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Everyday Antiracism: Getting Real About Race in School

reviewed by Merry M. Merryfield - February 05, 2009

coverTitle: Everyday Antiracism: Getting Real About Race in School
Author(s): Mica Pollock (Ed.)
Publisher: The New Press, New York
ISBN: 1595580549, Pages: 368, Year: 2008
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Everyday Anti-Racism: Getting Real About Race in School answers the question: what can educators do day to day to overcome racism and racial inequalities in schools and society? Mica Pollack, associate professor at the Harvard School of Education, asked over sixty researchers to propose a single action that educators could apply in their daily work to address racism. The result is a complex book of sixty-four short essays organized into six sections. “Race Categories” (14 essays) debunks the biology of race and racial groupings and examines identity, individuality and internalized oppression. “How Opportunities Are Provided and Denied in Schools” (11 essays) analyzes tracking, standards, gifted education and language education and challenges stereotypes and practices in discipline. The third section, “Curriculum that Asks Crucial Questions about Race,” (13 essays), explores ways for students to learn about racial identity, oppression, and social justice through photography, writing, literature, film, music, local history and... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: February 05, 2009
https://www.tcrecord.org ID Number: 15512, Date Accessed: 6/23/2021 11:00:26 AM

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About the Author
  • Merry Merryfield
    The Ohio State University
    E-mail Author
    MERRY M. MERRYFIELD is professor of social studies and global education at The Ohio State University. Her interests include teaching for equity, diversity and global interconnectedness. Recent publications include “Decolonizing Social Studies and Global Education,” “A Meeting on the Congo: Race, Voice and Representation,” and Social Studies and the World: Infusing Global Perspectives (co-author with Angene Wilson). Currently she is engaged in a study of two schools where teacher- initiated whole school reform is aimed at preparing students to be engaged citizens in a global age.
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