Teaching Race in Perilous Times (Suny Series, Critical Race Studies in Education)

"Multidisciplinary anthology on teaching issues of race and racism in US college classrooms. The college classroom is inevitably influenced by, and in turn influences, the world around it. In the United States, this means the complex topic of race can come into play in ways that are both explicit and implicit. Teaching Race in Perilous Times highlights and confronts the challenges of teaching race in the United States--from syllabus development and pedagogical strategies to accreditation and curricular reform. Across fifteen original essays, contributors draw on their experiences teaching in different institutional contexts and adopt various qualitative methods from their home disciplines to offer practical strategies for discussing race and racism with students while also reflecting on broader issues in higher education. Contributors examine how teachers can respond productively to emotionally charged contexts, recognize the roles and pressures that faculty assume as activists in the classroom, focus a timely lens on the shifting racial politics and economics of higher education, and call for a more historically sensitive reading of the pedagogies involved in teaching race. The volume offers a corrective to claims following the 2016 US presidential election that the current moment is unprecedented, highlighting the pivotal role of the classroom in contextualizing and responding to our perilous times."--Publisher description Contents 6 Acknowledgments 10 Introduction 14 Teaching: A Moment of Recognition 14 Notes 29 Bibliography 30 Part 1. Affect And Authority in the Classroom 34 Chapter 1: On Native American Erasure in the Classroom 36 Notes 49 Bibliography 50 Chapter 2: Multiple Pedagogies Required: Reflections on Teaching Race and Ethnicity in the Intercultural and Intergenerational Classroom 54 You Don’t Own the N-Word: A Case Study on Failure 56 What Gets Brought into the Classroom 60 Race, Ethnicity, Nationality ... and Age? 63 What Failure Taught Me 68 Notes 71 Bibliography 72 Chapter 3: “Black Rage”: Teaching Gender, Race, and Class in the Wake of #BlackLivesMatter and #SayHerName 76 Black Rage as a Pedagogical Tool 77 The Function and Rebirth of Black Rage 81 The Futures of Black Rage 86 Notes 88 Bibliography 90 Chapter 4: Can the White Boy Speak? Coming to Terms with the Color-Blind Li(n)e 92 An Inaccessible Secret3 94 The Other Is Secret4 95 An Overabundance of Meaning9 98 An Excess10 99 Make Myself Listen12 100 Letting the Other Speak16 101 Not to Remain too Silent17 102 Surprised to Hear20 103 Something that Apprises or Surprises27 105 Notes 108 Bibliography 110 Part 2. Scholar-Activism: Teaching for Social Justice 112 Chapter 5: Technologies of Discrimination: Structural Racism beyond Campus 114 Introduction 114 Theoretical Backgrounds to the Concept of Technologies of Discrimination 120 How Technologies of Discrimination Work, and Why Academic Freedom Remains At Risk 126 Academic Freedom and Racial Discrimination 128 Social Media Issues and Crises on Campus Today 130 Institutional Principles as Intervention: Anti-Racist Dispositions on Campus 132 Notes 138 Bibliography 143 Chapter 6: Teaching from the Tap: Confronting Hegemony and Systemic Oppression through Reflection and Analysis 148 Introduction 148 Social Justice Education 152 Two Course Designs 155 Project Design at the Community College 156 Integration of Course Objectives 158 Project Notes 159 Project Design at the Liberal Arts College 161 Conclusion 163 Notes 163 Bibliography 165 Chapter 7: “I Never Touch Race”: Teaching Race in Online Spaces with Future Indiana School Leaders 168 Our Teaching Selves and Contexts 171 Teaching about Race in K–12 Leadership Preparation 172 Teaching about Race in Online K–12 Spaces 174 Serena’s Problem of Practice 175 Assessing the Problem through Culturally Responsive School Leadership 178 Addressing These Concerns Online 180 Serena’s Response 184 Pedagogical Implications for Leadership Preparation 185 Notes 187 Bibliography 191 Chapter 8: Scaffolding for Justice: Deploying Intersectionality, Black Feminist Thought, and the “Outsider Within” in the Writing about Literature Classroom 196 Introduction 196 Scaffolding for Justice: Background and Context 198 Reading for Justice 199 Writing for Justice 201 How Scaffolding for Justice Affects Students 204 Teaching in this Moment: Reflection as Conclusion 207 Notes 210 Bibliography 212 Part 3. Precarious Institutions, Precarious Appointments 216 Chapter 9: Institutionalizing (In)Equality: The Double-Edged Sword of Diversity Requirements 218 Adopting a Diversity Requirement at a Public Regional Institution: Salem State University 223 The Cutting Edges of DPDS Implementation: An Analysis 227 Conclusion 232 Notes 236 Bibliography 240 Chapter 10: “Survival Is Not an Academic Skill”: Life behind the Mask 244 Wearing the Mask ... Becoming the Other 247 Teachable and Questionable Moments 248 Life behind the Mask 259 Notes 263 Bibliography 265 Chapter 11: Reflections from a Precariously Employed Carpetbagger: A Canadian’s Experience Teaching in the South 268 Methodology 270 Dilemmatic Spaces 271 The Neoliberal Institution 272 Teaching or Surviving? 274 Nothing Left to Lose: On Implementing a Radically Democratic Pedagogy 276 CONCLUSIONS 280 Notes 281 Bibliography 283 Chapter 12: Undocumented Learning Outcomes and Cyber Coyotes: Teaching Ethnic Studies in the Online Classroom 286 Undocumented Outcomes: Teaching the Values of Ethnic Studies 290 Smuggling Undocumented Outcomes into the Online Class 296 Notes 303 Bibliography 306 Part 4. Historicizing the Moment, Historicizing the Curriculum 310 Chapter 13: A Du Boisian Approach to Making Black Lives Matter in the Classroom (and Beyond) 312 Teaching Approach 313 A Du Boisian Approach to Teaching 313 Enacting Critical Race Pedagogy 315 Historically Grounded Contexts for Teaching 316 Connecting the Current to the Past: Black Lives in Perspective 321 Concluding Thoughts 325 Teach Who You Are, from the “I” Perspective, and for the Community 325 Develop and Use Student-Centered Assignments 326 Notes 327 Bibliography 329 Chapter 14: The Racial Oracle Has a History 332 Ideas Have (Racial) Consequences 334 Early Modern Race-Thinking 337 High Modern Race-Thinking 339 Late Modern Race-Thinking 342 Post-Racial Quotidien Spaces? Not Even Close 345 Notes 349 Bibliography 352 Chapter 15: The Death of the Black Child 356 Part I: Personal and Pedagogical Imperatives 358 Part II: Black Texts Matter 361 Part III: A Day in the Life (We Read Together) 364 Part IV: The Sacred and the Profane: Reading Classic and Modern Texts 366 Conclusion 370 Notes 371 Bibliography 375 Afterword: Teaching Race within Criminal Justice 378 Notes 385 Contributors 386 Index 394