Browsing by Subject "antiracism"

Now showing 1 - 5 of 5
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    Antiracism glossary for education and life
    (Journal of College Academic Support Programs, 2021) Arendale, David R; Pokhrel, Richa; Muhammad, Mursalata; Jimenez, Juan; Green, Cassandra; Felber, Sarah; Claybourne, Chardin; Atkins, WyKeshia
    To create an antiracism glossary, a team of scholars from Colleagues of Color for Social Justice (CCSJ) identified and defined 48 terms relating to racism and antiracism based on a careful review of existing race-related glossaries, scholarly articles, and widely-read books on the topic. This glossary of terms illustrates the daily and pervasive nature of racism that people of color experience and fills a demonstrable gap in resources of this type for college learning assistance centers and programs. The purpose is to recognize and explain terms related to attitudes, behaviors, and policies that impact people’s lives, particularly within academia. The glossary lists the terms in alphabetical order with multiple definitions from various resources and easy to understand examples drawn from personal lives, communities, and professional experiences in educational settings
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    Antiracist activities and policies for student-led study groups
    (Journal of College Academic Support Programs, 2022) Arendale, David R.; Abraham, Nisha; Barber, Danette; Bekis, B.; Claybourne, C.; Edenfeld, K.; Epps, K.; Hutchinson, K.; Jimenez, Juan; Killenbeck, K.; Pokhrel, R.; Schmauch, N.; Woodruff, R.
    Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. They have been spaces that ignored them these issues. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, and existing guides. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding peer study groups regarding antiracism practices. This guide helps address this gap in the literature. In addition to its use for academic study groups, this guide is useful for faculty members to incorporate antiracism learning activities and pedagogies into their courses. This guide identifies effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students.
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    Race Talk In The Classroom: Whiteness, Emotionality, And Antiracism
    (2020-05) Lally, Kevin
    Like many classroom teachers, I long understood antiracist pedagogy as white privilege pedagogy (McIntosh, 1988), where students must confess to their privilege to embrace antiracism. By leaving young white people with untenable models of understanding themselves as raced beings, this work has, to put it generously, come up short. Using critical ethnographic methods, I seek to make better sense of these sincere shortcomings by locating them in historical (Allen, 2012; Roediger, 1991) and emotional (Boler, 1999; Trainor, 2008; Zembylas, 2006) contexts. I worked with ten white high school students over the final five months of their senior year. We attempted to work through the constrained and paradoxical ways they understood race and race talk. We worked through their struggles with the languages and patterns of race talk, their inadequate schooling on race, and their inability to manifest their antiracist values. I find that the discourses available to them, in particular white privilege pedagogy, limit their capacity to both imagine themselves as antiracist actors and take up antiracist actions. I suggest that by examining and unpacking the discursive binds attendant to their race talk (Pollock, 2004), and by making visible the historical and emotional contexts of their understandings of themselves as raced beings, educators can more effectively guide young white people toward antiracism.
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    Twin Cities, Split Politics: Crisis, Antiracism, and Reparations in the Twin Cities
    (2023-02) Williams, Rashad
    Twin Cities, Split Politics is a comparative case study exploring how the cities of Minneapolis and St. Paul came to incorporate conflictual notions of reparative justice into their community and economic development efforts following the mass protest movement for Black lives (the "Minneapolis Rebellion") in the summer of 2020. Leveraging historical institutionalist methodology, textual analysis, and ideological analysis, Twin Cities, Split Politics tells the story of how competing political grammars of antiracism have shaped the character and content of local reparations in the Twin Cities -- how one city came to embrace a politics of recognition while the other came to embrace a politics of redistribution.
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    White Peoples’ Work: Collectively Healing and (Re)Imagining Our Seeing, Being, and Doing for Racial Liberation
    (2019-12) Case, Alissa
    Since its inception, white supremacy has been and continues to be a system of racial terror that produces violence, pain, and loss. Often, the repercussions of this horrific system are placed on the bodies of people of Color, physically, psychologically, and materially. Yet, numerous scholars of Color beg white audiences to see and feel the ramifications of being the beneficiaries and perpetrators of such a system. In an effort to heed this call, this dissertation asserts that white supremacy, understood as a system of racial violence, produces loss and harm for all racialized beings and therefore, resisting and dismantling white supremacy requires more than an intellectual understanding of racism. Specifically, if white people desire to work in solidarity for racial justice, we must grapple with the psychological, emotional, relational, and spiritual loss that Whiteness produces. The foundation for this assertion and the analysis for this study is a theoretical framework that understands Whiteness as loss. Drawing together the theories of white racial melancholia (Cheng, 2001; Grinage, 2017 and 2019) and (secondary) racial trauma (Menakem, 2017), grief and loss can be understood as sites of radical potential with generative possibilities if we are also committed to racial healing. The focus of this study was an inquiry into the possibilities and strategies that can emerge when white people shift antiracism labor from solely intellectual consciousness-raising to struggling with the losses that Whiteness creates. I was additionally interested in the ways that queerness and collectivity, as embodiments and structures that disrupt Whiteness, could increase the depth and capacity for this work. Thus, by designing my own queerly collective methodology influenced by multiple scholars (brown, 2017; Cohen, 1997; Halberstam, 1998; Lorde, 2007; Muñoz, 2009; Nagar, 2014), this project engaged a collective of six queer white people to collaboratively wrestle with the various impacts of Whiteness and imagine strategies to support our healing and thus, ability to see, be, and do differently. The storied findings of this project work to balance the tensions of identifying the losses of Whiteness and collective healing practices aimed at increasing our capacity as white people to stand in solidarity for racial liberation, alongside the messiness, non-linearity, and various challenges/assets of collectivity. In the conclusion, I illustrate the implications of the collective’s work on my visions for professional development and institutional change, our classrooms and pedagogies, and parenting.