Take a photo of a barcode or cover
202 reviews for:
For White Folks Who Teach in the Hood... and the Rest of Y'All Too: Reality Pedagogy and Urban Education
Christopher Emdin
4.11 AVERAGE
202 reviews for:
For White Folks Who Teach in the Hood... and the Rest of Y'All Too: Reality Pedagogy and Urban Education
Christopher Emdin
4.11 AVERAGE
Christopher Emdin’s For White Folks Who Teach in the Hood…and the Rest of Y’all Too preaches what he dubs “reality pedagogy,” a teaching practice grounded in the inclusion of neoindigenous – meaning non-white – students. He aims to challenge educators’ perception of urban youth of color, turning the previously unteachable into valued, accepted, and crucial classroom participants. Emdin, an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University, actively speaks on issues surrounding neoindigenous education and founded a movement he titled #HipHopEd, part of which is depicted in a chapter of this text (Personal Website, About). Emdin’s ideas are valuable in their hypothetical state, but the practical applications Emdin includes in For White Folks are almost completely unrealistic. While this book aims to educate “white folks” on teaching neoindigenous populations, it neglects the social and political institutions that prevent those students from valuing and respecting their white educators. This text conveniently neglects the mutual forces that prevent many neoindigenous students from achieving a well-rounded education. Instead, the blame is naively placed solely on the white educator and the white institutions. Much like a child throwing a temper tantrum, Emdin’s For White Folks Who Teach in the Hood…and the Rest of Y’all too stresses that white educators coddle their adolescent students until they somehow, someway, learn to respect them.
I read this first when I was in college at Western Michigan University and I just finished my second read through as I approach my one year education job anniversary. It's one thing to read this book as an educator in training and it's another to read when you're in the thick of it. I love idea of Reality Pedagogy and how it can be an effective learning strategy for students.
The disconnect between students of color and white teachers is seemingly greater than ever in today's social and political climate. This reread was a (not-so) gentle push to be better for my students each and every day.
The disconnect between students of color and white teachers is seemingly greater than ever in today's social and political climate. This reread was a (not-so) gentle push to be better for my students each and every day.
informative
inspiring
fast-paced
informative
inspiring
reflective
medium-paced
Everyone in education should read this (and We Want to Do More Than Survive). ON EVERY BOOKSHELF OF ANYONE WHO CALLS THEMSELVES AND EDUCATORS PLUS THEIR ADMIN TEAM.
The book made some good points (a few ideas that I definitely want to implement in the classroom) but a few are just unrealistic and would be impossible to implement at the college level at least.
The intentions are good. The execution? Not so much.
I love evidence-based practice. Adore it. Pore over the data. If you're the same - this is not the book for you. Emdin conveys an array of anecdotes about his classroom experiences, but I'm not sure how applicable they are in other urban contexts, especially an Australian one. While I'm sure his intentions are good, I feel his approach is beginning to lend itself to other negative perceptions about students of colour: that these students will never be good students, that chaotic classroom environments are to be anticipated, and so teachers should accept and work in with the status quo. There's a difference between pushing your students to be better, and perceiving the idea of student improvement as a negative conception of where your kids are currently at.
An educator with a common-sense approach understands the key thrusts of the book without needing to read it:
*Building meaningful relationships with students will improve classroom engagement.
*Understanding, respecting, and integrating students' contexts into the classroom will boost engagement and improve the quality of learning.
*Reflecting on the attitudes you bring to the classroom (and to your students is essential).
Got that? You've got the book down pat. Now, whether you have the time for hip-hop battles and three-hour after school basketball games is a different story.
I love evidence-based practice. Adore it. Pore over the data. If you're the same - this is not the book for you. Emdin conveys an array of anecdotes about his classroom experiences, but I'm not sure how applicable they are in other urban contexts, especially an Australian one. While I'm sure his intentions are good, I feel his approach is beginning to lend itself to other negative perceptions about students of colour: that these students will never be good students, that chaotic classroom environments are to be anticipated, and so teachers should accept and work in with the status quo. There's a difference between pushing your students to be better, and perceiving the idea of student improvement as a negative conception of where your kids are currently at.
An educator with a common-sense approach understands the key thrusts of the book without needing to read it:
*Building meaningful relationships with students will improve classroom engagement.
*Understanding, respecting, and integrating students' contexts into the classroom will boost engagement and improve the quality of learning.
*Reflecting on the attitudes you bring to the classroom (and to your students is essential).
Got that? You've got the book down pat. Now, whether you have the time for hip-hop battles and three-hour after school basketball games is a different story.
challenging
informative
reflective
medium-paced
Fabulously promising title and important subject matter, but an ultimately unhelpful blend of personal anecdotes and academispeak. I imagine a TED talk or seminar conducted by the author may have more real life applicability.
hopeful
informative
inspiring
reflective
medium-paced
informative
medium-paced