Start Where You Are, But Don't Stay There, Second Edition: Understanding Diversity, Opportunity Gaps, and Teaching in Today's Classrooms

by H. Richard Milner IV, H. Richard Milner IV (Editor)

Overview

2021 PROSE Award Finalist, Education Practice and Theory Category

In the thoroughly revised second edition of Start Where You Are, But Don’t Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms.

The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies—of teachers in urban and suburban settings—are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps.

Start Where You Are, But Don’t Stay There strives to help educators in the fight for social justice, equity, inclusion, and transformation for all students. It is a book urgently needed in today’s increasingly diverse classrooms.

Product Details

ISBN-13:	9781682534410
Publisher:	Harvard Education Press
Publication date:	11/18/2021
Series:	Race and Education
Sold by:	Barnes & Noble
Format:	eBook
Pages:	352
Sales rank:	152,525
File size:	10 MB

About the Author

H. Richard Milner IV is Cornelius Vanderbilt Distinguished Professor of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University in Nashville, Tennessee. He holds courtesy professorships in the Department of Sociology and the Department of Leadership, Policy, and Organizations at Vanderbilt. His research, teaching, and policy interests concern urban education, teacher education, African American literature, and the social context of education. Professor Milner’s research and scholarly contributions have been recognized by the American Educational Research Association (AERA) with an Early Career Award and an Innovations in Research on Diversity in Teacher Education Award. In 2018, he was selected as the youngest ever to give the prestigious AERA Brown vs. Board of Education lecture to a record number of attendees in Washington, DC. He is also a Fellow of AERA and has received the Carl A. Grant Multicultural Award from the National Association for Multicultural Education as well as the John Dewey Society Outstanding Achievement Award for efforts to relate research to practice. He is editor-in-chief of the journal Urban Education and has published seven books, including Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms (Harvard Education Press, 2015), “These Kids Are Out of Control”: Why We Must Reimagine “Classroom Management” for Equity (Corwin Press, 2018), and the Handbook of Urban Education (Routledge Press, 2014). Professor Milner consults with schools, districts, and universities. He can be reached at [e-mail].

Table of Contents

Preface to the Second Edition of Start Where You Are, But Don't Stay There ix

Acknowledgments xv

Introduction 1

1 An Opportunity Gap Explanatory Framework 21

2 White Teacher, Diverse Urban School 65

Relationships, Expectations, and Race Matter-Even in the Science Classroom

3 Black Teacher, Suburban White School 103

Addressing Cultural Conflicts

4 Black Teachers, Diverse Urban School 135

Recognizing Assets in Unexpected People and Places

5 White Teachers Learning to Teach 183

Roles and Relevance of Teacher Preparation

6 Opportunity-Centered Teaching 219

Conclusions and Recommendations for Practice 257

Epilogue 277

Notes 291

About the Author 309

Index 311

Editorial Reviews

"The book is at once empirical, theoretical, and practical: it is accessible and compelling to a variety of audiences, and its ideas and conclusions are clearly supported by Milner’s own research and experiences, as well as research in the field." —Teachers College Record

From the Publisher