OTHER PEOPLE'S CHILDREN

CULTURAL CONFLICTS IN THE CLASSROOM

A cogent collection of essays and academic papers suggesting that multiculturalism in the classroom is an illusion that masks miscommunication and the continuation of a white-male-dominated society. MacArthur fellow Delpit (Education/Morgan State Univ.) is a teacher of teachers. A black woman who grew up in Louisiana in the 1960s and '70s, she experienced prejudice and stereotyping firsthand. But it was her stints as a teacher and observer of students as diverse as preschoolers in New Guinea and Native American teachers-in-training in Alaska that helped her formulate her ideas about the subtle misunderstandings that lead children of color—African-Americans, Hispanics, Native Americans—to be labeled underachievers. When communication fails between teacher and student, for instance, it may be a question of style. Working-class children, says Delpit, are often used to families where instructions are explicit and direct: ``Get your rusty behind in that bathtub,'' a working-class mother might say to her eight-year-old. ``Would you like to take your bath now?'' is the likely approach of a white middle-class mother. When such ``veiled commands'' are issued by middle-class teachers in the schoolroom, ``other people's children'' are likely to consider them as mere suggestions and continue with their own activities. Lacking explicit instruction about the rules is one reason children not raised in what Delpit calls the ``culture of power''—in white middle-class or upper-class families—quickly abandon schoolbook learning. But Delpit also criticizes teachers who encourage individual expression while offering their charges little or no direction in how to cope in the real world, which is not so tolerant of individualism. On the question of ``black'' versus ``standard'' English, she urges: Teach formal English grammar; teach spelling and literature. They are the tools needed to succeed. But honor the students' traditions, keeping in mind that formal English is only one rather arbitrary method of discourse. Argued with a voice of reason and experience.

Pub Date: March 1, 1995

ISBN: 1-56584-179-4

Page Count: 224

Publisher: The New Press

Review Posted Online: June 24, 2010

Kirkus Reviews Issue: Jan. 1, 1995

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Not an easy read but an essential one.

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HOW TO BE AN ANTIRACIST

Title notwithstanding, this latest from the National Book Award–winning author is no guidebook to getting woke.

In fact, the word “woke” appears nowhere within its pages. Rather, it is a combination memoir and extension of Atlantic columnist Kendi’s towering Stamped From the Beginning (2016) that leads readers through a taxonomy of racist thought to anti-racist action. Never wavering from the thesis introduced in his previous book, that “racism is a powerful collection of racist policies that lead to racial inequity and are substantiated by racist ideas,” the author posits a seemingly simple binary: “Antiracism is a powerful collection of antiracist policies that lead to racial equity and are substantiated by antiracist ideas.” The author, founding director of American University’s Antiracist Research and Policy Center, chronicles how he grew from a childhood steeped in black liberation Christianity to his doctoral studies, identifying and dispelling the layers of racist thought under which he had operated. “Internalized racism,” he writes, “is the real Black on Black Crime.” Kendi methodically examines racism through numerous lenses: power, biology, ethnicity, body, culture, and so forth, all the way to the intersectional constructs of gender racism and queer racism (the only section of the book that feels rushed). Each chapter examines one facet of racism, the authorial camera alternately zooming in on an episode from Kendi’s life that exemplifies it—e.g., as a teen, he wore light-colored contact lenses, wanting “to be Black but…not…to look Black”—and then panning to the history that informs it (the antebellum hierarchy that valued light skin over dark). The author then reframes those received ideas with inexorable logic: “Either racist policy or Black inferiority explains why White people are wealthier, healthier, and more powerful than Black people today.” If Kendi is justifiably hard on America, he’s just as hard on himself. When he began college, “anti-Black racist ideas covered my freshman eyes like my orange contacts.” This unsparing honesty helps readers, both white and people of color, navigate this difficult intellectual territory.

Not an easy read but an essential one.

Pub Date: Aug. 13, 2019

ISBN: 978-0-525-50928-8

Page Count: 320

Publisher: One World/Random House

Review Posted Online: April 28, 2019

Kirkus Reviews Issue: May 15, 2019

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A sharp, compelling, and impassioned book.

WHY I'M NO LONGER TALKING TO WHITE PEOPLE ABOUT RACE

A London-based journalist offers her perspective on race in Britain in the early 21st century.

In 2014, Eddo-Lodge published a blog post that proclaimed she was “no longer engaging with white people on the topic of race.” After its viral reception, she realized that her mission should be to do the opposite, so she actively began articulating, rather than suppressing, her feelings about racism. In the first chapter, the author traces her awakening to the reality of a brutal British colonial history and the ways that history continues to impact race relations in the present, especially between blacks and the police. Eddo-Lodge analyzes the system that has worked against blacks and kept them subjugated to laws that work against—rather than for—them. She argues that it is not enough to deconstruct racist structures. White people must also actively see race itself by constantly asking “who benefits from their race and who is disproportionately impacted by negative stereotypes.” They must also understand the extent of the privileges granted them because of their race and work through racist fears that, as British arch-conservative Enoch Powell once said, “the black man will [one day] have the whip hand over the white man.” Eddo-Lodge then explores the fraught question of being a black—and therefore, according to racist stereotype—“angry” female and the ways her “assertiveness, passion and excitement” have been used against her. In examining the relationship between race and class, the author further notes the way British politicians have used the term “white” to qualify working class. By leaving out reference to other members of that class, they “compound the currency-like power of whiteness.” In her probing and personal narrative, Eddo-Lodge offers fresh insight into the way all racism is ultimately a “white problem” that must be addressed by commitment to action, no matter how small. As she writes, in the end, “there's no justice, there's just us.”

A sharp, compelling, and impassioned book.

Pub Date: Dec. 5, 2017

ISBN: 978-1-4088-7055-6

Page Count: 272

Publisher: Bloomsbury

Review Posted Online: Sept. 17, 2017

Kirkus Reviews Issue: Oct. 1, 2017

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