Teaching Race in Perilous Times

Contents
Acknowledgments
Introduction
	Teaching: A Moment of Recognition
	Notes
	Bibliography
Part 1. Affect And Authority in the Classroom
	Chapter 1: On Native American Erasure in the Classroom
		Notes
		Bibliography
	Chapter 2: Multiple Pedagogies Required: Reflections on Teaching Race and Ethnicity in the Intercultural and Intergenerational Classroom
		You Don’t Own the N-Word: A Case Study on Failure
		What Gets Brought into the Classroom
		Race, Ethnicity, Nationality … and Age?
		What Failure Taught Me
		Notes
		Bibliography
	Chapter 3: “Black Rage”: Teaching Gender, Race, and Class in the Wake of #BlackLivesMatter and #SayHerName
		Black Rage as a Pedagogical Tool
		The Function and Rebirth of Black Rage
		The Futures of Black Rage
		Notes
		Bibliography
	Chapter 4: Can the White Boy Speak? Coming to Terms with the Color-Blind Li(n)e
		An Inaccessible Secret3
		The Other Is Secret4
		An Overabundance of Meaning9
		An Excess10
		Make Myself Listen12
		Letting the Other Speak16
		Not to Remain too Silent17
		Surprised to Hear20
		Something that Apprises or Surprises27
		Notes
		Bibliography
Part 2. Scholar-Activism: Teaching for Social Justice
	Chapter 5: Technologies of Discrimination: Structural Racism beyond Campus
		Introduction
		Theoretical Backgrounds to the Concept of Technologies of Discrimination
		How Technologies of Discrimination Work, and Why Academic Freedom Remains At Risk
		Academic Freedom and Racial Discrimination
		Social Media Issues and Crises on Campus Today
		Institutional Principles as Intervention: Anti-Racist Dispositions on Campus
		Notes
		Bibliography
	Chapter 6: Teaching from the Tap: Confronting Hegemony and Systemic Oppression through Reflection and Analysis
		Introduction
		Social Justice Education
		Two Course Designs
		Project Design at the Community College
		Integration of Course Objectives
		Project Notes
		Project Design at the Liberal Arts College
		Conclusion
		Notes
		Bibliography
	Chapter 7: “I Never Touch Race”: Teaching Race in Online Spaces with Future Indiana School Leaders
		Our Teaching Selves and Contexts
		Teaching about Race in K–12 Leadership Preparation
		Teaching about Race in Online K–12 Spaces
		Serena’s Problem of Practice
		Assessing the Problem through Culturally Responsive School Leadership
		Addressing These Concerns Online
		Serena’s Response
		Pedagogical Implications for Leadership Preparation
		Notes
		Bibliography
	Chapter 8: Scaffolding for Justice: Deploying Intersectionality, Black Feminist Thought, and the “Outsider Within” in the Writing about Literature Classroom
		Introduction
		Scaffolding for Justice: Background and Context
		Reading for Justice
		Writing for Justice
		How Scaffolding for Justice Affects Students
		Teaching in this Moment: Reflection as Conclusion
		Notes
		Bibliography
Part 3. Precarious Institutions, Precarious Appointments
	Chapter 9: Institutionalizing (In)Equality: The Double-Edged Sword of Diversity Requirements
		Adopting a Diversity Requirement at a Public Regional Institution: Salem State University
		The Cutting Edges of DPDS Implementation: An Analysis
		Conclusion
		Notes
		Bibliography
	Chapter 10: “Survival Is Not an Academic Skill”: Life behind the Mask
		Wearing the Mask … Becoming the Other
		Teachable and Questionable Moments
		Life behind the Mask
		Notes
		Bibliography
	Chapter 11: Reflections from a Precariously Employed Carpetbagger: A Canadian’s Experience Teaching in the South
		Methodology
		Dilemmatic Spaces
		The Neoliberal Institution
		Teaching or Surviving?
		Nothing Left to Lose: On Implementing a Radically Democratic Pedagogy
		CONCLUSIONS
		Notes
		Bibliography
	Chapter 12: Undocumented Learning Outcomes and Cyber Coyotes: Teaching Ethnic Studies in the Online Classroom
		Undocumented Outcomes: Teaching the Values of Ethnic Studies
		Smuggling Undocumented Outcomes into the Online Class
		Notes
		Bibliography
Part 4. Historicizing the Moment, Historicizing the Curriculum
	Chapter 13: A Du Boisian Approach to Making Black Lives Matter in the Classroom (and Beyond)
		Teaching Approach
		A Du Boisian Approach to Teaching
		Enacting Critical Race Pedagogy
		Historically Grounded Contexts for Teaching
		Connecting the Current to the Past: Black Lives in Perspective
		Concluding Thoughts
			Teach Who You Are, from the “I” Perspective, and for the Community
			Develop and Use Student-Centered Assignments
		Notes
		Bibliography
	Chapter 14: The Racial Oracle Has a History
		Ideas Have (Racial) Consequences
		Early Modern Race-Thinking
		High Modern Race-Thinking
		Late Modern Race-Thinking
		Post-Racial Quotidien Spaces? Not Even Close
		Notes
		Bibliography
	Chapter 15: The Death of the Black Child
		Part I: Personal and Pedagogical Imperatives
		Part II: Black Texts Matter
		Part III: A Day in the Life (We Read Together)
		Part IV: The Sacred and the Profane: Reading Classic and Modern Texts
		Conclusion
		Notes
		Bibliography
Afterword: Teaching Race within Criminal Justice
	Notes
Contributors
Index