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Product Identifiers

PublisherRowman & Littlefield Education

ISBN-101610487664

ISBN-139781610487665

eBay Product ID (ePID)113065271

Product Key Features

Number of Pages100 Pages

Publication NameWhite Urban Teachers : Stories of Fear, Violence, and Desire

LanguageEnglish

SubjectUrban, General, Teaching Methods & Materials / General

Publication Year2012

TypeTextbook

AuthorAudrey Lensmire

Subject AreaEducation

FormatTrade Paperback

Dimensions

Item Height0.2 in

Item Weight5.9 Oz

Item Length9 in

Item Width6.1 in

Additional Product Features

Intended AudienceTrade

LCCN2012-001219

Dewey Edition23

ReviewsLensmire's book is an ethnographic study of five urban white teachers using a single interview question: 'Tell me the story of your work as a white teacher.' Through the lens of critical race theory and whiteness studies, the author analyzes the words of these teachers, seeking to avoid generalizations or comparisons. She urges the reader to see each teacher's story as an individual experience in order to explore very challenging questions related to race, class, gender, and sexuality. An interesting and unique aspect of the book is how Lensmire (Augsburg College, Minneapolis) resists orderly summaries of each teacher's experience in urban classrooms. Instead she examines each issue from multiple possible interpretations and acknowledges the dynamic quality of teacher identities that shift and change depending on a variety of factors as they live the experience of teaching. Equally intriguing and compelling is Lensmire's honesty about her own experiences and thinking, as well as that of the participating teachers. Because there are no clear answers, the book leaves the reader with new, challenging questions and concerns related to the work of white teachers in urban settings. The book includes a very helpful appendix documenting the research methods used. Summing Up: Recommended., One seldom thinks of teachers as people locked in existential isolation when their days are spent interacting with others. One unwittingly concludes that a person trained to solve problems and, in the course of time, gain experience managing the awesome role of teaching children knowledge and the ability to "use your words," has the skill and articulation to deal with her own insecurities. And if that teacher is white, liberal, and committed to her students, uttering her doubts and insecurities on racialized occurrences within an urban school environment, tends only to mark her with a stigma that few can remove. So she learns to hold it in while laboring to teach her kids to soar. In this, she is living her own version of, what W.E.B. Dubois called, "two warring ideals." This is an important book that calls the reader to acknowledge this paradox and consider ways to initiate on-going conversation that is both challenging but respectful. Indeed, it is a call to all who work in urban schools to understand that, as we expect teachers to nurture their students, we must likewise discover ways to nurture the teachers., One seldom thinks of teachers as people locked in existential isolation when their days are spent interacting with others. One unwittingly concludes that a person trained to solve problems and, in the course of time, gain experience managing the awesome role of teaching children knowledge and the ability to use your words, has the skill and articulation to deal with her own insecurities. And if that teacher is white, liberal, and committed to her students, uttering her doubts and insecurities on racialized occurrences within an urban school environment, tends only to mark her with a stigma that few can remove. So she learns to hold it in while laboring to teach her kids to soar. In this, she is living her own version of, what W.E.B. Dubois called, two warring ideals. This is an important book that calls the reader to acknowledge this paradox and consider ways to initiate on-going conversation that is both challenging but respectful. Indeed, it is a call to all who work in urban schools to understand that, as we expect teachers to nurture their students, we must likewise discover ways to nurture the teachers., Lensmire's book is an ethnographic study of five urban white teachers using a single interview question: 'Tell me the story of your work as a white teacher.' Through the lens of critical race theory and whiteness studies, the author analyzes the words of these teachers, seeking to avoid generalizations or comparisons. She urges the reader to see each teacher's story as an individual experience in order to explore very challenging questions related to race, class, gender, and sexuality. An interesting and unique aspect of the book is how Lensmire (Augsburg College, Minneapolis) resists orderly summaries of each teacher's experience in urban classrooms. Instead she examines each issue from multiple possible interpretations and acknowledges the dynamic quality of teacher identities that shift and change depending on a variety of factors as they live the experience of teaching. Equally intriguing and compelling is Lensmire's honesty about her own experiences and thinking, as well as that of the participating teachers. Because there are no clear answers, the book leaves the reader with new, challenging questions and concerns related to the work of white teachers in urban settings. The book includes a very helpful appendix documenting the research methods used. Summing Up: Recommended. ll as that of the participating teachers. Because there are no clear answers, the book leaves the reader with new, challenging questions and concerns related to the work of white teachers in urban settings. The book includes a very helpful appendix documenting the research methods used. Summing Up: Recommended. ll as that of the participating teachers. Because there are no clear answers, the book leaves the reader with new, challenging questions and concerns related to the work of white teachers in urban settings. The book includes a very helpful appendix documenting the research methods used. Summing Up: Recommended. ll as that of the participating teachers. Because there are no clear answers, the book leaves the reader with new, challenging questions and concerns related to the work of white teachers in urban settings. The book includes a very helpful appendix documenting the research methods used. Summing Up: Recommended., One seldom thinks of teachers as people locked in existential isolation when their days are spent interacting with others. One unwittingly concludes that a person trained to solve problems and, in the course of time, gain experience managing the awesome role of teaching children knowledge and the ability to "use your words," has the skill and articulation to deal with her own insecurities. And if that teacher is white, liberal, and committed to her students, uttering her doubts and insecurities on racialized occurrences within an urban school environment, tends only to mark her with a stigma that few can remove. So she learns to hold it in while laboring to teach her kids to soar. In this, she is living her own version of, what W.E.B. Dubois called, "two warring ideals." This is an important book that calls the reader to acknowledge this paradox and consider ways to initiate on-going conversation that is both challenging but respectful. Indeed, it is a call to all who work in urban schools to understand that, as we expect teachers to nurture their students, we must likewise discover ways to nurture the teachers. erstand that, as we expect teachers to nurture their students, we must likewise discover ways to nurture the teachers. erstand that, as we expect teachers to nurture their students, we must likewise discover ways to nurture the teachers. erstand that, as we expect teachers to nurture their students, we must likewise discover ways to nurture the teachers., Audrey Lensmire provides a powerfully engaging opportunity for readers to seriously consider the multiple and varied complexities of being a white teacher in urban classrooms. Anyone interested in resisting simplistic explanations, in favor of seriously examining the ongoing and shifting paradoxes and struggles that white teachers and students of colors experience, should read this important book.

Dewey Decimal370.9173/2

Table Of ContentPreface Chapter 1: Race and Education Race and Racial Categories: A Modern Invention White Lives White Teachers in Schools Conclusion Chapter 2: Charlotte's Losses: Racial Fears and White Shame Charlotte's Work Life Difficult Reflections Conclusion Chapter 3: Darrin's Story: Authority and Control in the Classroom Darrin's Work History Darrin Teaches Theater Fire and Ice The Kiss Conclusion Chapter 4: Desire, Care, and (Mis)Reading Whiteness Confessions of a Quiet Activist Paul Frida Margaret Graduate School Conclusion Chapter 5: Looking Forward and Looking Back Appendix: Research Methods References

SynopsisStories of the lives of white teachers, as white teachers, too often simplify the complexities and conflicts of their work with students of color. Drawing on in-depth interviews with five white teachers, as well as on her own experiences, Audrey Lensmire provides generous, complex, and critical accounts of white teachers, against the backdrop of her sharp critique of schools and our country's awful race history., Stories of the lives of white teachers, as white teachers, too often simplify the complexities and conflicts of their work with students of color. Drawing on in-depth interviews with five white teachers, as well as on her own experiences, Audrey Lensmire provides generous, complex, and critical accounts of white teachers, against the backdrop of her sharp critique of schools and our country's awful race history. With Charlotte, Lensmire explores how hard it often is for white people to talk about race. Through Darrin's stories, Lensmire illuminates this white teacher's awakening as a raced person, his tragic relationship with a brilliant African-American student, and how his need for control in the classroom undermined his own sense of himself as a good person. In her interpretations of stories told by Paul, Frida, and Margaret, Lensmire examines how care and desire play out in teaching students of color. In a society in which we avoid serious conversations about race and whiteness and what these mean for the education of our nation's children, Lensmire's book is an invaluable resource., Stories of the lives of white teachers, as white teachers, too often simplify the complexities and conflicts of their work with students of color. Drawing on in-depth interviews with five white teachers, as well as on her own experiences, Audrey Lensmire provides generous, complex, and critical accounts of white teachers, against the backdrop of her sharp critique of schools and our country's awful race history.With Charlotte, Lensmire explores how hard it often is for white people to talk about race. Through Darrin's stories, Lensmire illuminates this white teacher's awakening as a raced person, his tragic relationship with a brilliant African-American student, and how his need for control in the classroom undermined his own sense of himself as a good person. In her interpretations of stories told by Paul, Frida, and Margaret, Lensmire examines how care and desire play out in teaching students of color.In a society in which we avoid serious conversations about race and whiteness and what these mean for the education of our nation's children, Lensmire's book is an invaluable resource.

LC Classification NumberLC5131.L395 2012

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White Urban Teachers : Stories of Fear, Violence, and Desire by Audrey Lensmire (2012, Trade Paperback)

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