Love to Know
This phrase is often used by White teachers to signal they are "not racist," though Love argues it is an insufficient substitute for actually knowing a student's culture.
"I love all children."
This is the first phase of becoming a cross-cultural teacher, where an educator must make their own values and "deep-seated dispositions" explicit.
Phase I: Self Examination
Sahra, a South Asian student, said that her father would not allow her to go on the field trip due to this.
Her gender (being a girl)
Initially, William could not see these head coverings as anything but restrictive, due to them traditionally only being worn by women, not men.
The hijab
Love describes black girls as often misunderstood or misread, with teachers not often understanding their these.
Their identities
Love advocates for this type of teaching, which requires a "rebellious spirit" and a commitment to fighting for justice rather than just "survival."
Abolitionist Teaching
According to Banks, this percentage of all face-to-face communication is actually nonverbal, involving gestures, eye contact, and tone.
65 percent
Dave, the only grade-8 teacher to accompany the students, drew his philosophy of valuing student interaction in outdoor settings from his past experience in this role
camp counselor
Several students were unable to attend the trip because of these; sometimes involving translating at hospitals or picking up siblings from daycare
family responsibilities
Love says that white teachers need to want to address how they contribute to this kind of racism. The kind that functions to allow schools to be under resourced and students labeled at-risk.
Structural racism
Love notes that due to limited interactions, many people overestimate the percentage of Black people in the U.S. population, which is actually less than this number.
14 percent
To avoid misunderstandings, Banks argues teachers must relate to students as individuals with unique characteristics rather than as part of this type of "single, unchanging" group.
Monolithic group
The special education teacher, Marla, specifically supported the trip because she felt it was a way for students who struggled in this area to finally excel.
academic curriculum
School context, as well as all that occurs in their school, home, and neighborhood, have the potential to contribute to their learning about what this part of their identity may mean to them.
Ethnic identity
Love describes schools needing to implement policies and this kind of reform.
Education reform
This paradoxical phrase describes how Black people are often prominently featured in media or sports while the systemic issues they face remain unseen by many.
Highly visible and invisible at the same time
Prejudiced individuals often use this psychological process to organize their view of the world so they can dismiss positive information that does not confirm their existing stereotypic beliefs
Selective perception
At Bay Street School, 71 students were given the opportunity to go on a field trip to Boyle River. This many did not go.
26 out of the 71
These kind of stories recognize that the process of acknowledging culture in the curriculum is complicated: good intentions may be misconstrued, or individuals may bring to the school context experiences that shape their interpretations of school events in ways that differ significantly from what was intended
Secret stories
Love says that becoming this kind of teacher "is an ongoing process, not a state of being".
A cross cultural teacher.
Love describes this as the "unknowing" process, where well-intentioned teachers harm the souls of students of color due to a lack of cultural knowledge.
Murdering the spirit
To effectively reduce prejudice through direct contact between different groups, the interaction must involve sanctioning by authorities, a cooperative environment, and this third essential condition
equal status
This 8th grade teacher, with experience as a camp counselor and outdoor-education teacher, was the only one of the three grade 8 teachers who was to accompany the students to Boyne River.
Dave
Although the activities were part of the curriculum and were supported by their teachers, many of the Chinese parents did not show the same commitment to any of these activities as they showed for academic subjects such as science, mathematics, or English.
Athletic, artistic, or outdoor-education activities.
Love says that the schools attended by African-American girls who live in poverty are often low-performing and too focused on this.
Discipline