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Rating: 
Summary: ¿Fear is the classic White American reaction¿
Review: A novel text of forethought and change, Howard offers We Can't Teach What We Don't Know: White Teachers Multiracial Schools not only as an examination of the fervent racial overtones that have "colored" the political and social landscapes of America, but also as a polemical, introspective account of how the dominant white society can analyze his "cultural encapsulation" (this he presupposes as an unawareness of white dominance in society and as a fallible understanding of white identity and white culture) to determine how "to get other white folks into the dance" of multiculturalism (24). A scholar of both academic and "social" institutions, Howard compiles over 50 years of research and educational endeavors into his latest study. We Can't Teach What We Don't Know initiates a long-awaited discourse between the undiscerning white American and the oppressed person of "color". Howard's title suggests that his purpose involves an examination of the relationship between white teachers and their non-racist responsibilities in multicultural academic classrooms. Indeed, his concern for non-racist multicultural education traverses each subsequent chapter; however, because of the emotional defensiveness from which his text speaks and the assumed absurdity of being a white educator writing about white oppression, his perusal fails to maintain a critical analysis beyond the apologetic undertone of "white guilt". His examination resultantly becomes ineffectual in delineating an authentic white identity and in validating white society's participation in the multicultural affairs of education.
Rating: 
Summary: Thought Provoking
Review: If you've ever beeen called racist by your students, but you think you're not, than this is a must read for you. Howard takes the reader on a journey of self discovery, helping the reader to understand the subtle and overt elements of racial discrimination that are present in today's schools. While "tools" or quick fixes are not presented, the book efficiently and concretely addresses the underlying assumptions that form the basis of US society and education systems that promote discrimination and maintain the status quo. The author uses his personal and historical experiences to illustrate the nature of white privilege, the assumption of rightness and normalacy. By examining these topics, teachers are able to examine their daily activities, decisions and speech to identify and eliminate the promotion of such values. This book helps us move past "I see all my children the same, I don't care if they are white, black, brown, or purple." To truly accepting that we see each other differently, that we should acknowledge and celebrate the differences, that we can learn from one another and that through acceptance we find our similarities.
Rating:
Summary: An excellent example of readable theory for the practitioner
Review: In that over 90% of teachers in this country are White, Howard's book meets a definite need in the educational community. Seamlessly combining his own experiences with the most current race/ethnicity theory, the author helps Whites understand that we have an ethnicity, also, and how that influences our ability to teach. Step by step, he illustrates what Whites can expect as we begin to discover our own cultural identity. While this experience is often an uncomfortable one, he shows that it is possible to acknowledge our responsibility for oppression of other groups without basing our identity solely on guilt. He deals candidly with the issue of White privilege, but notes that one can be anti-racist without being anti-White, for the "'enemy' is dominance itself, not White people." The greatest strength of this book may be that it provides a way for us to move forward in hope as we seek new ways of living together. While he does not provide specific classroom resources in this book, he refers to his work with the REACH Center for Multicultural Education in making such materials available.
Rating:
Summary: An excellent example of readable theory for the practitioner
Review: The author spent the majority of the book relaying the historical background of races comparing non-white and white perspectives. In reading the book, I did find and begin to understand the assumptions (culture) of the white race and how it is perceived by other cultures. In this perspective the book had value. I was disappointed in that the author did not provide any depth or examples from a teacher's perspective of how best to adjust the white cultural perceptions to the multiracial classroom beyond being aware of the differences. This book is directed towards cultural awareness rather than a teacher's resource tool. Not necessarily recommended for those looking for the "tools."
Rating: 
Summary: Historical Perspective on Racism
Review: The author spent the majority of the book relaying the historical background of races comparing non-white and white perspectives. In reading the book, I did find and begin to understand the assumptions (culture) of the white race and how it is perceived by other cultures. In this perspective the book had value. I was disappointed in that the author did not provide any depth or examples from a teacher's perspective of how best to adjust the white cultural perceptions to the multiracial classroom beyond being aware of the differences. This book is directed towards cultural awareness rather than a teacher's resource tool. Not necessarily recommended for those looking for the "tools."
Rating: 
Summary: Useful for white folks (& others trying to understand us?)
Review: This book is intended as a "racism 101" for white educators, and it is extremely successful as an introductory text. What's in the book? It begins with a personal narrative, explaining how the author (who is white) went from ignorance of racism to being an internationally known anti-racist activist. It continues with a history of how Europeans and their descendants gained their dominant position; an exploration of how this history affects white people and people of color today; suggestions for white awakening and action; a review of psychological literature on "white identity development," followed by a deeper discussion of how this development works; and a final call to share in vision and action. Who will find it useful?
(1) Antiracist activists seeking to educate white educators will find this book a *very* useful tool. I highly recommend it for this purpose. It is a basic introductory text, as I said a sort of "Racism 101," but unlike many other excellent books with similar scope and goals, this one is well-received by white educators who are new to this field. (More on this below) (2) White educators who want to fight racism but have little prior exposure to anti-racist literature, and/or those who have reacted with hurt, anger and confusion to anti-racist literature they have encountered, will probably find this book helpful, comforting, eye-opening and inspiring. (3) Those who have already read extensively on this topic may find the book a bit basic, and at times iffy in its analysis. Howard's historical overview is fine as an overview, but his attempt at historical/sociological theory re the origins and function of racism is a bit superficial and generally not well-grounded in current thinking. (4) However, there is one section that may be useful to all readers, including those with prior knowledge--the exposition of "white identity development." For readers of all colors who have been perplexed by the reactions of white individuals (including ourselves!) dealing with issues of racism, this section sheds much light! It also can be helpful to white people in monitoring our progress, identifying areas for improvement, and pushing ourselves farther along the path.
Why do I recommend it as an introductory text for white educators? Over the last 18 months, my cohort of teacher education students (all very good-hearted & intelligent, & almost all white), have read numerous materials on racism in education. Many/most of my classmates experienced anti-racist writers as "angry" and felt that they were being personally "attacked" (a reaction that I have heard in other contexts as well). When we came to this book, however, my classmates responded warmly and eagerly. Perhaps most significantly, one person said (to general nodding & agreement), "Now I feel that I'm ready to go back and re-read Lisa Delpit." Indeed, ever since we read Howard, white students have seemed much more receptive to the message of other anti-racist writers. Why do people react this way?
I'm not sure, but from my classmates' comments, I'm guessing there are three main reasons:
(1) The author is white, and while it may be frustrating that that would make it easier for some white people to hear his message, it's probably inevitable that it does (although whiteness is not an automatic "in"--I have heard people react just as antagonistically to Julie Kailin as to Lisa Delpit).
(2) The whole concept of "white identity development" seems to help white learners in two ways:
(a) It makes it seem ok to be taking the first steps on the journey; that it doesn't make you a "bad person" if you haven't got it all figured out yet. This may help one to approach future learning less defensively.
(b) Understanding the concept of *institutional* racism is a big stumbling-block for many, but the "identity" framework actually seems to help with that, perhaps because it conveys that this is a collective problem and collective solution.
(3) There is a strong emphasis on hope and vision throughout the book, even though it does not sugar-coat the ravages of racism past and present. I get the impression that this overall tone makes it easier for many people to cope with the painful and distressing aspects of the book. To sum up, I would strongly recommend this book as a first text for white educators (and others) who are just beginning to explore issues of racism, and/or for those whose past explorations have been distressing and confusing. It would be an ideal book for principals to use in staff development. All the best to all teachers everywhere who are trying to walk this path!
Rating:
Summary: Useful for white folks (& others trying to understand us?)
Review: This book is intended as a "racism 101" for white educators, and it is extremely successful as an introductory text. What's in the book? It begins with a personal narrative, explaining how the author (who is white) went from ignorance of racism to being an internationally known anti-racist activist. It continues with a history of how Europeans and their descendants gained their dominant position; an exploration of how this history affects white people and people of color today; suggestions for white awakening and action; a review of psychological literature on "white identity development," followed by a deeper discussion of how this development works; and a final call to share in vision and action. Who will find it useful?
(1) Antiracist activists seeking to educate white educators will find this book a *very* useful tool. I highly recommend it for this purpose. It is a basic introductory text, as I said a sort of "Racism 101," but unlike many other excellent books with similar scope and goals, this one is well-received by white educators who are new to this field. (More on this below) (2) White educators who want to fight racism but have little prior exposure to anti-racist literature, and/or those who have reacted with hurt, anger and confusion to anti-racist literature they have encountered, will probably find this book helpful, comforting, eye-opening and inspiring. (3) Those who have already read extensively on this topic may find the book a bit basic, and at times iffy in its analysis. Howard's historical overview is fine as an overview, but his attempt at historical/sociological theory re the origins and function of racism is a bit superficial and generally not well-grounded in current thinking. (4) However, there is one section that may be useful to all readers, including those with prior knowledge--the exposition of "white identity development." For readers of all colors who have been perplexed by the reactions of white individuals (including ourselves!) dealing with issues of racism, this section sheds much light! It also can be helpful to white people in monitoring our progress, identifying areas for improvement, and pushing ourselves farther along the path.
Why do I recommend it as an introductory text for white educators? Over the last 18 months, my cohort of teacher education students (all very good-hearted & intelligent, & almost all white), have read numerous materials on racism in education. Many/most of my classmates experienced anti-racist writers as "angry" and felt that they were being personally "attacked" (a reaction that I have heard in other contexts as well). When we came to this book, however, my classmates responded warmly and eagerly. Perhaps most significantly, one person said (to general nodding & agreement), "Now I feel that I'm ready to go back and re-read Lisa Delpit." Indeed, ever since we read Howard, white students have seemed much more receptive to the message of other anti-racist writers. Why do people react this way?
I'm not sure, but from my classmates' comments, I'm guessing there are three main reasons:
(1) The author is white, and while it may be frustrating that that would make it easier for some white people to hear his message, it's probably inevitable that it does (although whiteness is not an automatic "in"--I have heard people react just as antagonistically to Julie Kailin as to Lisa Delpit).
(2) The whole concept of "white identity development" seems to help white learners in two ways:
(a) It makes it seem ok to be taking the first steps on the journey; that it doesn't make you a "bad person" if you haven't got it all figured out yet. This may help one to approach future learning less defensively.
(b) Understanding the concept of *institutional* racism is a big stumbling-block for many, but the "identity" framework actually seems to help with that, perhaps because it conveys that this is a collective problem and collective solution.
(3) There is a strong emphasis on hope and vision throughout the book, even though it does not sugar-coat the ravages of racism past and present. I get the impression that this overall tone makes it easier for many people to cope with the painful and distressing aspects of the book. To sum up, I would strongly recommend this book as a first text for white educators (and others) who are just beginning to explore issues of racism, and/or for those whose past explorations have been distressing and confusing. It would be an ideal book for principals to use in staff development. All the best to all teachers everywhere who are trying to walk this path!
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