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This unusual and important book documents one of the years in which philosopher Larry Blum of UMass-Boston taught a course on race and racism in a Boston high school. The book grapples thoughtfully with the insights revealed from engaging deeply with diverse youth on their views and experiences around race. Using the tools of his trade, Blum analyzes the interactions in the classroom, the visions that his students offer and their evolving views on racial tensions and dilemmas in American society, historically as well as in their lives today. Blum wrestles throughout this book with a key question: How does one know and make her knowledge available to others, in matters like race and racism – matters that are made of many layers, some of which remain implicit even to many who experience their consequences nonetheless? Blum suggests that in order to know and to teach about social matters like race, we need to use both analytic and experiential tools. Many teachers possess the capacity to use analytic tools, but their experiential position may be complicated: the majority of teachers today tend to be of a different race than most of their students, and specifically new teachers who tend to be white and suburban in black or Hispanic-majority urban schools. If personal identity and experience matter for the types of social knowledge we can have and acquire, as Blum's book powerfully suggests, than it might be productive to start from the recognition of one's limitations in understanding social contexts in which she is a foreigner.

An essay review of High Schools, Race, and America's Future: What Students Can Teach Us about Morality, Diversity, and Community by Larry Blum.