MULTICULTURAL EDUCATION SERIES JAMES A. BANKS, Series Editor
Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education, Second Edition
ÖZLEM SENSOY AND ROBIN DIANGELO Teaching for Equity in Complex Times: Negotiating Standards in a High- Performing Bilingual School
JAMY STILLMAN AND LAUREN ANDERSON Transforming Educational Pathways for Chicana/o Students: A Critical Race Feminista Praxis
DOLORES DELGADO BERNAL AND ENRIQUE ALEMÁN, JR. Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom, 2nd Edition
CHRISTINE E. SLEETER AND JUDITH FLORES CARMONA Global Migration, Diversity, and Civic Education: Improving Policy and Practice
JAMES A. BANKS, MARCELO SUÁREZ-OROZCO, AND MIRIAM BEN-PERETZ, EDS.
Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education
WAYNE AU, ANTHONY L. BROWN, AND DOLORES CALDERÓN Human Rights and Schooling: An Ethical Framework for Teaching for Social Justice
AUDREY OSLER We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools, Third Edition
GARY R. HOWARD Teaching and Learning on the Verge: Democratic Education in Action
SHANTI ELLIOTT Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education
ALICIA C. DOWD AND ESTELA MARA BENSIMON Diversity and Education: A Critical Multicultural Approach
MICHAEL VAVRUS First Freire: Early Writings in Social Justice Education
CARLOS ALBERTO TORRES Mathematics for Equity: A Framework for Successful Practice
NA’ILAH SUAD NASIR, CARLOS CABANA, BARBARA SHREVE, ESTELLE WOODBURY, AND NICOLE LOUIE, EDS.
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Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice
SUHANTHIE MOTHA Black Male(d): Peril and Promise in the Education of African American Males
TYRONE C. HOWARD LGBTQ Youth and Education: Policies and Practices
CRIS MAYO Race Frameworks: A Multidimensional Theory of Racism and Education
ZEUS LEONARDO Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap
PAUL C. GORSKI Class Rules: Exposing Inequality in American High Schools
PETER W. COOKSON JR. Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools
ALYSSA HADLEY DUNN Streetsmart Schoolsmart: Urban Poverty and the Education of Adolescent Boys
GILBERTO Q. CONCHAS AND JAMES DIEGO VIGIL Americans by Heart: Undocumented Latino Students and the Promise of Higher Education
WILLIAM PÉREZ Achieving Equity for Latino Students: Expanding the Pathway to Higher Education Through Public Policy
FRANCES CONTRERAS Literacy Achievement and Diversity: Keys to Success for Students, Teachers, and Schools
KATHRYN H. AU Understanding English Language Variation in U.S. Schools
ANNE H. CHARITY HUDLEY AND CHRISTINE MALLINSON Latino Children Learning English: Steps in the Journey
GUADALUPE VALDÉS, SARAH CAPITELLI, AND LAURA ALVAREZ Asians in the Ivory Tower: Dilemmas of Racial Inequality in American Higher Education
ROBERT T. TERANISHI Our Worlds in Our Words: Exploring Race, Class, Gender, and Sexual Orientation in Multicultural Classrooms
MARY DILG Culturally Responsive Teaching, Second Edition
GENEVA GAY
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Why Race and Culture Matter in Schools TYRONE C. HOWARD
Diversity and Equity in Science Education OKHEE LEE AND CORY A. BUXTON
Forbidden Language PATRICIA GÁNDARA AND MEGAN HOPKINS, EDS.
The Light in Their Eyes, 10th Anniversary Edition SONIA NIETO
The Flat World and Education LINDA DARLING-HAMMOND
Teaching What Really Happened JAMES W. LOEWEN
Diversity and the New Teacher CATHERINE CORNBLETH
Frogs into Princes: Writings on School Reform LARRY CUBAN
Educating Citizens in a Multicultural Society, Second Edition JAMES A. BANKS
Culture, Literacy, and Learning CAROL D. LEE
Facing Accountability in Education CHRISTINE E. SLEETER, ED.
Talkin Black Talk H. SAMY ALIM AND JOHN BAUGH, EDS.
Improving Access to Mathematics NA’ILAH SUAD NASIR AND PAUL COBB, EDS.
“To Remain an Indian” K. TSIANINA LOMAWAIMA AND TERESA L. MCCARTY
Education Research in the Public Interest GLORIA LADSON-BILLINGS AND WILLIAM F. TATE, EDS.
Multicultural Strategies for Education and Social Change ARNETHA F. BALL
Beyond the Big House GLORIA LADSON-BILLINGS
Teaching and Learning in Two Languages EUGENE E. GARCÍA
Improving Multicultural Education CHERRY A. MCGEE BANKS
Education Programs for Improving Inter group Relations
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WALTER G. STEPHAN AND W. PAUL VOGT, EDS. City Schools and the American Dream
PEDRO A. NOGUERA Thriving in the Multicultural Classroom
MARY DILG Educating Teachers for Diversity
JACQUELINE JORDAN IRVINE Teaching Democracy
WALTER C. PARKER The Making—and Remaking—of a Multiculturalist
CARLOS E. CORTÉS Transforming the Multicultural Education of Teachers
MICHAEL VAVRUS Learning to Teach for Social Justice
LINDA DARLING-HAMMOND, JENNIFER FRENCH, AND SILVIA PALOMA GARCIA-LOPEZ, EDS.
Culture, Difference, and Power, Revised Edition CHRISTINE E. SLEETER
Learning and Not Learning English GUADALUPE VALDÉS
The Children Are Watching CARLOS E. CORTÉS
Multicultural Education, Transformative Knowledge, and Action JAMES A. BANKS, ED.
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Is Everyone Really Equal?
An Introduction to Key Concepts in Social Justice Education
SECOND EDITION
Özlem Sensoy and Robin DiAngelo
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Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright © 2017 by Teachers College, Columbia University
Cover design by Katherine Streeter.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. For reprint permission and other subsidiary rights requests, please contact Teachers College Press, Rights Dept.: [email protected]
Library of Congress Cataloging-in-Publication Data is available at loc.gov
ISBN: 978-0-8077-5861-8 (paper) ISBN: 978-0-8077-7617-9 (ebook)
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To all those whose shoulders we stand on and lean on—may ours be as steady for the next generation.
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Contents
Series Foreword James A. Banks
Acknowledgments
Preface
What Is Critical Social Justice? Chapter Summaries
Prologue
A Parable: Hodja and the Foreigner Layers of the Parable
1. How to Engage Constructively in Courses That Take a Critical Social Justice Approach
An Open Letter to Students A Story: The Question of Planets Guideline 1: Strive for Intellectual Humility Guideline 2: Everyone Has an Opinion. Opinions are Not the Same as
Informed Knowledge Guideline 3: Let Go of Anecdotal Evidence and Examine Patterns Guideline 4: Use Your Reactions as Entry Points for Gaining Deeper
Self-Knowledge Guideline 5: Recognize How Your Social Position Informs Your
Reactions to Your Instructor and the Course Content Grading Conclusion