| Acknowledgments | p. xi |
| Suggestions for Using This Book | p. xiii |
| Introduction: Defining Everyday Antiracism | p. xvii |
| Race Categories: We Are All the Same, But Our Lives Are Different | p. 1 |
| Remember That Racial Categories Are Not Biological Realities | p. 3 |
| Exposing Race as an Obsolete Biological Concept | p. 4 |
| No Brain Is Racial | p. 9 |
| Getting Rid of the Word "Caucasian" | p. 12 |
| Get Ready to Talk about a Racialized Society | p. 17 |
| Beginning Courageous Conversations about Race | p. 18 |
| Talking Precisely about Equal Opportunity | p. 24 |
| Nice Is Not Enough: Defining Caring for Students of Color | p. 28 |
| Remember That People Do Not Fit Neatly and Easily into Racial Groups | p. 33 |
| Following Children's Leads in Conversations about Race | p. 34 |
| Observing Students Sharing Language | p. 39 |
| Remember That People Are Treated as Racial Group Members and Need to Examine That Experience | p. 43 |
| Strengthening Student Identity in School Programs | p. 44 |
| Uncovering Internalized Oppression | p. 50 |
| Helping Students See Each Other's Humanity | p. 56 |
| Emphasize Individuality | p. 61 |
| Constructing Colorblind Classrooms | p. 62 |
| Knowing Students as Individuals | p. 67 |
| Showing Students Who You Are | p. 70 |
| How Opportunities Are Provided and Denied Inside Schools | p. 75 |
| Remember That Students Experience Racially Unequal Expectations about Their Brainpower | p. 77 |
| Helping Students of Color Meet High Standards | p. 78 |
| Providing Supportive Feedback | p. 82 |
| Counter Racially Patterned Skill Gaps | p. 85 |
| Teaching and Transcending Basic Skills | p. 86 |
| Grouping in Detracked Classrooms | p. 90 |
| Help Students Gain Fluency in "Standard" Behaviors While Honoring the "Nonstandard" Behaviors They Already Have | p. 97 |
| Standards vs. "Standard" Knowledge | p. 98 |
| Valuing Nonstandard English | p. 102 |
| Teaching Students Fluency in Multiple Cultural Codes | p. 107 |
| Defy Racially Based Notions of Potential Careers and Contributions | p. 113 |
| Challenging Cultural Stereotypes of "Scientific Ability" | p. 114 |
| Finding Role Models in the Community | p. 120 |
| Analyze Racial Disparities in Opportunities to Learn | p. 125 |
| Providing Equal Access to "Gifted" Education | p. 126 |
| What Discipline Is For: Connecting Students to the Benefits of Learning | p. 132 |
| Curriculum That Asks Crucial Questions About Race | p. 139 |
| Create Curriculum That Invites Students to Explore Complex Identities and Consider Racial Group Experiences | p. 141 |
| Using Photography to Explore Racial Identity | p. 142 |
| Exploring Racial Identity Through Writing | p. 146 |
| Involving Students in Selecting Reading Materials | p. 150 |
| Create Curriculum That Analyzes Opportunity Denial | p. 155 |
| Teaching Critical Analysis of Racial Oppression | p. 156 |
| Using Critical Hip-Hop in the Curriculum | p. 161 |
| Engaging Youth in Participatory Inquiry for Social Justice | p. 165 |
| Create Curriculum That Represents a Diverse Range of People Thoroughly and Complexly | p. 173 |
| Arab Visibility and Invisibility | p. 174 |
| Evaluating Images of Groups in Your Curriculum | p. 180 |
| Teaching Representations of Cultural Difference Through Film | p. 186 |
| What Is on Your Classroom Wall? Problematic Posters | p. 191 |
| Teaching Racially Sensitive Literature | p. 195 |
| Create Curriculum That Discusses History Accurately and Thoroughly | p. 199 |
| Making Race Relevant in All-White Classrooms: Using Local History | p. 200 |
| Teaching Facts, Not Myths, about Native Americans | p. 204 |
| Race and the School Experience: The Need for Inquiry | p. 209 |
| Investigate Learning Experiences in Your Classroom | p. 211 |
| Inviting Students to Analyze Their Learning Experience | p. 212 |
| Interrogating Students' Silences | p. 217 |
| Questioning "Cultural" Explanations of Classroom Behaviors | p. 222 |
| Creating Safe Spaces in Predominantly White Classrooms | p. 226 |
| On Spotlighting and Ignoring Racial Group Members in the Classroom | p. 230 |
| Spearhead Conversations with Students about Racism in Their Lives and Yours | p. 235 |
| Racial Incidents as Teachable Moments | p. 236 |
| Debating Racially Charged Topics | p. 242 |
| Developing Antiracist School Policy | p. 246 |
| Talk Thoroughly with Colleagues about Race and Achievement | p. 253 |
| Focusing on Student Learning | p. 254 |
| Moving Beyond Quick "Cultural" Explanations | p. 257 |
| Naming the Racial Hierarchies That Arise During School Reforms | p. 262 |
| Spearheading School-wide Reform | p. 267 |
| Analyze, with Colleagues and Students, How Your Race Affects Your Teaching | p. 273 |
| Responding to the "N-Word" | p. 274 |
| Engaging Diverse Groups of Colleagues in Conversation | p. 279 |
| Locating Yourself for Your Students | p. 283 |
| Expanding Definitions of "Good Teaching" | p. 287 |
| Engaging Communities for Real | p. 291 |
| Inquire Fully about Home Communities | p. 293 |
| Valuing Students' Home Worlds | p. 294 |
| Getting to Know Students' Communities | p. 299 |
| Helping Students Research Their Communities | p. 305 |
| Discuss Parents' Experiences of Racially Unequal Opportunity | p. 309 |
| Cultivating the Trust of Black Parents | p. 310 |
| Helping Parents Fight Stereotypes about Their Children | p. 314 |
| Informing Parents about Available Opportunities | p. 318 |
| Keeping it Going | p. 325 |
| Struggle to Change a System That Is Unequal, While Working Within It | p. 327 |
| Resisting the "Lone Hero" Stance | p. 328 |
| Recognizing the Likelihood of Reproducing Racism | p. 334 |
| Staying Hopeful | p. 337 |
| What Is Next? | p. 341 |
| Complete List of Everyday Antiracist Strategies | p. 343 |
| Notes | p. 349 |
| Reference List | p. 361 |
| Index | p. 381 |
| Table of Contents provided by Ingram. All Rights Reserved. |
