Synopses & Reviews
Review
“Milner makes a convincing case that teachers need a deeper understanding of the intersections of race and poverty so that they can better counter the out-of-school factors that hinder student learning.” — Mary Pattillo, Harold Washington Professor of Sociology and African American Studies, Northwestern University
Review
“The kind of education and teacher education that Milner proposes is the only way that we will be able to provide a high-quality public education to every child in the united states.” — Ken Zeichner, Boeing Professor of Teacher Education, University of Washington, Seattle
Review
“Rac(e)ing to Class is honest, provocative, and compelling—a call to action, an invitation to talk, for parents, community members, students, teachers, and preservice educators.” — Michelle Fine, Distinguished Professor of Psychology and Urban Education, The Graduate Center, The City University of New York
Review
“Classroom teachers, principals, and school leaders must read this book; it provides an illuminating model and framework for educators that vividly challenge us to reenvision what we think and do about poverty, race, and achievement in classrooms across the United States.” — Terry Harris, coordinator, Department of Educational Equity and Diversity, Rockwood School District, St. Louis, Missouri
Review
“In this comprehensive and timely text, Milner takes head-on the issue of how poverty impacts education, and details why understanding and ameliorating the effects of poverty on education is a moral imperative.” — Na’ilah Suad Nasir, Birgeneau Chair in Educational Disparities, Graduate School of Education, and H. Michael and Jeanne Williams Chair of African American Studies, University of California, Berkeley
Review
"This book will prove valuable for readers of all levels interested in research in education, social change, critical pedagogy, teacher education, curriculum and instruction, bilingual education, educational leadership, ESL, multiculturalism, and diversity."
— K. Al-Qubbaj, Choice Magazine
Synopsis
In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of color who live in poverty.
Synopsis
In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students' lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices--at district and school levels, and in individual classrooms--for school leaders and teachers who are committed to creating the best educational opportunities for these students. Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner's astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty--and how they can best serve these students in their schools and classrooms.
About the Author
H. Richard Milner IV is the Helen Faison Professor of Urban Education and director of the Center for Urban Education at the University of Pittsburgh School for Education.
Table of Contents
CONTENTSForeword by Tyrone C. Howard xi
Acknowledgments xv
INTRODUCTION 1
CHAPTER 1
School- and District-Level Reform for Effective Teaching and Learning 29
CHAPTER 2
Focus on Instruction 67
CHAPTER 3
Case Studies of Practice: Life in Schools and Classrooms 113
CHAPTER 4
A Call to Action in Teacher Education 143
CHAPTER 5
Conclusion 175
Notes 187
About the Author 203
Index 205