Teaching Race in College Bibliography

1

Teaching Race in College Bibliography

(partially annotated)

with assistance from RA Arianne Peterson

Adams, Maurianne, Ed. “Promoting Diversity in College Classrooms: Innovative Responses for the Curriculum, Faculty, and Institutions.” New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass, 1992. Print.

Adams, Maurianne, Lee Anne Bell, and Pat Griffin. Teaching for Diversity and Social Justice: A Sourcebook. New York: Routledge, 1997. Print.

Amico, Robert P. Antiracist Teaching. Boulder: Paradigm, Jan 2016. Antiracist Teaching is

about awakening students to their own humanity. In order to teach about this awakening one must be in the process of awakening oneself. The author shares personal anecdotes to illustrate the kinds of changes he experienced as a result of his antiracist teaching. His book explores the questions, “Why is teaching about racism and white privilege to white students so difficult?” and “What can educators do to become more effective antiracist teachers for all of their students?” Amico examines the cognitive and emotive obstacles that students experience in the classroom and argues that understanding these difficulties can lead to their resolution. He considers a variety of different approaches to antiracist teaching and endorses a dialogic approach. Dialogue is the centerpiece of students’ classroom experiences; students engage in dialogue at nearly every class meeting. The dialogic approach is effective in a variety of different learning settings from K–12 classrooms, trainings, retreats, workshops, and community organizations to the college classroom. Further, the book discusses how to bring antiracist teaching into the core of university curricula.

Arao, Brian, and Kristi Clemens, “From Safe Spaces to Brave Spaces: A New Way to

Frame Dialogue Around Diversity and Social Justice.” The Art of Effective Facilitation: Reflections from Social Justice Educators. Sterling, VA: Stylus, 2013. Ed. edited by Lisa Landreman. Web.

Bailey, Amy Kate; Jason Leiker; Andrew Gutierrez; Eric C. Larson; and Serena Mitchell.

“Memorializing Lynch Victims: Countering Colorblind Ideologies with Experiential

Learning.” Sociology of Race and Ethnicity. Vol. 1, No. 3, 454-459, July 2015. Web. This article describes a class project designed to develop students’ abilities to use their sociological imagination to better understand the structural sources of racial inequality. The event consisted of a memorial reading of the names of more than 4,000 documented lynch victims in the United States. Authors conducted a pretest and posttest on racial attitudes in large Introduction to Sociology courses. Posttest responses evidenced less support for “colorblind” ideologies and greater support for structural sources of inequality.

Becker, Sarah, and Crystal Paul. “‘It Didn’t Seem Like Race Mattered’: Exploring the Implications of Service-learning Pedagogy for Reproducing or Challenging Color-blind Racism.” Teaching Sociology. Vol. 43, No. 3, 184-200, July 2015. Web. Prior research measuring service-learning program successes reveals the approach can positively affect students’ attitudes toward community service, can increase students’ motivation to learn and ability to internalize class material, and can change their view of social issues. Studies also suggest that college students sometimes enter and leave a field site in ways that contribute to the reproduction of inequality. In this paper, we draw on three years of data from a service-learning project that involves sending college-age students (most of whom are white and materially privileged) into local, predominantly black, high-poverty neighborhoods to participate in community gardening. Using data generated by student assignments, we draw on service-learning research and critical race/whiteness scholarship to explore whether altering service-learning pedagogical tactics influences how students conceptualize and talk about race or if status factors, such as a student’s own race, gender, and/or class, intersect to have greater impact on the racial logics they employ.

Bidell, T.R. et al. “Developing Conceptions of Racism Among Young Adults in the Context of Cultural Diversity Coursework.” Journal of Adult Development 1 (3), 185-200, 1994.

Bigler, E.; J. Shiller; and L. Willcox. “The Teaching of Race and Class in American Social

Studies Classrooms.” The Status of Social Studies: Views from the Field. Edited by J.

Passe and P. Fitchett, 153–168. Charlotte: Information Age, 2013.

Blum, L. “Racial Incidents as Teachable Moments.” Everyday Anti-Racism: Getting Real about Race in School. Edited by M. Pollock, 236–241. New York: The New Press, 2008.

Blum, L. High Schools, Race, and America’s Future: What Students Can Teach Us about Morality, Diversity, and Community. Cambridge, MA: Harvard Education Press, 2012.

Bowman, Lorenzo; Lisa R. Merriweather; and Rosemary B. Closson. “The Pedagogy of Teaching Race.” Adult Learning. Vol. 25, No. 3, 79-81, August 2014. Web.

Brokensha, S.I., and T. Conradie. “Facilitating Critical Enquiry about Race and Racism in a Digital Environment: Design Considerations.” South African Journal of Higher Education. Vol. 30, No. 1, 2016. Web. Increasingly, instructors working in higher education settings are exploiting asynchronous online forums to facilitate difficult dialogues on social issues such as sexuality, race, and diversity. We interrogate the task design we employed to construct a digital space in which undergraduate English Studies students could discuss race and racism in the context of a study of contemporary understandings and manifestations of race. Within the realm of computer-mediated discourse analysis, we employed Booth and Hultén’s (2003) taxonomy of key contributions to meaningful online discussion to determine if students’ posts displayed not only knowledge-sharing discourse, but also knowledge-construction and knowledge-creation discourses. We discovered that although students co-constructed knowledge and, in some instances, created new artefacts, they mainly shared and compared ideas. We therefore consider how our task design should be altered to foster critical enquiry. Although not our main focus, we also take into account phenomena our data analysis revealed that cannot be overlooked when it comes to online discussions of contentious issues. These phenomena include emotional responses to racism and micro-aggressions. We adopt the view that these elements are an unavoidable part of a difficult dialogue, and that facilitators need to prepare their students to converse in uncomfortable spaces.

Brown, K. D. “Breaking the Cycle of Sisyphus: Social Education and the Acquisition of Critical Sociocultural Knowledge about Race and Racism in the United States.” The Social Studies. Vol. 102, No. 6, 249–255, 2011.

Chandler, Prentice T., ed. Doing race in social studies: Critical perspectives. Information Age Publishing, 2015.

Charbeneau, Jessica. “White faculty transforming whiteness in the classroom through pedagogical practice.” Race, Ethnicity and Education. May 2016.

Crowe, Alicia and Alex Cuenca. Rethinking Social Studies Teacher Education in the Twenty-First Century. Chandler and King wrote a book chapter about the need for developing a Racial Pedagogical Content Knowledge, which basically means knowing how to teach about race. The chapter by Chandler and King is called“From Non-Racism to Anti-Racism in Social Studies Teacher Education: Social Studies and Racial Pedagogical Content Knowledge.” (abstract from Muffet Trout)

Derman-Sparks, Louise and Carol Brunson Phillips. Teaching/Learning Anti-racism: A Developmental Approach. New York, NY: Teachers College Press, 1997. Web.

DiAngelo, Robin and Özlem Sensoy. “Calling In: Strategies for Cultivating Humility and Critical Thinking in Antiracism Education.” Understanding and Dismantling Privilege. Volume IV, Issue 2, August 2014.

Epstein, T. Interpreting National History: Race, Identity, and Pedagogy in Classrooms and

Communities. New York: Routledge, 2009.

Epstein, Terrie and Conra Gist. “Teaching Racial Literacy in Secondary Humanities Classrooms: Challenging Adolescents’ of Color Concepts of Race and Racism.” Race Ethnicity and Education. Vol. 18, No. 1, 40-60, 2015. Web. This article examines how three culturally relevant teachers in New York City public schools challenged the concepts of race and racism which low-income adolescents of color brought to the study of history and contemporary society. Framed by concepts of culturally relevant teaching and racial literacy, the study illustrated how the teachers used sustained and strategic instruction about race (Skerrett 2011) to complicate and challenge students’ ideas of race and racism. The authors conclude by examining the implications for teaching racial literacy in humanities classrooms with low-income students of color. They also explore how the teachers’ ‘alternate models of pedagogy’ (Ladson-Billings 1995) builds upon and extends the theory of culturally relevant pedagogy as it is commonly conceptualized.

Ferber, A. L., and A. O. Herrera. “Teaching Privilege through an Intersectional Lens.” Deconstructing privilege: Teaching and Learning as Allies in the Classroom. Edited by K. Case. New York: Routledge, 2013.

Ferber, Abby. “Bringing Students into the Matrix: A Framework and Tools for Teaching Race and Overcoming Student Resistance.” Teaching Race and Anti-Racism in Contemporary America: Adding Context to Colorblindness. Netherlands: Springer, 2014, 141-155. Edited by Kristin Haltinner. Teaching about race in the U.S today presents unique challenges that faculty are often ill equipped to address. This chapter will examine the contemporary context in which we teach, examining the ideology of color-blindness, as well as recent theorizing about race that examines issues of privilege, as well as intersectionality. I then present a framework for re-conceptualizing how we teach about race, that reflects both the theoretical developments in the field, as well as the pedagogical challenges we encounter, including student resistance. Finally, I argue that we must take seriously the emotional baggage students bring with them, and I provide a number of specific tools and strategies to accompany this framework.

Ford, Kristie A. “Shifting White Ideological Scripts: The Educational Benefits of Inter- and Intraracial Curricular Dialogues on the Experiences of White College Students.” Journal of Diversity in Higher Education. Vol. 5, No. 3, 138-158, Sept. 2012. What pedagogies and inter-/intragroup dynamics facilitate increased understanding of issues of race, white racial identity development, and racism in the U.S.? Can white students effectively learn about whiteness by themselves as well as in collaboration with students of diverse racial backgrounds? This project examines white student learning in the Intergroup People of Color-White People Dialogues and Intra-Group White Racial Identity Dialogues at a small liberal arts college in the Northeast. Through content analyses of student papers, this study advances our understanding of how white students make sense of their own racial group membership and how they navigate cross-racial interactions in college; it also continues and extends national efforts to conduct and disseminate research on both the substantive nature and process of Inter-/Intra-Group Dialogues and their impact on students.

Ford, Kristie A., and Josephine Orlandella. “The ‘Not-So-Final Remark’: The Journey to Becoming White Allies.” Sociology of Race and Ethnicity. Vol. 1, No. 2, 287-301, April 2015. Web. This project examines white student learning in the Intergroup People of Color-White People Dialogues (POC-WHITE) and Intragroup White Racial Identity Dialogues (IWRID) at a small liberal arts college in the Northeast. Specifically, in this article, we explore the following research question: At the conclusion of the dialogues, how do white students conceptualize their white racial identity in relation to ally development and motivation to engage in antiracist action? Through content analyses of student papers, this study advances our understanding of how white students make sense of alliance building in an effort to create social change; it also extends national efforts to conduct research on inter/intragroup dialogues and their impact on white students.

Fox, Helen. “When race breaks out:” Conversations About Race and Racism in College Classrooms. New York: Peter Lang, 2009. Print.

Garran, Ann Marie; Samuel Aymer; Caroline Rosenthal Gelman; and Joshua L. Miller.

“Team-Teaching Anti-Oppression with Diverse Faculty: Challenges and Opportunities.” Social Work Education: The International Journal. Vol. 34, No. 7, 799-814, 2015. Web. Team-teaching, especially with colleagues who are diverse along a number of domains of social identity (e.g., social class, gender, race, tenure rank, academic status, age), represents a rich opportunity to model a social justice, anti-oppressive approach to teaching and learning. In this article, we present pedagogical strategies to consider when team-teaching foundation social work courses with a social justice focus. Constructs related to power dynamics, privilege, social class, microaggressions and social identity are explored. Development of teaching plans, managing challenging team dynamics, and teaching methods are examined. Implications of team-teaching anti-oppression content for social work education are discussed.

Goldstone, Dwonna Naomi. “Stirring Up Trouble: Teaching Race at a Southern Liberal Arts University.” Making Connections: Interdisciplinary Approaches to Cultural Diversity. Vol. 14, No. 1, 54-59, March 2013. Web.

Goodman, Diane J. Promoting Diversity and Social Justice: Educating People From Privileged Groups. New York: Routledge, 2011. Print.

Haltinner, Kristin, ed. Teaching Race and Anti-Racism in Contemporary America: Adding

Context to Colorblindness. Houten: Springer Netherlands, 2014. Web.

Helms, Janet E., Ed. Black and White Racial Identity: Theory, Research, and Practice. Westport, CT: Praeger, 1993. Print.

Howard, Adam; Brianne Wheeler; and Aimee Polimeno. Negotiating Privilege and Identity in

Educational Contexts. New York: Routledge, 2014. Web. Recent efforts emphasize the roles that privilege and elite education play in shaping affluent youths’ identities. Despite various backgrounds, the common qualities shared among the eight adolescents showcased in this book lead them to form particular understandings of self, others, and the world around them that serve as means for them to negotiate their privilege. These self-understandings are crucial for them to feel more at ease with being privileged, foster a positive sense of self, and reduce the negative feelings associated with their advantages – thus managing expectations for future success. Offering an intimate and comprehensive view of affluent adolescents’ inner lives and understandings, Negotiating Privilege and Identity in Educational Contexts explores these qualities and provides an important alternative perspective on privilege and how privilege works. The case studies in this volume explore different settings and lived experiences of eight privileged adolescents who, influenced by various sources, actively construct and cultivate their own privilege. Their stories address a wide range of issues relevant to the study of adolescence and the various social class factors that mediate adolescents’ educational experiences and identities.

Hurlbert, Claude. National Healing: Race, State, and the Teaching of Composition. Boulder: University Press of Colorado, 2012. Web.

Kadowaki, Joy and Mangala Subramaniam. “Coping with Emotional Labor: Challenges

Faced and Strategies Adopted by Instructors.” Understanding and Dismantling Privilege: The Official Journal of The White Privilege Conference and The Matrix Center for the Advancement of Social Equity and Inclusion. Vol IV Issue 2, 2014.