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In the United States, community colleges are some of the most
racially diverse institutions of higher education. And, as such, as
argued in Minding the Obligation Gap in Community Colleges and
Beyond (Sims et al., 2020), they are uniquely positioned to
function as disruptive technologies, that is, spaces that disrupt
institutionalized educational inequity. Pedagogy and curriculum
must be liberatory if we hope to engender educational equity
precisely because Nationwide, the majority of community college
students are students of color and the majority of African American
and Latinx college students start their journeys at a community
college. The community college professorate is the inverse, as
three-quarters of all college professors are white. These
demographics create a cultural schism that is preventing students
of color and other minoritzed groups from reaching their full
intellectual and creative potential. This book fills a gap in the
academic literature on how community college educators can more
effectively serve their diverse students, from interrogating their
own white racial identity, to overhauling their curricula and
pedagogy, and later by committing to radical love as praxis. While
this book's title explicitly calls on white educators, ultimately,
it is for any educator who seeks to dismantle classroom power
structures and who strives to create nurturing, justice-advancing
curricula. "Given the disproportionate number of white faculty in
the community system in comparison to the student population, this
book is essential in providing the necessary guidance and tools
that will allow white teachers to effectively teach students of
color. Moreover, this text recognizes that if the community system
is going to improve outcomes for students of color that white
faculty have obligation to be equipped to have greater
understanding of race and racism that would impact what and how
they teach."-Edward Bush, President, Cosumnes River College
"Improving outcomes for community college students begins with
improving one's understanding of race and racism. The first-person
perspective of engaging in anti-racist work in this book calls to
our core values as community college educators. This book provides
guidance, evokes critical self-reflection, and highlights practical
tools to effectively educate historically minoritized students,
especially for an educational system whose teaching faculty is
predominantly white."-Angelica Garcia, President, Berkeley City
College
In the United States, community colleges are some of the most
racially diverse institutions of higher education. And, as such, as
argued in Minding the Obligation Gap in Community Colleges and
Beyond (Sims et al., 2020), they are uniquely positioned to
function as disruptive technologies, that is, spaces that disrupt
institutionalized educational inequity. Pedagogy and curriculum
must be liberatory if we hope to engender educational equity
precisely because Nationwide, the majority of community college
students are students of color and the majority of African American
and Latinx college students start their journeys at a community
college. The community college professorate is the inverse, as
three-quarters of all college professors are white. These
demographics create a cultural schism that is preventing students
of color and other minoritzed groups from reaching their full
intellectual and creative potential. This book fills a gap in the
academic literature on how community college educators can more
effectively serve their diverse students, from interrogating their
own white racial identity, to overhauling their curricula and
pedagogy, and later by committing to radical love as praxis. While
this book's title explicitly calls on white educators, ultimately,
it is for any educator who seeks to dismantle classroom power
structures and who strives to create nurturing, justice-advancing
curricula. "Given the disproportionate number of white faculty in
the community system in comparison to the student population, this
book is essential in providing the necessary guidance and tools
that will allow white teachers to effectively teach students of
color. Moreover, this text recognizes that if the community system
is going to improve outcomes for students of color that white
faculty have obligation to be equipped to have greater
understanding of race and racism that would impact what and how
they teach."-Edward Bush, President, Cosumnes River College
"Improving outcomes for community college students begins with
improving one's understanding of race and racism. The first-person
perspective of engaging in anti-racist work in this book calls to
our core values as community college educators. This book provides
guidance, evokes critical self-reflection, and highlights practical
tools to effectively educate historically minoritized students,
especially for an educational system whose teaching faculty is
predominantly white."-Angelica Garcia, President, Berkeley City
College
Revolutionary STEM Education: Critical-Reality Pedagogy and Social
Justice in STEM for Black Males by Jeremiah J. Sims, an educator,
researcher, and administrator from Richmond, California, is calling
for a revolutionary, paradigm shift in the STEM education of and
for Black boys. STEM education has been reliant on axioms and
purported facts that for far too long have been delivered in a
banking or absorption model that is, arguably, anti-critical.
Unsurprisingly, this pedagogical approach to STEM education has
failed large segments of students; and, this is especially true of
African American males. Revolutionary STEM Education highlights,
chronicles, and investigates the potential inroads and vistas of a
Saturday Science, Technology, Engineering and Math (STEM) program,
Male Aptitudes Nurtured for Unlimited Potential (MAN UP), which was
designed to foster interest and competence in STEM by middle school
Black boys. This program was impelled by a critical-reality based
pedagogical approach, which was formulated to arrive at
socio-academic synergy, that is, a thoughtful conjoining of
students' real life concerns, joys, ways of being, and
socio-cultural identities and the curricular material covered in
the courses offered at MAN UP. Sims' lived-experiences as an
inner-city, low-income Black male are interspersed throughout
Revolutionary STEM Education; however, the heartbeat of this book
is, undoubtedly, the stories of the positive transformation that
the MAN UP scholars experienced while becoming more competent in
STEM, developing positive STEM identities, and learning to use
their STEM knowledge for social justice.
Revolutionary STEM Education: Critical-Reality Pedagogy and Social
Justice in STEM for Black Males by Jeremiah J. Sims, an educator,
researcher, and administrator from Richmond, California, is calling
for a revolutionary, paradigm shift in the STEM education of and
for Black boys. STEM education has been reliant on axioms and
purported facts that for far too long have been delivered in a
banking or absorption model that is, arguably, anti-critical.
Unsurprisingly, this pedagogical approach to STEM education has
failed large segments of students; and, this is especially true of
African American males. Revolutionary STEM Education highlights,
chronicles, and investigates the potential inroads and vistas of a
Saturday Science, Technology, Engineering and Math (STEM) program,
Male Aptitudes Nurtured for Unlimited Potential (MAN UP), which was
designed to foster interest and competence in STEM by middle school
Black boys. This program was impelled by a critical-reality based
pedagogical approach, which was formulated to arrive at
socio-academic synergy, that is, a thoughtful conjoining of
students' real life concerns, joys, ways of being, and
socio-cultural identities and the curricular material covered in
the courses offered at MAN UP. Sims' lived-experiences as an
inner-city, low-income Black male are interspersed throughout
Revolutionary STEM Education; however, the heartbeat of this book
is, undoubtedly, the stories of the positive transformation that
the MAN UP scholars experienced while becoming more competent in
STEM, developing positive STEM identities, and learning to use
their STEM knowledge for social justice.
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