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A White Teacher Talks about Race
Veteran teacher Julie Landsman leads the reader through a day of teaching and reflection about her work with high school students who are from a variety of cultures. She speaks honestly about issues of race, poverty, institutional responsibility, and white privilege by engaging the reader in the experiences of a day in the classroom with some of her remarkable students.
Throughout the day, we meet bigotry head-on, struggle with questions of racial identity, and find cultural conflict in the corridors of the school building. Along the way, we come face to face with Tyrone, a young African-American student grappling with the realities of discrimination in suburbia. We encounter Sheila, a teenage mother struggling to raise her baby in poverty, and we get to know Sarah, a white girl living on the streets of Minneapolis.
Through the author's eyes, we begin to understand the complexities of teaching in today's society and we learn within the pages of this book, if only just for a moment, what it feels like to be the other.
Throughout the day, we meet bigotry head-on, struggle with questions of racial identity, and find cultural conflict in the corridors of the school building. Along the way, we come face to face with Tyrone, a young African-American student grappling with the realities of discrimination in suburbia. We encounter Sheila, a teenage mother struggling to raise her baby in poverty, and we get to know Sarah, a white girl living on the streets of Minneapolis.
Through the author's eyes, we begin to understand the complexities of teaching in today's society and we learn within the pages of this book, if only just for a moment, what it feels like to be the other.
192 pages, Paperback
First published February 14, 2001
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133 people want to read
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Displaying 1 - 21 of 21 reviews
June 11, 2018
This is an amazing book that helps you become a better teacher for your students who are different from you.
July 5, 2014
I applaud the effort but the whole book felt very Pollyanna, overly optimistic, reductionist if, and dwelling on her guilt rather than the actual experiences of her students and how to critically change their experiences.
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June 29, 2020This book has been recommended to me on numerous occasions, so I finally decided to give it a read as my programming year starts up. With a new group of diverse students coming in to the KAYSC, The issues discussed in the book relate quite well to a lot of the day-to-day goings on in my service as well as a lot of the experience I’ve had over the last two years in CTEP. The setting for the book also takes place in nearby Minneapolis, which makes it easy to relate by adding another layer of immediacy.
Landsman opens her by giving a great amount of background into her personal life and her life as a teacher. The opening chapters address the intentions of the book and lay down a solid foundation to her approach in discussing race. Inspired by a love for her work and the culture of the youth she works with, she writes to share their stories and discuss ways in which she thinks white teachers, administrators, and other educational leaders can bridge cultural gaps and better serve their students. She also takes extreme care in packaging her discussion of highly sensitive topics, dedicating a decent portion of the book to building a context to her message and by defining terms used frequently throughout the book, terms such as “race,” “whiteness,” “students of color,” and other phrases that often go misinterpreted.
The bulk of the book follows a day in the life of Landsman as a teacher at an alternative high school in Minneapolis. Using aliases to reference her students and colleagues, she depicts her daily experience as a white teacher working with a largely non-white student body with great clarity and vivid narration. She breaks down the day hourly to address different themes, such as student voice, connecting to students, recognizing oneself, and historical context. Within each of these themes Landsman draws examples straight from her classroom to put forward her ideas.
In her view, it is essential for for white teachers to embrace and not avoid the often anxiety inducing topics around race. For many historically marginalized young people in school, this can be a barrier to learning and an even bigger barrier to a young person contextualizing their place in society, and, ultimately, achieve their goals. Yet, as she demonstrates, simply engaging in discussions around race in the classroom is often not enough--if not done properly it can do more damage than good. She admits that there are certain things she cannot know about her students, certain experience she cannot claim to be an expert on. This makes for a constant ebb and flow between her and a body of students that experience a diversity of adversity that she does not. By bringing out the voices and experiences of her students through writing and reading, she works to create a space where these differences can be acknowledged, embraced, and celebrated, and through that, exist within a space of shared understanding.
In no way is this book an “idiot’s guide to working with diverse youth.” Even through Landsman’s many years of experience being a white teacher in a non-white setting, she is steadfast in pointing on that certain parts of that experience never get easier, and in order to connect with her students she must be ever vigilant and sensitive to the always changing, often volatile teaching atmosphere that she works within. The truth is that are no easy answers for addressing the anxieties that white teachers often have when teaching in diverse settings, but by illuminating the expansive complexity of and illustrating her approach to racial issues in the classroom Landsman contributes marvelously to the larger conversation around this topic. In many ways this book has validated experiences I’ve had and has helped me better frame my approach to the upcoming year.
Landsman opens her by giving a great amount of background into her personal life and her life as a teacher. The opening chapters address the intentions of the book and lay down a solid foundation to her approach in discussing race. Inspired by a love for her work and the culture of the youth she works with, she writes to share their stories and discuss ways in which she thinks white teachers, administrators, and other educational leaders can bridge cultural gaps and better serve their students. She also takes extreme care in packaging her discussion of highly sensitive topics, dedicating a decent portion of the book to building a context to her message and by defining terms used frequently throughout the book, terms such as “race,” “whiteness,” “students of color,” and other phrases that often go misinterpreted.
The bulk of the book follows a day in the life of Landsman as a teacher at an alternative high school in Minneapolis. Using aliases to reference her students and colleagues, she depicts her daily experience as a white teacher working with a largely non-white student body with great clarity and vivid narration. She breaks down the day hourly to address different themes, such as student voice, connecting to students, recognizing oneself, and historical context. Within each of these themes Landsman draws examples straight from her classroom to put forward her ideas.
In her view, it is essential for for white teachers to embrace and not avoid the often anxiety inducing topics around race. For many historically marginalized young people in school, this can be a barrier to learning and an even bigger barrier to a young person contextualizing their place in society, and, ultimately, achieve their goals. Yet, as she demonstrates, simply engaging in discussions around race in the classroom is often not enough--if not done properly it can do more damage than good. She admits that there are certain things she cannot know about her students, certain experience she cannot claim to be an expert on. This makes for a constant ebb and flow between her and a body of students that experience a diversity of adversity that she does not. By bringing out the voices and experiences of her students through writing and reading, she works to create a space where these differences can be acknowledged, embraced, and celebrated, and through that, exist within a space of shared understanding.
In no way is this book an “idiot’s guide to working with diverse youth.” Even through Landsman’s many years of experience being a white teacher in a non-white setting, she is steadfast in pointing on that certain parts of that experience never get easier, and in order to connect with her students she must be ever vigilant and sensitive to the always changing, often volatile teaching atmosphere that she works within. The truth is that are no easy answers for addressing the anxieties that white teachers often have when teaching in diverse settings, but by illuminating the expansive complexity of and illustrating her approach to racial issues in the classroom Landsman contributes marvelously to the larger conversation around this topic. In many ways this book has validated experiences I’ve had and has helped me better frame my approach to the upcoming year.
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June 22, 2020This book by veteran writing teacher Julie Landsman, guides the reader through a typical day of teaching in very diverse, inner city environment in Minneapolis. To illustrate her exploration of race and culture in our public schools, she uses rich and poignant vignettes from her students' lives, conveying the painful reality of many of their backgrounds, but also their intelligence, creativity and great warmth. These stories are interspersed in a more academic reflection on how young people negotiate what William Ayers calls 'the tricky terrain of identity within an American multiplicity'. Ms Landsman writes frankly about white privilege, institutional racism and social injustice. A considerable portion of the book gives practical advice about how Caucasian teachers can create a more inclusive classroom environment. She does not explicitly mention the digital divide, but the inequalities she describes certainly make us aware how the situation has arisen.
The book is relevant to my AmeriCorps service because I too serve in an urban environment with mainly students of color. My home and service site are in St Paul, so I was drawn to this book due to the local flavor and discussion of familiar issues. She has changed the name of the school she teaches in and those of her students, but much of what she describes I also see at Neighborhood House every day, both with my adult learners and in the Youth Center.
Although I tend to be something of a slow reader, I actually could not put this one down, and finished it on one Saturday. I would recommend it to everyone in AmeriCorps who is involved with teaching in any way. Landsman's style is extremely engaging, and she honestly and disarmingly acknowledges her past and current failings and prejudices as well as her successes in the classroom with her vibrant challenging students. The book has been very well received by academics and communities of color, which is a testament to the book's sincerity and authenticity.
The book is relevant to my AmeriCorps service because I too serve in an urban environment with mainly students of color. My home and service site are in St Paul, so I was drawn to this book due to the local flavor and discussion of familiar issues. She has changed the name of the school she teaches in and those of her students, but much of what she describes I also see at Neighborhood House every day, both with my adult learners and in the Youth Center.
Although I tend to be something of a slow reader, I actually could not put this one down, and finished it on one Saturday. I would recommend it to everyone in AmeriCorps who is involved with teaching in any way. Landsman's style is extremely engaging, and she honestly and disarmingly acknowledges her past and current failings and prejudices as well as her successes in the classroom with her vibrant challenging students. The book has been very well received by academics and communities of color, which is a testament to the book's sincerity and authenticity.
January 31, 2018
Incredibly insightful and inspirational
October 9, 2020
This book is older but the basic ideas are still relevant to today's racial dynamics. We need to do more for our students and families.
February 12, 2025
I enjoyed how she formatted the book in the form of a school day. Her writing style was approachable and engaging. Does she provide solutions? No, but I didn't feel that was the point of the book.
May 21, 2025
Even though copyrighted in 2001, a good read. It ALL applies again and parallels that of the LGBTQ+ community issues. Society of/for the white patriarchy is sad.
January 24, 2010
I picked up this book because I know the women who wrote it from a writer's group I'm a part of on the northside of Minneapolis. The book is about her work in the Minneapolis public schools. Having worked with a similar population (high school students) in a different state and now living in Minneapolis, and being interested in the topic, I figured the book was right up my alley. I'm not a teacher, but I have a passion for addressing the injustices in our education system.
The book is structured as going through one school day with chapters titles like "First Hour" and "After School". Landsman talks about individual students that she works with and choosing a handful that serve as representations of many other students in similar positions (The single mother, homeless teenager, ex-gang banger, white youth from a predominately black community). She captures the struggle of teaching and the emotion that goes into it beautifully.
Even if your not interested in teaching, Landsman's approach to the discussion or race is refreshing and eye-opening. The education system is a great back drop for the discussion, but her thoughts and stories are universally applicable.
I'm definitely going to read another one of her books before the year is out.
The book is structured as going through one school day with chapters titles like "First Hour" and "After School". Landsman talks about individual students that she works with and choosing a handful that serve as representations of many other students in similar positions (The single mother, homeless teenager, ex-gang banger, white youth from a predominately black community). She captures the struggle of teaching and the emotion that goes into it beautifully.
Even if your not interested in teaching, Landsman's approach to the discussion or race is refreshing and eye-opening. The education system is a great back drop for the discussion, but her thoughts and stories are universally applicable.
I'm definitely going to read another one of her books before the year is out.
August 12, 2009
A well-structured book (she links each chapter to a period in the typical high school teacher's day), Landsman explores how diversity in schools challenges traditional teaching and offers both reflective and practical ways to think about diverse education. She writes about issues that confront white teachers in diverse schools in a way that is both challenging and encouraging. Particularly interesting for me was her discussion of Hmong students, a population in Minneapolis that I was not familiar with. She writes in a narrative style that's engaging and easy to read. A big thumbs up. Should be taught to beginning teachers and read widely by teachers in general. I believe I discovered this book through a reference by Natalie Goldberg in one of her books (Landsman might have taking a seminar with Goldberg).
May 9, 2014
I appreciate the way Julie Landsman approaches this book, discussing her challenges, mistakes, successes, and joys of teaching students from several different cultures. What I think I enjoyed most was the way she allowed the voices and stories of her students to be prominent. She doesn't try to say that she has race relations figured out; instead, she asks a lot of questions and examines her own hopes for her students and the ways people can interact.
July 13, 2014
this would be a great book for a.professional developement because it is engaging and accessible to all teachers. I liked the way the writer used time and space to reveal white privilege. this is as much a reflection on her growth as an activist as it is a commentary on racism and its effects in the classroom.
June 30, 2008
Interesting insight and perspective from a seasoned teacher. This is necessary no matter WHERE you teach, even if there are VERY few-no students of color in your school, this is an informational and powerful book. ANY esl teachers out there, I recommend this for sure!
October 14, 2010
It's really, really interesting and absorbing. And inspiring. As the parent of two Asian American boys and two African American girls, it makes me want to stay extremely alert to their educational experience.
January 19, 2013
I didn't like this one so I gave up after a few chapters. I tried to like it, I wanted to like it, but I didn't. The font was small and I didn't really care for the author, so that combined just couldn't get me through it.
April 6, 2013
The interactions in the book between the teacher and students did not seem authentic, but perhaps exaggerated. I'm guessing she probably wrote up the dialogues after it happening. Barely scratches the surface of the issues of race in the classroom.
May 1, 2016
I really enjoyed the narrative format of this book. Although I think it is very important to center the voices of people of color when discussing racism, I still found this to be a valuable perspective and a worthwhile read.
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September 14, 2007Very interesting and fun to read because the author is a teacher in Minneapolis and she brings up many schools that I have worked at!
January 20, 2008
Snore...
March 19, 2010
I really enjoyed reading this book and would recommend it to anybody that is thinking about becoming a teacher.
April 11, 2015
The author makes some very good points. The chapter questions are reflective.
Displaying 1 - 21 of 21 reviews