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White Fatigue: Rethinking Resistance for Social Justice explores
how, despite the pleas and research of critical scholars, what
passes for multicultural education in schools is often promotion of
human relations and tolerance rather than a sustained critical
examination of how race and racism shape social, political,
economic, and educational opportunities for various groups, both
historically and currently. Simultaneously, our nation's social
mores have changed over time and millions of White Americans find
racism morally reprehensible. This book illustrates that despite
that shift, it is not uncommon to experience White Americans-in
classrooms and other spaces-struggling to understand how racism
functions. This struggle is often talked about as White resistance,
White guilt, and White fragility. White fatigue is an idea that
helps explain and differentiate this struggle for better
understanding among White folks who feel racism is wrong but do not
yet have an understanding of how racism functions. White Fatigue:
Rethinking Resistance for Social Justice ultimately argues that if
we are to advance our national conversation on race, educators must
be willing to define reactions to conversations about race with
more nuances, lest we alienate potential allies, accomplices, and
leaders in the fight against racial injustice.
White Fatigue: Rethinking Resistance for Social Justice explores
how, despite the pleas and research of critical scholars, what
passes for multicultural education in schools is often promotion of
human relations and tolerance rather than a sustained critical
examination of how race and racism shape social, political,
economic, and educational opportunities for various groups, both
historically and currently. Simultaneously, our nation's social
mores have changed over time and millions of White Americans find
racism morally reprehensible. This book illustrates that despite
that shift, it is not uncommon to experience White Americans-in
classrooms and other spaces-struggling to understand how racism
functions. This struggle is often talked about as White resistance,
White guilt, and White fragility. White fatigue is an idea that
helps explain and differentiate this struggle for better
understanding among White folks who feel racism is wrong but do not
yet have an understanding of how racism functions. White Fatigue:
Rethinking Resistance for Social Justice ultimately argues that if
we are to advance our national conversation on race, educators must
be willing to define reactions to conversations about race with
more nuances, lest we alienate potential allies, accomplices, and
leaders in the fight against racial injustice.
What is a rubric and how are they being used in teacher education
and evaluation? When did rubrics become ubiquitous in the field of
education? What impact do rubrics have on students, teachers,
teacher educators, and the educational enterprise? This book is an
edited volume of essays that critically examine the phenomenon of
rubrics in teacher education, evaluation and education more
broadly. Rubrics have seen a dramatic rise in use and presence over
the past twenty-five years in colleges of education and
districtsacross the country. Although there is a wealth of
literature about how to make rubrics, there is scant literature
that explores the strengths and weaknesses of rubrics and the
impact the rubric phenomenon is having in reshaping education. The
chapters included in this edited volume will critically reflect on
the contemporary contexts of rubrics and the uses and impact of
rubrics in education. Since rubrics have become indelible in
education, it is necessary for a fuller, nuanced discussion of the
phenomenon. Creating a book that explores these aspects of rubrics
is timely and fundamental to expanding the discourse on this
ubiquitous evaluation tool. This book is not meant to be a series
of chapters dedicated to best practices for creating rubrics, nor
is this text meant to present all sides of the rubric discussion.
Rather, this text intends to offer critical polemics about rubrics
that can spur greater critical discussion about a phenomenon in
education that has largely been unquestioned in the literature.
What is a rubric and how are they being used in teacher education
and evaluation? When did rubrics become ubiquitous in the field of
education? What impact do rubrics have on students, teachers,
teacher educators, and the educational enterprise? This book is an
edited volume of essays that critically examine the phenomenon of
rubrics in teacher education, evaluation and education more
broadly. Rubrics have seen a dramatic rise in use and presence over
the past twenty-five years in colleges of education and
districtsacross the country. Although there is a wealth of
literature about how to make rubrics, there is scant literature
that explores the strengths and weaknesses of rubrics and the
impact the rubric phenomenon is having in reshaping education. The
chapters included in this edited volume will critically reflect on
the contemporary contexts of rubrics and the uses and impact of
rubrics in education. Since rubrics have become indelible in
education, it is necessary for a fuller, nuanced discussion of the
phenomenon. Creating a book that explores these aspects of rubrics
is timely and fundamental to expanding the discourse on this
ubiquitous evaluation tool. This book is not meant to be a series
of chapters dedicated to best practices for creating rubrics, nor
is this text meant to present all sides of the rubric discussion.
Rather, this text intends to offer critical polemics about rubrics
that can spur greater critical discussion about a phenomenon in
education that has largely been unquestioned in the literature.
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