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We Canít Teach What We Donít Know: White Teachers, Multiracial Schools


reviewed by Lisa A. Mazzei ó July 05, 2006

coverTitle: We Canít Teach What We Donít Know: White Teachers, Multiracial Schools
Author(s): Gary R. Howard
Publisher: Teachers College Press, New York
ISBN: 0807746657, Pages: 172, Year: 2006
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In his expanded second edition of We Can’t Teach What We Don’t Know, Gary R. Howard summarizes his experience as a multicultural educator and provides research by others in the area of whiteness studies and multicultural education to flesh out how culturally responsive teaching practices might be engaged by competent teachers. The text raises several questions: What do we know about ourselves as white educators? What difference does our “whiteness” make in our ability to work successfully with students in multiracial schools, especially in light of the passage of the No Child Left Behind (NCLB) Act? The answers to these questions are central to the discussion presented by Mr. Howard as he probes the implications for educators of whiteness as a racial identity and whiteness as a dominance paradigm. Furthermore, these questions are embedded in his notion of white privilege that he strives to dismantle via what he describes as... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: July 05, 2006
http://www.tcrecord.org ID Number: 12580, Date Accessed: 10/23/2017 5:54:06 AM

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About the Author
  • Lisa Mazzei
    Manchester Metropolitan University
    E-mail Author
    LISA A. MAZZEI is beginning a two-year appointment as a Research Fellow at the Education and Social Research Institute (ESRI) at Manchester Metropolitan University, Manchester, England. Her research interests include: the normalizing effects of mentoring on new teacher performance; and how a recognition of whiteness on the part of white teachers impacts curricular and pedagogical decisions in racially and culturally diverse classrooms. She is currently finishing a text that engages silence as data in qualitative research. The book is scheduled to be released next spring.
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