"I'm Not White": Anti-Racist Teacher Education for White Early Childhood Educators

Tara Goldstein. Contemporary Issues in Early Childhood (Volume 2, Number 1), 2001.

Conceptualising and implementing early childhood teacher education for racial and cultural diversity is a complex task that involves learning about social stratification and race, acknowledging the privileges associated with whiteness, and finding ways to create positive racial teaching identities. This article discusses three ways that teacher educators might prepare white early childhood education students for anti-racist work in their classrooms.

Resource Link: http://www.wwwords.co.uk/ciec/

Andrus Family Fund

AFF funds community reconciliation projects within the United States that put their Collaborative Change Approach to the test in addressing one of AFF's three priority issues: identity-based conflict, police-community conflict and conservation conflict. Presently, AFF does not fund international projects, although it will consider supporting international research that will inform our domestic work. AFF also funds programs that help people leaving the foster care system transition to independence.

Resource Link: http://www.affund.org

Beyond Race Awareness: White Racial Identity and Multicultural Teaching

Sandra M. Lawrence. The Journal of Teacher Education, 48(2), pp.108-117., 1997.

Interviews examined whether white students' shifts in thinking about themselves as racial beings and about systems of oppression during a multicultural education course were evident in later teaching practice. Though students initially resisted learning about their own racism, they eventually became more willing to take some responsibility for racism.

Resource Link: http://jte.sagepub.com

Campus Diversity and Student Self-Segregation: Separating Myths from Facts

Debra Humphreys. Association of American Colleges & Universities.

A survey of the most recent research suggests that, indeed, campus diversity is leading to significant educational and social benefits for all college students. It also suggests that, contrary to popular reports, student self-segregation is not, in fact, a dominant feature of campus life today. This paper summarizes new research on campus diversity and on the actual extent of student self-segregation and interaction across racial/ethnic lines on college campuses today. Written for the Ford Foundation Campus Diversity Initiative.

Resource Link: http://www.diversityweb.org/diversity_innovations/institutional_leadership/campus_climate_culture/student_segregation.cfm

Dialogue for Affinity Groups

Study Circles Resource Center (SCRC), 2006.

A supplemental discussion guide intended to give people with similar racial or ethnic backgrounds an opportunity to talk with each other about issues of racism in sessions preceding and following the regular diverse dialogue sessions of a community-wide study circle program. These optional discussions are designed to be used with Facing Racism in a Diverse Nation.

Resource Link: http://www.studycircles.org/en/DiscussionGuides.aspx

Dialogue Guide and Workbook for "Afraid of the Dark"

Gwendolyn Grant and Jim Myers.

Gwendolyn Grant of the Urban League of Greater Kansas City created this dialogue guide and workbook to accompany Jim Myers' groundbreaking book "Afraid of the Dark: What Whites and Blacks Need to Know About Each Other." According to Grant, "Afraid of the Dark defines with such clarity and simplicity so many of the issues that have created this gulf between blacks and whites. It brings to the forefront the stuff that we talk about within our black and white circles, but seldom, if ever across the color line." Grant distributed this 12-page resource during her well-received workshop at the 2006 NCDD conference in San Francisco.

Resource Link: http://www.thataway.org/exchange/files/docs/Grant-AfraidOfDark.doc

Facing History and Ourselves National Foundation, Inc.

Facing History and Ourselves is an international educational non-profit organization that engages middle and high school teachers and their students in an examination of racism, prejudice, and antisemitism by relating the past to the world today. Facing History helps students find meaning in the past and recognize the need for participation and responsible decision making. Based in Brookline, Massachusetts and with branches in six U.S. cities, Facing History and Ourselves provides a range of resources (printed, network-based, speakers' bureaus, videotapes) to confront racism, prejudice and anti-Semitism in schools and the wider society.

Resource Link: http://www.facing.org

Flipping the Script: White Privilege and Community Building

Maggie Potapchuk (MP Associates) and Sally Leiderman (Center for Assessment and Policy Development), with Donna Bivens (Women's Theological Center) and Barbara Major (St. Thomas Health Clinic). MP Associates, Inc. and the Center for Assessment and Policy Development (CAPD), 2005.

Flipping the Script is a 156-page monograph designed for people who work in communities to identify and address issues of white privilege, oppression, racism and power as they play out in this work. It is for community builders, grant makers, technical assistance providers and others who are trying to develop more equitable and thoughtful partnerships with community residents and organizations.

Resource Link: http://www.thataway.org/exchange/files/docs/Potapchuk_Flipping.pdf

History as Catalyst for Civic Dialogue: Case Studies from Animating Democracy

Americans for the Arts' Animating Democracy Initiative, 2005.

This 102-page book highlights three compelling projects that mined forgotten or suppressed histories of slavery and lynching in the United States in order to stimulate meaningful dialogue about persistent issues of race and marginalization.

Resource Link: http://ww2.americansforthearts.org/vango/core/orders/product.aspx?catid=2&prodid=204

MP Associates

MP Associates is dedicated to building the capacity of individuals, organizations, and communities to effectively address racism and better understand privilege issues for building a just and inclusive society. We work to identify systemic issues, to increase individuals?’ knowledge and skills, and to support processes for people to work together across and within racial and ethnic groups.

Resource Link: http://www.mpassociates.us

Skin Deep: College Students Confront Racism

Frances Reid (Producer/Director). San Francisco, CA: Resolution/California Newsreel, 1995.

This 53-minute documentary chronicles the journey of a multi-racial group of college students as they examine their own and confront each other's attitudes about race and ethnicity. This video vividly illustrates students of color and white students at different stages of racial identity and demonstrates the possibility of growth as a result of dialogue.

Resource Link: http://www.newsreel.org/nav/title.asp?tc=CN0085&s=

Taking America's Pulse III

Dr. Tom W. Smith, General Social Survey at the National Opinion Research Center, University of Chicago.

Taking America's Pulse III (TAP III) is the third major national survey of intergroup relations conducted by The National Conference for Community and Justice (NCCJ). The survey provides insight into intergroup relations in contemporary America and how, if at all, attitudes have changed in recent years. Data from TAP III demonstrates that, as American society grows more complex, intergroup relations are increasingly critical to social well-being and national progress.

Resource Link: http://www.nccj.org/nccj/nccj.nsf/articleall/4537?opendocument&1#874

Traces of the Trade: A Story from the Deep North

Ebb Pod Productions, 2007.

Traces of the Trade is a feature documentary in which Producer/Director Katrina Browne tells the story of her New England ancestors, the largest slave-trading family in U.S. history. Cameras follow as Browne and nine fellow descendants undertake a journey of discovery to Rhode Island, Ghana, and Cuba. Retracing the steps of the notorious Triangle Trade, we uncover a family's, a region's, and a nation's hidden past. Simultaneously, viewers will follow descendants of the DeWolf family as they grapple with the contemporary legacy of slavery, not only for black Americans, but for themselves as white Americans. The film is intended as a catalyst for dialogue and education through screenings in communities and classrooms, and discussion guides and other materials are being developed.

Resource Link: http://www.tracesofthetrade.org

University of Maryland, College Park - Office of Human Relations Programs

As a result of student demand, UM College Park's Office of Human Relations Programs (OHRP) developed a Student Intercultural Learning Center in 1999. Through educational, intercultural, and interdisciplinary programs and initiatives, SILC strives to make diversity-related dialogue and learning substantive and convenient for students at varying levels of both self and social awareness.

Resource Link: http://www.umd.edu/ohrp

Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race

Beverly Daniel Tatum, Ph.D.. New York, NY: Basic Books, 1997.

Anyone who's been to a high school or college has noted how students of the same race seem to stick together. Beverly Daniel Tatum has noticed it too, and she doesn't think it's so bad. As she explains in this provocative book, these students are in the process of establishing and affirming their racial identity. As Tatum sees it, blacks must secure a racial identity free of negative stereotypes. The challenge to whites, on which she expounds, is to give up the privilege that their skin color affords and to work actively to combat injustice in society.