Shattering the Denial: Protocols for the Classroom and Beyond PDF
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Shattering the Denial: Protocols for the Classroom and Beyond KAREN B. MCLEAN DONALDSON BERGIN & GARVEY Shattering the Denial Shattering the Denial Protocols for the Classroom and Beyond KAREN B. M LEAN DONALDSON C Foreword by Christine Sleeter BERGIN & GARVEY Westport, Connecticut • London Library of Congress Cataloging-in-Publication Data Donaldson, Karen B. McLean. Shattering the denial : protocols for the classroom and beyond / Karen B. McLean Donaldson ; foreword by Christine Sleeter. p. cm. Includes bibliographical references and index. ISBN 0–89789–777–3 (alk. paper)—ISBN 0–89789–778–1 (pbk. : alk. paper) 1. Discrimination in education—United States. 2. Racism—United States. 3. Multicultural education—United States. I. Title: Protocols for the classroom and beyond. II. Title. LC212.2.D64 2001 305.8′00973—dc21 00–057929 British Library Cataloguing in Publication Data is available. Copyright © 2001 by Karen B. McLean Donaldson All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 00–057929 ISBN: 0–89789–777–3 0–89789–778–1 (pbk.) First published in 2001 Bergin & Garvey, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.greenwood.com Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984). 10 9 8 7 6 5 4 3 2 1 Everyreasonableefforthasbeenmadetotracetheownersofcopyrightmaterialsinthisbook,but insomeinstancesthishasprovenimpossible.Theauthorandpublisherwillbegladtoreceivein- formationleadingtomorecompleteacknowledgmentsinsubsequentprintingsofthebookandin the meantime extend their apologies for any omissions. In Loving Memory of Mrs. Grace Lymas Clark Mrs.GraceClarkwasborninNewYorkCity,February24,1936,and died on March 17, 1997, shortly after being diagnosed with cancer. “Ma” was my mother-in-law, my second mom, and a true friend. She supportedmeandtherestofthefamilyinallthatwedid.Inwritingthis book, I owe my confidence and persistent spirit to my gracious mother-in-law.Whilesickinbedwithcancershestillencouragedmeto remainsteadfastinmyworkbecauseitwasanimportantcontribution. Certainlysheknewbestabouthardworkbecausesheraisedfivechildren whileworkingfull-timejobsallherlife.Shewasveryproudofmeandmy accomplishmentsbutnothalfasproudasIwillalwaysbeofhers.Ilove youandImissyou,“Ma.”Thisbookisatestamenttoyourhardworking spirit and your righteous love for all people. Contents Forewordby Christine Sleeter ix Preface: Voice of an Antiracist Education Practitioner xv Acknowledgments xix Introduction 1 Part I. Shattering the Denial: A Geographical Antiracist Education Interdisciplinary Curriculum Development and Implementation Study with K–12 Teachers 11 Voice of a Parent: Caught in the Midst of It 13 Chapter 1. A Description 15 Chapter 2. Teacher Race Awareness Survey 23 Chapter 3. Antiracist Curriculum Development Work with Teachers 33 Chapter 4. Antiracist Education Implementation and a Few Courageous Teachers 49 Chapter 5. Successful Re-education for Teachers Makes a Difference for Students 71 viii Contents Part II. Students Empowered by the Antiracist Teacher Study 75 Voice of One Who Has Lived It 77 Chapter 6. A Recent Poll, Student Antiracist Programs, and the Social Action of Students 79 Part III. Protocols for the Classroom and Beyond 91 Voice of an Activist and Scholar 93 Chapter 7. Curriculum 520X: Antiracist Education Curriculum Development and Research via Interactive Television 95 Chapter 8. International Field Trips in Antiracist and Multicultural Education: South Africa Study Abroad Program 111 Chapter 9. Kuumba Multicultural Experimental School (KMES) Research Project 135 Conclusion 151 Epilogue: Voice of an Author 155 Appendix A. Students’ Perceptions of Teacher Race/Diversity Awareness 157 Appendix B. Teacher Race Awareness Survey I 159 Appendix C. Teacher Race Awareness Midpoint Survey 165 Appendix D. Antiracist Curriculum Development and Implementation Study: Handbook Participants Questionnaire 167 Appendix E. Models of Path Analysis Results from the Teacher Race Awareness Study 169 Selected Bibliography 171 Index 179 Foreword In Shattering the Denial: Protocols for the Classroom and Beyond, Karen B. McLeanDonaldsonarguesforcefullythatdatacanserveasammunitionforre- formingschoolstoservewelltheverydiversestudentpopulationsthatattend them. This book provides a rich resource of intervention models and data about changing how teachers think and teach. I would like to contextualize theissueofschoolreformandteachereducationforanti-racistmulticultural education within some additional data. Consider the following: 1.Thepopulationofstudentsinschools,particularlypublicschool,contin- uestobecomemoreandmorediverse.In1976,theK-12publicschoolpopula- tion in the United States was 75 percent white, 15 percent black, 6 percent Latino,1percentAsian,and1percentNativeAmerican.By1995,itwas65per- centwhite,17percentblack,13percentLatino,4percentAsian,and1percent Native American (U.S. Department of Education, 1998). In twenty years, schoolpopulationshaddiversifiedmarkedly.Thesefigures,however,oversim- plifythecomplexityofdiversityinclassrooms.Racialandethniccategoriesmask hugewithin-groupdifferences;forexample,afirst-generationChinesestudent and a third-generation Japanese American are both Asian but very different from each other. The categories also presume distinct racial groups, and they hidegrowingnumbersofbi-racialormultiethnicstudents.Further,racialand ethniccategoriesdonotaddressotherformsofdiversityinclassroomssuchas socialclass,disability,orsexualorientation.Theaverageteachercananticipate
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