race

Issues tied to race and culture continue to be a part of the landscape of America’s schools and classrooms. Given the rapid demographic transformation in the nation’s states, cities, counties, and schools, it is essential that all school personnel acquire the necessary knowledge, skills, and dispositions to talk, teach, and think across racial and cultural differences. The second edition of Howard’s bestseller has been updated to take a deeper look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture, and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across the country. This time-honored text will help educators at all levels respond with greater conviction and clarity on how to create more equitable, inclusive, and democratic schools as sites for teaching and learning. (From the Publisher)

Now more than ever, race has become a morphing relational dynamic that has less to do with the demographic census box we check and more with how we make sense of our lives—who we are and who we can become in relationships with others. Using anecdotes from her practice as a licensed psychologist and as an African American growing up in the South, Walker provides a way for educators and social service professionals to enter into cross-racial discussions about race and race relations. She identifies three essential relational skills for personal transformation and cultural healing that are the foundations for repairing the damage wrought by racism. While Walker does not sugarcoat the destructive history of racism that we all inherit in the United States, the book’s vision is ultimately affirming, empowering, hopeful, and inclusive about the individual and collective power to heal our divisions and disconnections.

Book Features:
- Presents a new way of understanding race as a relational dynamic and racism as a symptom of disconnection.
- Synthesizes, for the first time, two important systems of thought: relational-cultural theory and race/social identity theory.
- Includes “Pause to Reflect” exercises designed to stimulate group conversations in book clubs, social justice groups, staff development, classrooms, and workplace training.
- Offers practical, everyday solutions for people of different races to better understand and accept one another. (From the Publisher)

At first blush, Jose Luis Vilson’s book does not seem to fit well in a discussion of theological graduate education. After all, he is a middle school math teacher in New York City, concerned with the Common Core State Standard and bulletin boards (112-14). As the subtitle suggests, the book is narrative, a conglomeration of stories divided into three parts and chapters with titles that evoke emotion but do not lend themselves to a chronological flow or pattern. Given Vilson’s predilection for poetry and music, this is both understandable and welcome. The stories within each part jump around chronologically, but the three parts seem to revolve around Vilson’ own educational journey, his journey as an educator, and his journey as an educational activist. What comes through in each section is Vilson’s passion for education done well and his story-telling skills, both of which make the book a compelling read.

As a sixty-something-year-old white guy who grew up in the South, our narratives, while similar at points, diverge greatly. Vilson’s stories of the tensions in his Dominican-Haitian upbringing, his frustration on what to do with the rat in the bathtub, and his encounter with a racist English teacher in high school fill in gaps in my own story. But he also challenges my story and makes me uncomfortable. I was bothered when he called George Zimmerman a child murderer (149), not because I thought Zimmerman was innocent but because I do not usually think of seventeen-year-olds as children. I do not enjoy being made to feel uncomfortable, but I need to be challenged. Other references to New York City politics, secondary school board issues, and rap music sent me to Google and to Vilson’s blogs and speeches.

Yet many of the secondary-education issues Vilson raises resonate in graduate theological education as well. How do we assess student achievement? In the midst of our clamor for accountability, how do we keep our focus on students? What is the role of technology in the classroom? Does teacher presence really matter?

The most compelling issues raised in the book are highlighted in the subtitle: race, class, and education. In a field where old white guys dominate (graduate theological education), how do we open and maintain a dialogue on the issues of race and class? Do we wait for people of color to broach the subject, or as Vilson’s white friend Chris suggests, do we who are white speak up so people of color do not have to (148)? The answer is obvious.

The book incorporates several events in Vilson’s life that are preserved digitally. I suggest reading “How to Drop the Mic” (157-168) and then watching Vilson’s speech at the Save Our Schools March, or reading the following chapter on teacher voice and then watching Vilson’s TED talk (both can be accessed at https://thejosevilson.com/).

Vilson’s parting words challenge me: “If you can’t teach, then do. Something else is preferable. But if you can’t do, then don’t. As a teacher, I’m in charge of believing you can – so do. If you plan to do, then do this. Go hard or go home” (215).