Dear Friends, It seems like it was only yesterday that we drove the last of you to the airport. The memories and the spirit of the Scientific Detectors for Astronomy Workshop (SDW2002) remain fresh and strong. For us, this was a very special event, a great gathering of what may be one of the friendliest and most cooperative technical communities on our little planet. We have tried to capture the spirit of the Workshop in these Proceedings and we hope you are able to relive your week in Hawaii. For those readers who did not attend, we invite you into this community. As you probably noticed, there is a new name on the cover: Jenna Beletic was the ace up our sleeve for these Proceedings. As a summer intern at Keck, she took up the task of organizing, proofreading, editing and formatting the papers. She also made the graphics (her artistic talents shine on pages xxxiii and xxxv), contacted authors and prepared the mountain of paperwork which goes with producing a book. Jenna's enthusiasm at learning, her passion for the job and creativity (e. g. find 100 ways to get Paola and Jim to do their jobs) have been a motivating addition to our team of "old workshop foxes..".... and a source for a good deal of paternal pride. We are honoured to have her as a fellow editor.

"Antiracist Teaching" is about awakening students to their own humanity. In order to teach about this awakening one must be in the process of awakening oneself. The author shares personal anecdotes to illustrate the kinds of changes he experienced as a result of his antiracist teaching. His book explores the questions, Why is teaching about racism and white privilege to white students so difficult? and What can educators do to become more effective antiracist teachers for all of their students? Amico examines the cognitive and emotive obstacles that students experience in the classroom and argues that understanding these difficulties can lead to their resolution. He considers a variety of different approaches to antiracist teaching and endorses a dialogic approach. Dialogue is the centerpiece of students classroom experiences; students engage in dialogue at nearly every class meeting. The dialogic approach is effective in a variety of different learning settings from K 12 classrooms, trainings, retreats, workshops, and community organizations to the college classroom. Further, the book discusses how to bring antiracist teaching into the core of university curricula."

Dear Friends, It seems like it was only yesterday that we drove the last of you to the airport. The memories and the spirit of the Scientific Detectors for Astronomy Workshop (SDW2002) remain fresh and strong. For us, this was a very special event, a great gathering of what may be one of the friendliest and most cooperative technical communities on our little planet. We have tried to capture the spirit of the Workshop in these Proceedings and we hope you are able to relive your week in Hawaii. For those readers who did not attend, we invite you into this community. As you probably noticed, there is a new name on the cover: Jenna Beletic was the ace up our sleeve for these Proceedings. As a summer intern at Keck, she took up the task of organizing, proofreading, editing and formatting the papers. She also made the graphics (her artistic talents shine on pages xxxiii and xxxv), contacted authors and prepared the mountain of paperwork which goes with producing a book. Jenna's enthusiasm at learning, her passion for the job and creativity (e. g. find 100 ways to get Paola and Jim to do their jobs) have been a motivating addition to our team of "old workshop foxes..".... and a source for a good deal of paternal pride. We are honoured to have her as a fellow editor.

"Antiracist Teaching" is about awakening students to their own humanity. In order to teach about this awakening one must be in the process of awakening oneself. The author shares personal anecdotes to illustrate the kinds of changes he experienced as a result of his antiracist teaching. His book explores the questions, Why is teaching about racism and white privilege to white students so difficult? and What can educators do to become more effective antiracist teachers for all of their students? Amico examines the cognitive and emotive obstacles that students experience in the classroom and argues that understanding these difficulties can lead to their resolution. He considers a variety of different approaches to antiracist teaching and endorses a dialogic approach. Dialogue is the centerpiece of students classroom experiences; students engage in dialogue at nearly every class meeting. The dialogic approach is effective in a variety of different learning settings from K 12 classrooms, trainings, retreats, workshops, and community organizations to the college classroom. Further, the book discusses how to bring antiracist teaching into the core of university curricula."