«There is ample evidence that race continues to be an issue in American schools. This book provides guidance and invaluable insights to educators on what they can do to be effective with all students, particularly those whose racial and ethnic and linguistic backgrounds differ from their own. As the authors in this volume make clear, crossing racial boundaries is possible when educators understand the nature of the challenges they and their students face. This book will contribute to their mutual success.» (Pedro Noguera)
«This timely volume underscores our need to keep focused on the nested and complex problems that race presents. In a time of ‘post-racial’ and ‘colorblind’ discourses, we see that race is more present than ever. Hughes and Berry have lined up an all-star cast of scholar activists to shine a bright light on the racial realities that define life in the U.S. This is a must-have volume.» (Gloria Ladson-Billings, Professor and Chair, Department of Curriculum and Instruction, Kellner Family Chair in Urban Education)
«As the contributors to this volume demonstrate, there are few myths as dangerous as the one about a ‘post-racial America.’ These are the times we most desperately need fresh angles on questions of race and racism in schooling. Hughes and Berry, in their refusal to soften or depoliticize injustice, have assembled a volume of important reading for anybody who believes that all students deserve the best possible education we can offer them.» (Paul C. Gorski, Founder, EdChange and Board of Directors, International Assoc. for Intercultural Education)
«Immensely engaging and boldly written! ‘The Evolving Significance of Race’ offers sharply analytical narratives that are grounded in personal experience, representing critical race theory at its best. This book provides compelling tools educators can use to incite productive dialog and to move their work forward.» (Christine Sleeter, PhD, Professor Emerita, California State University Monterey Bay and President-Elect, National Association for Multicultural Education)
About the Author
Sherick A. Hughes is Assistant Professor of Education at the University of Maryland, College Park. He earned a BA from the University of North Carolina-Wilmington, an MA from Wake Forest University, and an M.P.A. and a PhD from the University of North Carolina-Chapel Hill. His scholarship applies qualitative and mixed methodology to engage a critical examination of race, class, and gender as experienced in living, learning, and teaching.
Theodorea Regina Berry is Assistant Professor at Mercer University. She has an Ed.D. from National-Louis University in curriculum and social inquiry and has completed a three-year American Educational Research Association (AERA) post-doctoral research fellowship at the University of Illinois-Chicago. Dr. Berry’s scholarship focuses on curriculum theory, qualitative research, critical race feminism, and urban teacher education.