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Not light, but fire : how to lead meaningful race conversations in the classroom / Matthew R. Kay.

Available copies

  • 1 of 1 copy available at Sage Library System.

Current holds

0 current holds with 1 total copy.

Summary:

Do you feel prepared to initiate and facilitate meaningful, productive dialogues about race in your classroom? Are you looking for practical strategies to engage with your students? Inspired by Frederick Douglass's abolitionist call to action, "it is not light that is needed, but fire" Matthew Kay has spent his career learning how to lead students through the most difficult race conversations. Kay not only makes the case that high school classrooms are one of the best places to have those conversations, but he also offers a method for getting them right, providing candid guidance on: How to recognize the difference between meaningful and inconsequential race conversations; How to build conversational "safe spaces," not merely declare them; How to infuse race conversations with urgency and purpose; How to thrive in the face of unexpected challenges; How administrators might equip teachers to thoughtfully engage in these conversations. With the right blend of reflection and humility, Kay asserts, teachers can make school one of the best venues for young people to discuss race.
Location Call Number / Copy Notes Barcode Shelving Location Circulation Modifier Age Hold Protection Active/Create Date Status Due Date
Columbia Gorge Community College Library 370.117 KAY 2018 (Text) 39705000052125 New Book Shelf Book None 05/11/2021 Available -

Record details

  • ISBN: 9781625310989
  • ISBN: 1625310986
  • Physical Description: ix, 278 pages : illustrations ; 23 cm
  • Publisher: Portsmouth, New Hampshire : Stenhouse Publishers, [2018]

Content descriptions

Bibliography, etc. Note:
Includes bibliographical references (pages 271-273) and index.
Formatted Contents Note:
Introduction: Not light, but fire: the case for meaningful conversations -- Demystifying the "safe space" -- Developing your "talking game" -- Structuring your dialogic curriculum -- Establishing your purpose -- The n-word : facing it head-on -- "Say it right": unpacking the cultural significance of names -- Playing the other: thoughtfully tackling cultural appropriation -- Pop-up conversations: lessons from the 2016 presidential election -- Epilogue.
Summary, etc.:
Do you feel prepared to initiate and facilitate meaningful, productive dialogues about race in your classroom? Are you looking for practical strategies to engage with your students? Inspired by Frederick Douglass's abolitionist call to action, "it is not light that is needed, but fire" Matthew Kay has spent his career learning how to lead students through the most difficult race conversations. Kay not only makes the case that high school classrooms are one of the best places to have those conversations, but he also offers a method for getting them right, providing candid guidance on: How to recognize the difference between meaningful and inconsequential race conversations; How to build conversational "safe spaces," not merely declare them; How to infuse race conversations with urgency and purpose; How to thrive in the face of unexpected challenges; How administrators might equip teachers to thoughtfully engage in these conversations. With the right blend of reflection and humility, Kay asserts, teachers can make school one of the best venues for young people to discuss race.
Subject: Multicultural education > United States.
Group work in education.
Discussion.
United States > Race relations > Study and teaching.
Summary: Do you feel prepared to initiate and facilitate meaningful, productive dialogues about race in your classroom? Are you looking for practical strategies to engage with your students? Inspired by Frederick Douglass's abolitionist call to action, "it is not light that is needed, but fire" Matthew Kay has spent his career learning how to lead students through the most difficult race conversations. Kay not only makes the case that high school classrooms are one of the best places to have those conversations, but he also offers a method for getting them right, providing candid guidance on: How to recognize the difference between meaningful and inconsequential race conversations; How to build conversational "safe spaces," not merely declare them; How to infuse race conversations with urgency and purpose; How to thrive in the face of unexpected challenges; How administrators might equip teachers to thoughtfully engage in these conversations. With the right blend of reflection and humility, Kay asserts, teachers can make school one of the best venues for young people to discuss race.

Additional Resources