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At the start of the twenty-first century, government mandates and corporate practices are resulting in growing inequities in the U.S. educational field. Many view this as being driven by whiteness hegemony. Undoing Whiteness in the Classroom is a comprehensive effort to bring together, in one volume, educultural practices and teaching strategies that deconstruct whiteness hegemony, empower individuals to develop critical consciousness, and inspire them to engage in social justice activism. Through music, the visual and performing arts, narrative, and dialogue, educulturalism opens us up to becoming more aware of the oppressive cultural and institutional forces that make up whiteness hegemony. Educulturalism allows us to identify how whiteness hegemony functions to obscure the power, privilege, and practices of the dominant social elite, and reproduce inequities and inequalities within education and wider society.
"Teacher educators who are working for social justice need to read this book. In this highly readable edited volume, Lea and Sims show how the arts tap powerfully into emotions and unspoken assumptions to disrupt the intellectualism that blocks authentic dialogue about racism and whiteness in so many teacher education courses. 'Undoing Whiteness in the Classroom' unpacks the philosophy and practice of educulturalism - art linked to social activism. Using personal story-telling, authors share well-conceptualized, arts-based approaches that invite teachers to grapple with, question, and begin to challenge whiteness. This book is a terrific resource!" (Christine Sleeter, Author of 'Facing Accountability in Education: Democracy and Equity at Risk')
"Lea and Sims embody the best of educational academia because they live the research that is the focus of this book: undoing whiteness in the classroom. I first met these two women, when they with many others, were trying to stop a Eurocentric textbook from becoming the main source of history information for America's schoolchildren. They have taught and struggled around issues concerning social justice and equity inside and outside of the educational system, and their accumulated wisdom and that of the other contributors fills this book." (Kitty Kelly Epstein, Author of 'A Different View of Urban Schools: Civil Rights, Critical Race Theory, and Unexplored Realities')
"In 'Undoing Whiteness in the Classroom', Lea and Sims magnificently combine their thirst for social justice, their visionary leadership in dismantling racism, and their passion for art and culture. Lea and Sims ingeniously connect critical multicultural and anti-racist pedagogy with educulturalism, defined as 'an activist learning process' that incorporates music, the visual and performing arts, narrative, oral history, and critical dialogue. They give voice to a group of accomplished scholar activists and the processes they use to engage their students in the creative deconstruction of racism and hegemony. They offer tomorrow's educators practical but critical activities for simultaneously fighting injustice and tapping the cultural capital of marginalized communities, including story quilts, Chicana children's literature, Black women's feminist thought, and pre-Columbian math. The book provides teachers and teacher educators with realistic and meaningful classroom activities aimed at disrupting white privilege in a classroom setting. Lea and Sims acknowledge that challenging whiteness is a difficult process, but one in which white students are more likely to participate 'if they do not feel blamed for embodying it' (Lea and Sims, introduction). By reading this book, those who are committed to educational justice will add to their repertoire of educational theories and pedagogy and engage in the process of undoing whiteness, creatively, artistically, and critically." (Theresa Montano, Associate Professor of Education, Department of Chicana/o Studies, California State University, Northridge)
"Lea and Sims embody the best of educational academia because they live the research that is the focus of this book: undoing whiteness in the classroom. I first met these two women, when they with many others, were trying to stop a Eurocentric textbook from becoming the main source of history information for America's schoolchildren. They have taught and struggled around issues concerning social justice and equity inside and outside of the educational system, and their accumulated wisdom and that of the other contributors fills this book." (Kitty Kelly Epstein, Author of 'A Different View of Urban Schools: Civil Rights, Critical Race Theory, and Unexplored Realities')
"In 'Undoing Whiteness in the Classroom', Lea and Sims magnificently combine their thirst for social justice, their visionary leadership in dismantling racism, and their passion for art and culture. Lea and Sims ingeniously connect critical multicultural and anti-racist pedagogy with educulturalism, defined as 'an activist learning process' that incorporates music, the visual and performing arts, narrative, oral history, and critical dialogue. They give voice to a group of accomplished scholar activists and the processes they use to engage their students in the creative deconstruction of racism and hegemony. They offer tomorrow's educators practical but critical activities for simultaneously fighting injustice and tapping the cultural capital of marginalized communities, including story quilts, Chicana children's literature, Black women's feminist thought, and pre-Columbian math. The book provides teachers and teacher educators with realistic and meaningful classroom activities aimed at disrupting white privilege in a classroom setting. Lea and Sims acknowledge that challenging whiteness is a difficult process, but one in which white students are more likely to participate 'if they do not feel blamed for embodying it' (Lea and Sims, introduction). By reading this book, those who are committed to educational justice will add to their repertoire of educational theories and pedagogy and engage in the process of undoing whiteness, creatively, artistically, and critically." (Theresa Montano, Associate Professor of Education, Department of Chicana/o Studies, California State University, Northridge)