Rowman & Littlefield Publishers
Pages: 234
•
Trim: 6 x 8¾
978-1-4758-5373-5 • Hardback • May 2020 • $72.00 • (£55.00)
978-1-4758-5374-2 • Paperback • May 2020 • $36.00 • (£28.00)
978-1-4758-5375-9 • eBook • May 2020 • $34.00 • (£26.00)
David Nurenberg, Ph.D. is an associate professor, educational consultant, and writer in the Boston area who has taught courses at the high school, undergraduate, and graduate level for over 20 years. His writing has appeared in Education Week, The Harvard Educational Review, NCTE’s English Education, High School Journal, and elsewhere. He is the host of the podcast Ed Infinitium.
Table of Contents
Acknowledgments
Author’s Note
Introduction
Chapter One: Who are “Privileged” Students and How Do We Teach Them?
Chapter Two: Warming Up the Room
Chapter Three: Self and “Other”
Chapter Four: What Does Injustice Have to Do with Me?
Chapter Five: Privileged Victims
Chapter Six: Struggling to “Be the Change”—Allyship, Activism, and the Dangers of the “Savior” Trap
Chapter Seven: “Choosing Between What is Easy and What is Right”
Afterword
Bibliography
About the Author
...at the present moment, both politically timely and morally important.
— Jonathan Kozol, National Book Award winner and author of "Savage Inequalities" and "Death at an Early Age"
Nurenberg reminds us that White, upper middle class students also have a stake in justice and equity in a society, indeed in a world, that reflects increasing economic, social, educational, and political disparity. More important, What Does Injustice Have to Do with Me? speaks directly to the role of our teachers in ensuring the fundamentals of democracy are taught to and understood by ALL students.
— Gloria Ladson-Billings, author of “The Dreamkeepers: Successful Teachers of African American Children” and “Beyond the Big House: African American Educators on Teacher Education”
With compassion, nuance, and a critical perspective, Nurenberg draws on research and his own experience to help fill a gap in the educational literature—how to educate privileged white students about social justice. He offers extensive, clear, and practical activities and suggestions for how to engage these students (and others). Written in an engaging, personal style, this book is a welcome and needed resource for educators working with white privileged students.
— Diane J. Goodman, diversity and social justice training and consulting; author of "Promoting Diversity and Social Justice: Educating People from Privileged Groups"
We need this book! Teaching starts with understanding the learner and that requires caring about the so-called privileged as well as the disadvantaged. Nurenberg got me caring, too.
— Deborah Meier, MacArthur Award-winning founder of the Central Park East Schools in New York and the Mission Hill School in Boston
For any educator concerned about how to engage affluent White students in critical conversations about questions of social justice, past and present, look no further than David Nurenberg’s very helpful book. Full of creative teaching examples intended to foster critical thinking, it is a valuable resource for an important audience of educators and their students.
— Beverly Daniel Tatum, president of Spelman College, and author of "Why are All the Black Kids Sitting Together in the Cafeteria? and Other Conversations about Race"
In the 21st century movement to penetrate the limiting lens of privilege, this resource offers a robust range of fresh ideas and tactics. Through storytelling, sample classroom activities, and pedagogical framing David Nurenberg demonstrates how engaging privileged white students in an exploration of power and privilege is far more than knowledge acquisition; the process itself demands of us the critical inquiry skills and self-awareness that makes us better students, teachers, friends, and citizens.
— Debby Irving, author of "Waking Up White, and Finding Myself in the Story of Race"