Summary of Christopher Emdin's For White Folks Who Teach in the Hood... and the Rest of Y'all Too

By IRB Media

Please note: This is a companion version & not the original book.

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#1 Being on time and prepared for class can be difficult for students, especially those who live in urban areas. This can make them invisible to their teachers, who may not understand the cultural nuances of being on time and prepared in an urban setting.

#2 In cities, it can be difficult for students to be on time and prepared for class. This can make them invisible to their teachers, who may not understand the cultural nuances of being on time and prepared in an urban setting.

#3 Urban education experts don’t live in urban communities and don’t look like the students they discuss in meetings and conferences, so they don’t understand the deep connections between urban experience and school performance.

#4 To be in touch with the community, you need to go where the students live and work to be invited into their emotional-laden spaces.

• Language: English
• Publisher: IRB Media
• Release date: Sep 28, 2022
• ISBN: 9798350031027

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Insights on Christopher Emdin's For White Folks Who Teach in the Hood and the Rest of Yall Too

Contents

Insights from Chapter 1

Insights from Chapter 2

Insights from Chapter 3

Insights from Chapter 4

Insights from Chapter 5

Insights from Chapter 6

Insights from Chapter 7

Insights from Chapter 8

Insights from Chapter 9

Insights from Chapter 10

Insights from Chapter 11

Insights from Chapter 1

#1

The book The Invisible Man by Ralph Ellison describes the experiences of a black man in America, and how the segregated South and its history of racism has inscribed itself so indelibly into the psyche of the more accepting and progressive North in the 1950s.

#2

The teacher in this scenario had rendered the student’s self-image of being prepared and on time invisible. The student was seen as disruptive, chronically late, and unprepared, a distortion of her self-image.

#3

Urban education experts typically don’t live in urban communities. They don’t look like the students they discuss in meetings and conferences, and when they do, they often make class distinctions that separate them from students.

#4

To be in touch with the community, you have to enter into the physical places where the students live and work. The places may be housing projects or overcrowded apartment buildings, but the spaces are what philosopher Kelly Oliver describes as psychic.

#5

The experience I had with the shootout was what caused me to jump under the desk in my mathematics class, as I could not explain what I was feeling. I coolly grabbed my books and walked out of the classroom.

#6

Urban education requires a new approach that understands the complexity of place, space, and their impact on the psyche of urban youth. This approach is necessary whether we are talking about preservice educators about to embark on their first year of teaching, those who have been in the field for a while, or the millions of people who have been drawn