Teaching race : how to help students unmask and challenge racism

Title Page......Page 5
Copyright Page......Page 6
Contents......Page 7
About the Authors......Page 9
Preface......Page 17
Acknowledgments......Page 23
Chapter 1 The Dynamics of Teaching Race......Page 25
Racism......Page 26
White Supremacy......Page 28
Three Key Dynamics of Race-based Teaching......Page 29
Scaffolding......Page 30
Modeling......Page 32
Community Building......Page 33
Watching Out for Repressive Tolerance......Page 34
The Ontology of Teaching Race – Nothing Works......Page 38
References......Page 40
Chapter 2 Guidelines for Whites Teaching About Whiteness......Page 43
Pedagogical Approaches......Page 49
The Pedagogy of Vulnerability and Frank Speech in the Classroom......Page 50
Race Journals: The Pedagogical Importance of Chronicling Backstage White Racism......Page 57
References......Page 64
When I “Became” White......Page 67
Strategy 1: “I Am…”......Page 69
Strategy 2: Moving from Right‐handed to White Privilege......Page 70
Strategy 3: Modeling Vulnerability......Page 72
Strategy 4: Bearing Witness......Page 73
Strategy 5: Exploring and Challenging Values and Beliefs Through Inventories and Journals......Page 74
Strategy 6: Uncovering and Challenging One’s Intrapersonal Communication......Page 76
Strategy 7: Recognizing and Working to Eliminate Microaggressions......Page 78
Strategy 8: Practicing Mindfulness to Navigate Difficult Dialogues......Page 80
Strategy 9: Response/Ability......Page 81
Ongoing Journey......Page 83
References......Page 85
The Course......Page 87
Brave Space: When, What, and Why......Page 88
Developing Classroom Norms for Collaborative Writing......Page 90
Uncovering Power Relations in Brave Space......Page 92
The Self‐discovery of Racial Identity......Page 95
The Importance of the Instructor Writing on Racial Identity Development......Page 97
Creating Student Privacy......Page 98
The End‐of‐Class Reflection......Page 100
Anonymous Polling......Page 103
Encouraging Student Accountability: Student‐constructed Quizzes......Page 105
Encouraging Student Accountability: Hypothesis......Page 107
References......Page 109
Chapter 5 Teaching Intersectionality Through “I Am From…”......Page 111
The Context for “I am from…”......Page 113
How It Works......Page 114
Following Up with Discussion......Page 119
What “I am from…” Accomplishes for Students......Page 121
Promoting Student Creativity......Page 122
Getting Students to Reflect on the Complexity of Identity......Page 124
Involving Students in the Active Construction of Their Identities......Page 127
Promoting Critical Thinking......Page 128
Theorizing the “I am from…” Activity......Page 129
References......Page 131
Chapter 6 Building Trust and Negotiating Conflict When Teaching Race......Page 133
Techniques for Building Trust......Page 136
The Good Doctor......Page 137
Naming and Narrating: My Favorite Icebreaker for a Class on Race......Page 138
Articulating Hopes and Fears: Three Feedback Formats......Page 140
Addressing Hopes and Fears with Ground Rules......Page 143
Telling Our Stories in Relation to White Privilege......Page 144
Strategies for Responding to Classroom Conflicts......Page 145
Using the Lens of Structural Racism to Depersonalize Comments and Conflict......Page 146
Not Preaching to the Choir......Page 150
References......Page 152
Chapter 7 Creating the Conditions for Racial Dialogues......Page 155
Researching Your Students......Page 157
Anticipating Resistance......Page 160
Balancing Safety and Necessary Risk......Page 163
Building Racial Self-awareness......Page 169
Final Do’s and Don’ts......Page 172
References......Page 174
What Is a Working Alliance?......Page 175
Co-creating the Curriculum......Page 177
Modeling Self-disclosure......Page 180
Using Self-reflection to Illuminate White Supremacy (Bryana French)......Page 181
Turning the Gaze on Ourselves......Page 182
Modeling Vulnerability......Page 183
The Positionality Dialogue......Page 184
Uncovering Historically Embedded Positionalities (Consuelo Cavalieri)......Page 186
Place-based Learning......Page 188
Identifying Who’s Omitted from History......Page 189
Navigating Visceral Responses: Dakota 38......Page 190
Summary and Conclusion......Page 191
References......Page 193
Chapter 9 Forming Classroom Communities to Help Students Embrace Discomfort......Page 195
The Challenges of Teaching Race and Ethnicity in the Classroom......Page 196
Building Community as a Means of Examining Racial Identity......Page 198
Helping Students Be Comfortable with Discomfort......Page 201
Recognizing Different Levels of Learning Readiness......Page 202
Caring......Page 204
Curriculum Development......Page 205
Instructional Relationships......Page 206
Using a Positive Tone......Page 207
Strategies for Discussing Whiteness and White Privilege......Page 208
References......Page 213
When to Use Discussions in Teaching About Race......Page 215
TodaysMeet......Page 217
Circle of Voices......Page 219
Chalk Talk: A Visual Discussion......Page 222
Circular Response......Page 227
Bohmian Dialogue......Page 230
Appreciative Pause......Page 233
Conclusion......Page 234
References......Page 235
Chapter 11 Teaching Against Color Blindness......Page 237
Fostering Dialogue and Relationships Through Community Writing......Page 240
Critical Documentary Analysis......Page 245
Juxtaposing Story and Counterstory......Page 248
Connie’s Story......Page 249
Evelyn’s Story......Page 251
References......Page 254
Chapter 12 Helping Students Uncover Positionality......Page 257
The Context for Our Work......Page 260
Exercises to Help Students Identify Positionality......Page 262
The Learning History Paper......Page 264
Probing Privilege Through Questions......Page 265
Decoding Language and Films......Page 268
Integrating Current Events and Experiences from Outside the Classroom......Page 270
Conclusion......Page 273
References......Page 275
Chapter 13 Using Digital Storytelling to Unearth Racism and Galvanize Action......Page 277
The Dynamics of Transformation: Confirmation, Contradiction, Continuity......Page 280
Digital Shifts: Authority, Authenticity, Agency......Page 282
#BlackLivesMatter......Page 285
Working with Stories About Race and Racism......Page 289
References......Page 295
Chapter 14 Examining Mistakes to Advance Antiracist Teaching......Page 297
The Moment......Page 298
Planning My Transformative Wonderland......Page 301
How Reflexivity Became Repressive......Page 303
Why I Struck the Match......Page 305
WTF?......Page 306
Using Mistakes as Deliberate Pedagogy......Page 307
How to Incorporate a Pedagogy of Mistakes into One’s Teaching......Page 310
References......Page 313
Chapter 15 Avoiding Traps and Misconceptions in Teaching Race......Page 317
I Can Control What Happens......Page 318
I Need to Stay Calm......Page 320
I Must Fix Racism and Transform My Students......Page 322
I’ve Finally Escaped Racism......Page 323
I Understand Your Pain......Page 324
Please Confess Your Racism......Page 325
I Mustn’t Dominate, so I’ll Stay Silent......Page 328
I’m Your Ally......Page 330
References......Page 332
Bibliography......Page 335
Index......Page 355
EULA......Page 363