Shattering the denial : protocols for the classroom and beyond / Karen B. McLean Donaldson ; foreword by Christine Sleeter.

Annotation This book has gone to great lengths to reveal, through research and practice, the possibilities of addressing and reducing racist practices in our schools. It features an Antiracist Education Teacher Study that assisted in providing baseline figures of teacher perceptions of racism, and d...

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Bibliographic Details
Main Author: Donaldson, Karen B. McLean.
Format: Book
Language:English
Published: Westport, Conn. : Bergin & Garvey, 2001.
Subjects:
Online Access:CONNECT
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100 1 |a Donaldson, Karen B. McLean. 
245 1 0 |a Shattering the denial :  |b protocols for the classroom and beyond /  |c Karen B. McLean Donaldson ; foreword by Christine Sleeter. 
246 3 0 |a Protocols for the classroom and beyond. 
260 |a Westport, Conn. :  |b Bergin & Garvey,  |c 2001. 
300 |a 1 online resource (xx, 184 pages) 
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504 |a Includes bibliographical references (pages 171-177) and index. 
588 0 |a Print version record. 
520 8 |a Annotation This book has gone to great lengths to reveal, through research and practice, the possibilities of addressing and reducing racist practices in our schools. It features an Antiracist Education Teacher Study that assisted in providing baseline figures of teacher perceptions of racism, and demonstrated how teachers can successfully implement antiracist concepts in their classrooms. Findings further indicate that such teacher involvement makes a difference in student acceptance and attitude. As teachers display enthusiasm for teaching their subject areas multiculturally, and having an intolerance for racist behavior, many students have shown greater respect and appreciation for their teachers who are willing to expose life's realities. Educators in the Teacher Study became role models for their students. This role modeling empowered students in positive ways to address issues of racism from the student perspective. Dr. Donaldson also focuses on shattering the denial of teachers who doubt the existence of racism in schools and who question how student learning is adversely affected by racism. She uncovers the difficulty teachers have with coming to grips with the realities of racism. In light of these difficulties, those who endured became empowered to become better teachers. 
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