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We Can't Teach What We Don't Know: White Teachers, Multiracial Schools
Once again, in this expanded Second Edition, Gary Howard outlines what good teachers know, what they do, and how they embrace culturally responsive teaching. Howard brings his bestselling book completely up to date with today s school reform efforts and includes a new introduction and a new chapter that speak directly to current issues such as closing the achievement gap, and to recent legislation such as No Child Left Behind. With our nation s student population becoming ever more diverse, and teachers remaining largely White, this book is now more important than ever. A must-read in universities and school systems throughout the country, We Can t Teach What We Don t Know continues to facilitate and deepen the discussion of race and social justice in education.
141 pages, Paperback
First published January 1, 1999
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Displaying 1 - 30 of 53 reviews
June 3, 2011
Ugh. Ugh. Grabbed the book because I thought....I'm "White"....and yup, I teach minority students.....
1. TOO LONG. This could have been an article in a journal, but the book was drawn out, repetitive and boring.
2. NOTHING NEW---if you have gone to grad school in the last ?? years...or if you teach ESL, you know all of this.
3. I did not appreciate being called "White" throughout the book...which the author may claim stresses his point; my reluctance to be labelled that way....but I am NOT "White" just like my students are not "Brown" or "Black". We are defined by a lot more than the color of our skin.
1. TOO LONG. This could have been an article in a journal, but the book was drawn out, repetitive and boring.
2. NOTHING NEW---if you have gone to grad school in the last ?? years...or if you teach ESL, you know all of this.
3. I did not appreciate being called "White" throughout the book...which the author may claim stresses his point; my reluctance to be labelled that way....but I am NOT "White" just like my students are not "Brown" or "Black". We are defined by a lot more than the color of our skin.
August 17, 2019
This was pretty good...would be an interesting reader for someone who is beginning to interrogate their own Whiteness. Some of his metaphors are a little trite...this seems to be a trend in the multicultural literature that I've read so far (see also: Gay's On Being and Becoming...). While some multicultural educators have a real knack for describing racial dynamics and racial identity development with eloquence and clarity, Howard, at times, gets caught up in cheesy, hokey shit like, "Given its rough, unmarked, and unmapped character, our country road reminds me of the journey toward authentic and positive White identity, a journey that is also difficult to define and has been similarly subjected to the erosive damage of time" (p. 137). Also used: the winding Colorado river, the always popular "margins" existence comparison, and some other lame metaphors. That being said, chapter 2 is a must-read: a well-written, concise, and scathing account of white dominance and oppression in the United States.
May 16, 2012
Great book to stimulate self reflection on multicultural education, and approaching teaching practice with a culturally relevant lens.
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June 18, 2020I read this book on racism in education immediately after 'A White Teacher Talks About Race' by Julie Landsman, having picked up both from the library at the same time. This time the author is a male teacher (like Landsman with roots in Minnesota) and the topic of his book is similar; how Caucasian teachers need to become anti-racist activists and dismantle white privilege and institutional racism.
This book is on the reading list for many education majors, and is probably better known than Landsman's, but I did not find it as engaging and heartwarming, and I often had to force myself to read every chapter in order to fulfill the book club requirement. Howard's writing style and life story did not appeal to me as strongly as did Landsman's. He did not include many memorable anecdotes from his experience teaching at-risk children of color. Never having been an extremist of any kind, I also found it hard to identify with his self-proclaimed 'hard right to hard left' political transformation. However, it does a sound job of explaining concepts like white privilege and institutional racism to people who are new to the terminology.
I would recommend the book to my fellow CTEP and other AmeriCorps members, but not as a high priority. We all work in multiracial environments, and having a theoretical grounding in race theory can help us understand certain classroom dynamics we might encounter. However, it is not a 'hands on' book that can help us improve our service in any meaningful way in the short term. I was disappointed that the author did not provide any depth or examples from a teacher's perspective ofn how best to adjust the white cultural perceptions to the multiracial classroom beyond being aware of the differences.
This book is on the reading list for many education majors, and is probably better known than Landsman's, but I did not find it as engaging and heartwarming, and I often had to force myself to read every chapter in order to fulfill the book club requirement. Howard's writing style and life story did not appeal to me as strongly as did Landsman's. He did not include many memorable anecdotes from his experience teaching at-risk children of color. Never having been an extremist of any kind, I also found it hard to identify with his self-proclaimed 'hard right to hard left' political transformation. However, it does a sound job of explaining concepts like white privilege and institutional racism to people who are new to the terminology.
I would recommend the book to my fellow CTEP and other AmeriCorps members, but not as a high priority. We all work in multiracial environments, and having a theoretical grounding in race theory can help us understand certain classroom dynamics we might encounter. However, it is not a 'hands on' book that can help us improve our service in any meaningful way in the short term. I was disappointed that the author did not provide any depth or examples from a teacher's perspective ofn how best to adjust the white cultural perceptions to the multiracial classroom beyond being aware of the differences.
September 1, 2021
Despite being a clear social and political propaganda piece of reading, my major issues with this book lay with the authorship and writing style.
This book is written in a scholastic style, with the utilization of words with the clear intent to sound more intellectual. In fact, the entire book reads like a student tried to fill it with as many "study words" from their english-lit class, as possible. The whole book comes across as a "look how intelligent I sound." When reading past this glaring effort, we see the shallowness of the material: be ashamed for being "white." Whatever you do, do not question that "white" is usually a mixed bag of races; simply accept that white equates into ignorance (which is pretty racist).
The humorous reality that undermines the entirety of the work is that the author would fall under the very classification of "white" that is provided. Thus, to apply his own logic and path of critique, we can discount his entire book on the premise that he, as a white individual, is ignorant of how to instruct anyone, especially non-white persons.
In closing, if you want a book that sounds smart, but is void of actual intellect and logic, while speaking on social/racial issues, oblivious to its own idiot criteria; this is the perfect book for you. Otherwise, skip it. Oh, I apologize; "avert your attention and regard elsewhere, from this idiotic publication."
This book is written in a scholastic style, with the utilization of words with the clear intent to sound more intellectual. In fact, the entire book reads like a student tried to fill it with as many "study words" from their english-lit class, as possible. The whole book comes across as a "look how intelligent I sound." When reading past this glaring effort, we see the shallowness of the material: be ashamed for being "white." Whatever you do, do not question that "white" is usually a mixed bag of races; simply accept that white equates into ignorance (which is pretty racist).
The humorous reality that undermines the entirety of the work is that the author would fall under the very classification of "white" that is provided. Thus, to apply his own logic and path of critique, we can discount his entire book on the premise that he, as a white individual, is ignorant of how to instruct anyone, especially non-white persons.
In closing, if you want a book that sounds smart, but is void of actual intellect and logic, while speaking on social/racial issues, oblivious to its own idiot criteria; this is the perfect book for you. Otherwise, skip it. Oh, I apologize; "avert your attention and regard elsewhere, from this idiotic publication."
January 7, 2017
At first I was thrown off by this book. It is a combination of personal stories/experiences and of research. The book starts with a personal story and I initially assumed that the entire book was like that, but there aren't actually a lot of these stories.
I thought the research was well organized, well discussed, and useful. I particularly enjoy the focus on Whiteness. I think it is easy for some teachers to see themselves as allies or multicultural simply because they recognize racial disparities, but, as Howard argues, we as white people need to look at ourselves, our role, and the role of our whiteness. I learned a lot form his discussion on constructing a white identity. He thoroughly addresses concepts like how white people might feel anger, shame, guilt, fear due to their white identity. I feel prepared to discuss these issues with others.
I also applaud this book for its devotion to solutions. A lot of times I read texts or articles that are like "we have a problem!" but don't tell me what to do. Howard often adds sections and experiences to highlight how to change. The last chapter is also all about transformative teaching.
I thought the research was well organized, well discussed, and useful. I particularly enjoy the focus on Whiteness. I think it is easy for some teachers to see themselves as allies or multicultural simply because they recognize racial disparities, but, as Howard argues, we as white people need to look at ourselves, our role, and the role of our whiteness. I learned a lot form his discussion on constructing a white identity. He thoroughly addresses concepts like how white people might feel anger, shame, guilt, fear due to their white identity. I feel prepared to discuss these issues with others.
I also applaud this book for its devotion to solutions. A lot of times I read texts or articles that are like "we have a problem!" but don't tell me what to do. Howard often adds sections and experiences to highlight how to change. The last chapter is also all about transformative teaching.
April 9, 2021
This book is geared towards someone in a majority group who is unaware of the privileges of being in the majority and does not understand or want to know about the experiences of the minorities in their community. Using white people as an example to broach these ideas was a good choice, as the author is a white male. One of the chapters is even about his journey towards realizing the impact race has on life and inside the classroom. As someone who was already very aware of most of these things before opening Howard's book, I cannot give it too many stars. I often got bored with how long the chapters were. I understand the need to be thorough, but personally, I find that my experience reading this book was less than stellar.
For anyone who is already aware of the impacts of race and identity within the classroom, there is probably only 1-2 chapters out of 7 that relate to you.
For anyone who is already aware of the impacts of race and identity within the classroom, there is probably only 1-2 chapters out of 7 that relate to you.
December 8, 2022
I like how Gary Howard blended his personal journey and teaching strategies. The book has eight chapters and discussion questions, including good resources, case studies, and thinking points. My favorite chapter is chapter 7 because I found the achievement triangle very helpful, and also summaries of different authors' culturally responsive teaching points are very beneficial to remember those essentials.
July 7, 2023
Read for Family and Community Engagement course for A&S Masters Program…
Challenging, thought provoking, inspiring, and challenging again. This was a difficult read in many ways, but transformative in others. It afforded a lot of self reflection both within myself and with how I portray myself to students and others in my teaching and leading.
Challenging, thought provoking, inspiring, and challenging again. This was a difficult read in many ways, but transformative in others. It afforded a lot of self reflection both within myself and with how I portray myself to students and others in my teaching and leading.
March 3, 2020
A lot of food for thought. Shows a bit of age in language, but I appreciated how it made my interrogate my own Whiteness.
April 18, 2020
A slow read, I learned a few things about teaching in multicultural classroom and whatnot.
November 14, 2020
(I read the 3rd edition)
June 19, 2021
Excellent guide for helping White teachers examine their unconscious bias without condemnation.
March 6, 2022
Not what I thought it was going to be about, but pretty enlightening.
November 7, 2007
I loved this book and think all White educators should read it! The book addresses the tough topic of racism and how White Americans must learn to be transformative teachers that empower their culturally diverse students.
Howard starts by saying, “I have come to the conclusion that there will be no meaningful movement toward social justice and real education reform until there has been a significant transformation in the beliefs, attitudes, and actions of White Americans.” Which introduces his premise for the book--because most American teachers are white, there cannot be lasting educational reform unless White educators join the fight against racism.
Howard argues that White teachers need to accept their white culture and form a strong personal identity so that they can authentically participate in reducing racism. We need to stop pretending that racism doesn’t exist, stop saying things like “I don’t see color.” Or “ I treat everyone the same.” But, really examine white dominance and how we perpetuate the social hierarchy that exists. “If we do not face dominance, we may be predisposed to perpetuate it.” (Pg 30)
On page 8, Howard says, “As white educators, we often suffer from the ‘dysconscious racism’ that makes it difficult for us to see the full impact of our own social dominance (J. E. King, 1991).” I love the fact that this book makes the reader really look closely at how they view they world and how they choose to act. I think it is easy for us, as White educators, to argue that we aren’t racist. To argue that there has been alot of progress when it comes to racism. To argue that society as a whole is more tolerant. To argue that there is better representation of minorities in power. But, when we look at the achievement gap, standardized test scores, socio-economic data, drop out rates, and demographics of students identified for special education—minorities are negatively over represented in all of these categories. Which, to me, means that there is still an inordinate amount of racism in American education and society.
I love that this book talks openly and without filter about these tough issues. It is time that we got rattled. I feel like White America needs to stop feeling defensive and start listening to the voices of those who are outside of the societal power structures. If people keep telling us that we are racist, that the educational system is racist, that society is racist—perhaps there is a truth that we don’t want to hear. Perhaps we, as white Americans, are the common element. I think this book is a first step in becoming part of the solution.
“…we as White educators ought to understand how our inherited hegemonic position continues to influence the educational process today…We ought to seek this understanding not because we stand accused of the sins and excesses of our ancestors, but because we are committed to equitable opportunities and outcomes for all of our students.” (Pg 38)
Howard starts by saying, “I have come to the conclusion that there will be no meaningful movement toward social justice and real education reform until there has been a significant transformation in the beliefs, attitudes, and actions of White Americans.” Which introduces his premise for the book--because most American teachers are white, there cannot be lasting educational reform unless White educators join the fight against racism.
Howard argues that White teachers need to accept their white culture and form a strong personal identity so that they can authentically participate in reducing racism. We need to stop pretending that racism doesn’t exist, stop saying things like “I don’t see color.” Or “ I treat everyone the same.” But, really examine white dominance and how we perpetuate the social hierarchy that exists. “If we do not face dominance, we may be predisposed to perpetuate it.” (Pg 30)
On page 8, Howard says, “As white educators, we often suffer from the ‘dysconscious racism’ that makes it difficult for us to see the full impact of our own social dominance (J. E. King, 1991).” I love the fact that this book makes the reader really look closely at how they view they world and how they choose to act. I think it is easy for us, as White educators, to argue that we aren’t racist. To argue that there has been alot of progress when it comes to racism. To argue that society as a whole is more tolerant. To argue that there is better representation of minorities in power. But, when we look at the achievement gap, standardized test scores, socio-economic data, drop out rates, and demographics of students identified for special education—minorities are negatively over represented in all of these categories. Which, to me, means that there is still an inordinate amount of racism in American education and society.
I love that this book talks openly and without filter about these tough issues. It is time that we got rattled. I feel like White America needs to stop feeling defensive and start listening to the voices of those who are outside of the societal power structures. If people keep telling us that we are racist, that the educational system is racist, that society is racist—perhaps there is a truth that we don’t want to hear. Perhaps we, as white Americans, are the common element. I think this book is a first step in becoming part of the solution.
“…we as White educators ought to understand how our inherited hegemonic position continues to influence the educational process today…We ought to seek this understanding not because we stand accused of the sins and excesses of our ancestors, but because we are committed to equitable opportunities and outcomes for all of our students.” (Pg 38)
July 28, 2014
Gary Howard's We Can't Teach What We Don't Know is a great "how-to," combining first-hand narrative/confessional/memoir with a heavily researched textbook that doesn't read like one. The "how-to" is directed toward White teachers working with students of different races in schools. Howard blends his personal story with the latest research to show how ignorant the current educational system can be when educating students of color. Howard tells of ways schools can fix the system and be more inclusive towards all students.
Howard speaks early on of his own experience working with Black and Hispanic youth in New Haven's "The Hill," an urban neighborhood in Connecticut. He speaks of his many workshops he has run through his REACH Center for Multicultural Education, working with naive or even openly hostile White teachers, Aboriginal tribes, and youth of all races, and blends seamlessly research that confirms his own views on how White teachers can work with these populations of students to boost achievement and maximize the potential of too many students who would otherwise be left behind.
Throughout the book, several concepts are discussed that I hope to research and investigate further: The Luxury of Ignorance, The Legacy of Privilege, White and Black Identity Development, and others. He also argues against philosophies justifying and encouraging racist educational practices, like The Bell Curve, the Dominance Paradigm, and "Colorblindness."
A must-read for anyone working with a population of students of other races.
Howard speaks early on of his own experience working with Black and Hispanic youth in New Haven's "The Hill," an urban neighborhood in Connecticut. He speaks of his many workshops he has run through his REACH Center for Multicultural Education, working with naive or even openly hostile White teachers, Aboriginal tribes, and youth of all races, and blends seamlessly research that confirms his own views on how White teachers can work with these populations of students to boost achievement and maximize the potential of too many students who would otherwise be left behind.
Throughout the book, several concepts are discussed that I hope to research and investigate further: The Luxury of Ignorance, The Legacy of Privilege, White and Black Identity Development, and others. He also argues against philosophies justifying and encouraging racist educational practices, like The Bell Curve, the Dominance Paradigm, and "Colorblindness."
A must-read for anyone working with a population of students of other races.
September 19, 2008
so far so good,this book was an assignment for one of my classes (Cultural and Linguistic Diversity in a Pluralistic Society) Howard argues that White teachers need to accept their white culture and form a strong personal identity so that they can authentically participate in reducing racism.
On page 8, Howard says, “As white educators, we often suffer from the ‘dysconscious racism’ that makes it difficult for us to see the full impact of our own social dominance (J. E. King, 1991).” I like the fact that this book makes the reader really look closely at how they view they world and how they choose to act.
I love the fact that this book talks openly and without filter about these tough issues.
“…we as White educators ought to understand how our inherited hegemonic position continues to influence the educational process today…We ought to seek this understanding not because we stand accused of the sins and excesses of our ancestors, but because we are committed to equitable opportunities and outcomes for all of our students.” (Pg 38)
On page 8, Howard says, “As white educators, we often suffer from the ‘dysconscious racism’ that makes it difficult for us to see the full impact of our own social dominance (J. E. King, 1991).” I like the fact that this book makes the reader really look closely at how they view they world and how they choose to act.
I love the fact that this book talks openly and without filter about these tough issues.
“…we as White educators ought to understand how our inherited hegemonic position continues to influence the educational process today…We ought to seek this understanding not because we stand accused of the sins and excesses of our ancestors, but because we are committed to equitable opportunities and outcomes for all of our students.” (Pg 38)
November 22, 2008
Howard does a remarkable job describing, with clarity and complexity, the dynamics of dominance and theories of white identity development. This book is an important read for educators who are committed to social activism and want to further their own awareness of race & white privilege.
For me this book was empowering in that it contextualized the need for white educators in dismantling the paradigm of privilege. It calls for self-reflection and personal growth as a necessary first step in the struggle with racial inequality.
I would encourage schools/districts to offer this book as part of their professional development. In participating in a book study with my colleagues, the conversations we had helped shed light on how these inequities affect our schools & communities and inspired us develop an action plan.
For me this book was empowering in that it contextualized the need for white educators in dismantling the paradigm of privilege. It calls for self-reflection and personal growth as a necessary first step in the struggle with racial inequality.
I would encourage schools/districts to offer this book as part of their professional development. In participating in a book study with my colleagues, the conversations we had helped shed light on how these inequities affect our schools & communities and inspired us develop an action plan.
December 31, 2014
First reading:
I didn't like the book when I first started reading, as I didn't agree with the author's perspective, but I came to understand where he was coming from by the end of the book. While he is very opinionated and fits racial perspectives into organized charts and graphs, I think he makes some good overall points. It was interesting reading this, as I am biracial, and I don't think I am the intended audience (hence the title).
Second reading (several years later):
I enjoyed the book a bit more this time around, but I wouldn't give it more than three stars. Howard uses great personal experiences to introduce his points, but I don't find his ideas to be very different from others I have read. It doesn't add enough new information for me to merit a higher ranking, yet I fully agree with and support his opinions.
I didn't like the book when I first started reading, as I didn't agree with the author's perspective, but I came to understand where he was coming from by the end of the book. While he is very opinionated and fits racial perspectives into organized charts and graphs, I think he makes some good overall points. It was interesting reading this, as I am biracial, and I don't think I am the intended audience (hence the title).
Second reading (several years later):
I enjoyed the book a bit more this time around, but I wouldn't give it more than three stars. Howard uses great personal experiences to introduce his points, but I don't find his ideas to be very different from others I have read. It doesn't add enough new information for me to merit a higher ranking, yet I fully agree with and support his opinions.
January 29, 2011
First off, this book is highly readable- it keeps the discussion on a level which someone without more than a rudimentary introduction to multicultural teaching can understand. While I enjoyed the first chapter or two, I found that a lot of the rest of the book felt too vague and too repetitive to be as useful. It certainly contains good and interesting information with wonderful personal stories but is inconsistent in its application of studies and research- some areas are rich with appropriate quotations and sources while other areas go for pages without. I also found the metaphor of the river cheesy enough to be a little off-putting. However, the core of his experience is beautiful and what he teaches incredibly important. I just might look for other sources of similar information as far as reading material.
August 4, 2014
There is some good information is buried in this book, but you have to really wade through it; the most helpful information probably could have been said in a chapter or two. And while a great deal of time is spent on talking about why White teachers must learn to analyze their own whiteness and prejudices--all fomented by institutional racism, there are few if any concrete examples showing how a "transformative" teacher would deal with students of color that is any different than how we would hope ANY good teacher would respond to/teach ANY student.
This entire review has been hidden because of spoilers.
February 17, 2008
A great book! It's so cool that all the teachers in this school district have to read it, not so cool that some complain and don't Get it. Although many great descriptions of understanding white privilege and creating alternatives for white teachers to feel good about themselves and not weighed down with guilt,......even though Great, makes me wonder how someone could read it and not understand the profundity of white privilege. It's got to be something that happens outside of books, huh?
April 14, 2009
"Deference to the physical superlative, a preference for the scent of our own clan: a thousand anachronisms dance down the strands of our DA from a hidebound tribal past, guiding us toward the glories of survival, and some vainglories as welll. If we resent being bound by these ropes, the best hope is to seize them out like snakes by the throat, look them in the eye, and own up to the venom." --Barbara Kingsolver, High Tide in Tuscon (Howard 1999, p. 25).
May 9, 2016
I hated this book. Gary Howard told us how terrible white people of privilege are, but he is a white person of privilege. Hey Kettle it's me pot and I hate your book. I am not bad because I believe in God. I have diverse classes, guess what, we all get along. I try to inspire all of my students regardless of race, gender, or religion. I believe every-single-one of them will succeed and I love them. Kindness and love bring us all together; this book tears us apart.
May 5, 2008
Man, I really enjoyed this book, and then I saw Howard present a workshop at a conference on education I went to over the weekend. I enjoyed that too, until I talked to him afterwards and he was kinda skeezy. He's got some great things to say about anti-racist white identity, but the dude's gotta work on his gender privilege.
July 20, 2008
Howard truly immersed himself in the African American culture. I expected that this would be his perspective for the entire book – someone who has rejected their culture and become part of another culture. However, the story took a surprise turn when he realized that he would be most effective by returning to his culture and helping others understand the African American culture
September 27, 2008
Some hard truths and some challenges for personal growth as a white person and educator. Liked this one much better than "Why Are All the Black Kids Sitting Together in the Cafeteria" because it's much less militant, is a white person giving advice to white people, and offers many more positive solutions.
November 1, 2008
Racism 101 for educators. Not a lot of new material in this book if you have read other books in the field. But, I do like the concise way that Howard summarizes material and brings it into one place. I am also attracted to his ability to lay change out in terms of processes and stages. Recommended for all teachers.
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February 18, 2009I tried to read this book, but it was so down on "whiteness".
Wow, I never microanalyzed my "whiteness" before--and I guess I don't
want to start now. Way too many stereotypes regarding "whites"--I couldn't read this book. I just want to be an encouraging force for
reading--I'm glad I feel accepted by most of the students I see in
the library regardless of our racial background.
Wow, I never microanalyzed my "whiteness" before--and I guess I don't
want to start now. Way too many stereotypes regarding "whites"--I couldn't read this book. I just want to be an encouraging force for
reading--I'm glad I feel accepted by most of the students I see in
the library regardless of our racial background.
January 28, 2011
This is an excellent guide for *any* educator interested in issues of social justice, race, and multicultural education. Aimed specifically at white educators, it is an excellent primer on what we need to know to work in increasingly diverse school environments while exploring and understanding our white identities and how they impact the students of color with whom we work.
Displaying 1 - 30 of 53 reviews