Choosing Whiteness: White Adjacency 60
- Radically Listening to Mixed-Race Identities 62
- Listening to Racial Identity Development 64
- 3. “He Didn’t Even Know My Name”: Singling Out Mixed-Race Kids Through the Forces of Implicit Bias 66
- Assessing Your Own Implicit Bias: A Radical Listening Exercise 69
- Choking on the Smog of Implicit Bias 71
- Media and the Smog 75
- Smog Kills 77
- Implicit Bias and Mixed-Race Kids 79
- Perceptual Ambiguity, Cognitive Depletion, and Mixed-Race Kids 83
- A Closing Dilemma, and a Caveat 86
- 4. “Relationship Is Key”: How Teachers Are Radically Listening to Mixed-Race Kids in Schools 89
- School Climate 91
- Affinity Groups: Forging Mixed-Race Kinship in School 92
- Radical Listening Activity: Affinity Group Time 96
- Centering Students’ Voices in the Classroom to Foster Positive Relationships 97
- Deepening Relationships in the Classroom: Expectations and Accountability in Relationships 98
- Wise Feedback 99
- Empathy 101
- Student Connectedness 103
- An Example That Works: GREET-STOP-PROMPT 104
- Sharing Who We Are with Our Students 106
- Interrupting Racism for Positive Relationships 109
- “Teachers, I Want You to Know . . . I Think It Starts with Education” 111
- 5. “We Were Taught”: Family Practices of Radical Listening, Positive Friction, and Talking Race 113
- Friction Without Positivity: Refuting a Child’s Racialized Identity 115
- Listen to Your Child Even When You Don’t Think They “Look” Like How They Identify 118
- Performing Color Blindness: On Not Listening to Race Talk 122
- Being Vulnerable with Your Children 125
- Providing Role Models for Mixed-Race Children 126
- The Work: Parents Bringing Radical Listening into School 128
- Radical Listening Exercise: Race, Listening, and Family Mission Statements 131
- Coda: “I Just Raise My Hand All the Time”: Keep Listening and Talking with and for Generation Mixed 134
- Appendix A: Generation Mixed Dialogue Questions 139
- Appendix B: Generation Mixed Participants 141
- Appendix C: Sample Guide to Affinity Groups 143
- Appendix D: Table Describing GREET-STOP-PROMPT Practices 146
- References 148
- Index 162
- About the Authors 174
