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Perspectives on race today Featuring new and engaging essays by noted anthropologists and illustrated with full color photos, RACE: Are We So Different? is an accessible and fascinating look at the idea of race, demonstrating how current scientific understanding is often inconsistent with popular notions of race.
Reworking the History of Social Theory for 21st Century Anthropology: A Syllabus Project "assembled collectively as a final project of the graduate Social Theory class in the Applied Anthropology program at Oregon State University."
In this groundbreaking book, Joseph Graves traces the development of biological thought about human genetic diversity. Greek philosophy, social Darwinism, New World colonialism, the eugenics movement, intelligence testing biases, and racial health fallacies are just a few of the topics he addresses.
How real is race? What is biological fact, what is fiction, and where does culture enter? What do we mean by a "colorblind" or "postracial" society, or when we say that race is a "social construction"? If race is an invention, can we eliminate it? This book, now in its second edition, employs an activity-oriented approach to address these questions and engage readers in unraveling--and rethinking--the contradictory messages we so often hear about race.
Considers topics such as how the classroom environment is structured by race, the temptation to retreat from challenging students when faced with possible reprisals, and how white faculty and faculty of color are impacted by teaching about race.
Riley, Donna. (2003). Employing Liberative Pedagogies in Engineering Education. Journal of Women and Minorities in Science and Engineering 9 (2): 137–158.
Many educators in the humanities and social sciences employ pedagogies of liberation, including feminist and/or critical or radical pedagogies based on the works of bell hooks, Paulo Freire, and others, to engage students in collectively creating democratic classrooms that encourage all voices. This article motivates the use of these pedagogies in engineering education and presents their application in an engineering thermodynamics course.
Bothwell, M. & McGuire, J. (2007). Difference, Power, and Discrimination in Engineering Education. in Teaching for Change: the Difference, Power, and Discrimination Model, Lexington Books. 141-166.
In this expanded and updated edition, more than 50 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate math into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators.
Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities.
Presents the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathematics education and mathematics in general.
Culturally Specific Pedagogy in the Mathematics Classroom by Jacqueline Leonard
Publication Date: 2007-12-07
Offers a wide variety of conceptual and curricular resources for teachers interested in teaching mathematics in a way that challenges stratification based upon race, class, gender and other forms of oppression that students face in today's world.
Based on a project - involving deans and directors of teaching centers and diversity offices from six institutions - this book instigates discussions among teachers and administrators about implementing socially just practices in their classrooms, departments, and offices.
As a relatively new area of investigation, the study of multicultural education as it relates to science teaching and learning has spawned numerous interpretations by researchers and authors worldwide. The contributors of this international volume - among them are science teacher educators, science teachers, scientists, researchers, program directors, multicultural educators, and cultural anthropologists - were selected based on both their divergent and convergent perspectives on multicultural science education. By including contributors from a number of constituencies, this book offers a broad perspective on multicultural science education in addition to providing a vision for the future. Extensive literature reviews have also been included to assist the reader and focus discussion.
Li, Judith. (2007). Challenges and Rewards of Teaching DPD in a Science Curriculum. in Teaching for Change, edited by Jun Xing, Judith Li, Larry Roper, and Susan M. Shaw
Mathematics in Service to the Community: Concepts and Models for Service-Learning in the Mathematical Sciences by Charles R. Hadlock (Editor)
Publication Date: 2005-01-01
This book looks at the wide variety of ways in which math, statistics, and math education teachers have incorporated service-learning into their courses.
Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of statistics education.
Miller, A. T. (2005). The Multicultural Lab: Diversity Issues in STEM Classes. in Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education, 451-459.
The traditional view that the STEM disciplines are empirically based, and thus culturally neutral, has meant that many instructors in these fields often do not see, or cannot imagine, a connection between their classrooms and laboratories and multicultural initiatives. At the same time, most instructors see that there continues to be a gender imbalance in these areas and a notable under-representation of color and other identities that face social discrimination. Unfortunately, patterns of retention in these disciplines show that the imbalances grow wider as coursework proceeds. This chapter outlines some of the ways instructors can approach these issues in their practices in and outside of the classroom, to enhance the retention and achievement of under-represented students (and future professionals) in the STEM disciplines.
Reddick, L., Jacobson, W., Linse, A. and Yong, D. (2005). A Framework for Inclusive Teaching in STEM Disciplines. in Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education, 435-450.
In this chapter, we propose a Framework for Inclusive Teaching in STEM Disciplines that reflects the contexts of teaching in these disciplines, and extends James Banks’ Five Dimensions of Multicultural Education to the distinct needs of STEM faculty in their classes. We also discuss ways that faculty development professionals can successfully communicate with STEM faculty about inclusive teaching goals.