The contemporary rethinking and relearning of history and racism has sparked creative approaches for teaching the histories and representations of marginalized communities. Cristina Stanciu and Gary Totten edit a collection that illuminates these ideas for a variety of fields, areas of education, and institutional contexts. The authors draw on their own racial and ethnic backgrounds to examine race and racism in the context of addressing necessary and often difficult classroom conversations about race, histories of exclusion, and racism. Case studies, reflections, and personal experiences provide guidance for addressing race and racism in the classroom. In-depth analysis looks at attacks on teaching Critical Race Theory and other practices for studying marginalized histories and voices. Throughout, the contributors shine a light on how a critical framework focused on race advances an understanding of contemporary and historical US multiethnic literatures for students around the world and in all fields of study. Contributors: Kristen Brown, Nancy Carranza, Luis Cortes, Marilyn Edelstein, Naomi Edwards, Joanne Lipson Freed, Yadira Gamez, Lauren J. Gantz, Jennifer Ho, Shermaine M. Jones, Norell Martinez, Sarah Minslow, Crystal R. Perez, Kevin Pyon, Emily Ruth Rutter, Ariel Santos, and C. Anneke Snyder
Cristina Stanciu is an associate professor of English at Virginia Commonwealth University. She is the author of The Makings and Unmakings of Americans: Indians and Immigrants in American Literature and Culture, 1879-1924. Gary Totten is a professor of English at the University of Nevada. He is the author of African American Travel Narratives from Abroad: Mobility and Cultural Work in the Age of Jim Crow.
Acknowledgments Introduction Cristina Stanciu and Gary Totten Part I. Racial Literacies The Necessity of Racial Literacy in the Multiethnic Literature Classroom Jennifer Ho Form, Politics, and Syllabus Design: Short Fiction and the Teaching of Racial Literacy Joanne Lipson Freed Digital Projects as Tools for Teaching Latinx Literature Yadira Gamez and C. Anneke Snyder Reading Refugitude: Critical Frameworks for Teaching Hmong American Literature Lauren J. Gantz Part II. Race, History, and Pedagogy Detecting the Present in the Historical Novel: Building Consciousness through a Pedagogy of Conscious Anachronism Crystal R. Perez Civilization on Stolen Land: Charles Eastman, Counterstory, and Common Ground Kristen Brown Uneducated, Undereducated, and Miseducated: Contesting Education Inequality and the Struggle for Conscientizacao Norell Martinez Our Absence: The Missing Latinx Students in the Selective University Luis Cortes Part III. Racial Justice and Antiracism Becoming an Antiracist in the Multiethnic Literature Classroom Emily Ruth Rutter Exploring the Effects of Asian Stereotypes and Exclusion in the Multiethnic Literature Classroom Sarah Minslow From W. E. B. Du Bois to George Floyd: Critical Race Theory in the Post-2020 Classroom Ariel Santos Not Another Antiracist Reading List: Afropessimism, Autotheory, and the Limits of (Anti)Racism Kevin Pyon Part IV. Race, Racism, Empathy, and Hope Confronting the Spectacle of Black Death in the Black Lives Matter-Era Classroom Shermaine M. Jones Empathy for "The Other": Multiethnic Literature and the Possibilities of Empathy across Racial, Gender, and Cultural Differences Marilyn Edelstein Magic and Melancholia: Racial Feelings and Teaching Ken Liu's "The Paper Menagerie" Nancy Huayan Carranza Race in the Classroom and the Problem of Hope Naomi Edwards Afterword. Breaking Master Narratives through Transformative Pedagogies: Teaching Race in the Multiethnic Classroom Martha J. Cutter Contributors Index
