Teaching Race in Perilous Times

Description

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.
Acknowledgments

Introduction
Jason E. Cohen and Sharon D. Raynor

Part I: Affect and Authority in the Classroom

1. On Native American Erasure in the Classroom
Scott Manning Stevens

2. Multiple Pedagogies Required: Reflections on Teaching Race and Ethnicity in the Intercultural and Intergenerational Classroom
Felicia L. Harris

3. "Black Rage": Teaching Gender, Race, and Class in the Wake of #BlackLivesMatter and #SayHerName
Emerald L. Christopher-Byrd

4. Can the White Boy Speak? Coming to Terms with the Color-Blind Li(n)e
Douglas Eli Julien

Part II: Scholar-Activism: Teaching for Social Justice

5. Technologies of Discrimination: Structural Racism beyond Campus
Jason E. Cohen

6. Teaching from the Tap: Confronting Hegemony and Systemic Oppression through Reflection and Analysis
Kerri-Ann M. Smith and Paul M. Buckley

7. "I Never Touch Race": Teaching Race in Online Spaces with Future Indiana School Leaders
Rachel Roegman and Serena J. Salloum

8. Scaffolding for Justice: Deploying Intersectionality, Black Feminist Thought, and the "Outsider Within" in the Writing about Literature Classroom
Shane A. McCoy

Part III: Precarious Institutions, Precarious Appointments

9. Institutionalizing (In)Equality: The Double-Edged Sword of Diversity Requirements
Daniel J. Delgado and Keja Valens

10. "Survival Is Not an Academic Skill": Life behind the Mask
Sharon D. Raynor

11. Reflections from a Precariously Employed Carpetbagger: A Canadian's Experience Teaching in the South
Stephen W. Sheps

12. Undocumented Learning Outcomes and Cyber Coyotes: Teaching Ethnic Studies in the Online Classroom
Erin Murrah-Mandril

Part IV: Historicizing the Moment, Historicizing the Curriculum

13. A Du Boisian Approach to Making Black Lives Matter in the Classroom (and Beyond)
Derrick R. Brooms and Darryl A. Brice

14. The Racial Oracle Has a History
Mark William Westmoreland

15. The Death of the Black Child
Tasha M. Hawthorne

Afterword: Teaching Race within Criminal Justice
Chyna Crawford

Contributors
Index

Sujets

• Tertiary education
• Indigenous peoples
• Ethnic studies

Informations

• Publié par: State University of New York Press
• Date de parution: 01 mars 2021
• Nombre de lectures: 0
• EAN13: 9781438482279
• Langue: English

Extrait

TEACHING RACE IN PERILOUS TIMES
SUNY series, Critical Race Studies in Education

Derrick R. Brooms, editor
TEACHING RACE IN PERILOUS TIMES
JASON E. COHEN, SHARON D. RAYNOR AND DWAYNE A. MACK
Published by State University of New York Press, Albany
© 2021 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Library of Congress Cataloging-in-Publication Data
Names: Cohen, Jason E., 1975– editor. | Raynor, Sharon D., editor. | Mack, Dwayne, 1968– editor.
Title: Teaching race in perilous times / [edited by] Jason E. Cohen, Sharon D. Raynor, Dwayne A. Mack.
Description: Albany, NY : State University of New York Press, [2021] | Series: SUNY series, critical race studies in education | Includes bibliographical references and index.
Identifiers: LCCN 2020022021 | ISBN 9781438482255 (hardcover : alk. paper) | ISBN 9781438482279 (ebook)
Subjects: LCSH: Race—Study and teaching (Higher)—United States. | Racism—Study and teaching (Higher)—United States. | Race awareness—Study and teaching—United States. | Race relations—Study and teaching (Higher)—United States. | Multicultural education—Study and teaching (Higher)—United States.
Classification: LCC HT1506 .T43 2021 | DDC 305.80071/173—dc23
LC record available at https://lccn.loc.gov/2020022021
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CONTENTS
A CKNOWLEDGMENTS
I NTRODUCTION
Jason E. Cohen and Sharon D. Raynor
PART 1. AFFECT AND AUTHORITY IN THE CLASSROOM
C HAPTER 1 On Native American Erasure in the Classroom
Scott Manning Stevens
C HAPTER 2 Multiple Pedagogies Required: Reflections on Teaching Race and Ethnicity in the Intercultural and Intergenerational Classroom
Felicia L. Harris
C HAPTER 3 “Black Rage”: Teaching Gender, Race, and Class in the Wake of #BlackLivesMatter and #SayHerName
Emerald L. Christopher-Byrd
C HAPTER 4 Can the White Boy Speak? Coming to Terms with the Color-Blind Li(n)e
Douglas Eli Julien
PART 2. SCHOLAR-ACTIVISM:TEACHING FOR SOCIAL JUSTICE
C HAPTER 5 Technologies of Discrimination: Structural Racism beyond Campus
Jason E. Cohen
C HAPTER 6 Teaching from the Tap: Confronting Hegemony and Systemic Oppression through Reflection and Analysis
Kerri-Ann M. Smith and Paul M. Buckley
C HAPTER 7 “I Never Touch Race”: Teaching Race in Online Spaces with Future Indiana School Leaders
Rachel Roegman and Serena J. Salloum
C HAPTER 8 Scaffolding for Justice: Deploying Intersectionality, Black Feminist Thought, and the “Outsider Within” in the Writing about Literature Classroom
Shane A. McCoy
PART 3. PRECARIOUS INSTITUTIONS, PRECARIOUS APPOINTMENTS
C HAPTER 9 Institutionalizing (In)Equality: The Double-Edged Sword of Diversity Requirements
Daniel J. Delgado and Keja Valens
C HAPTER 10 “Survival Is Not an Academic Skill”: Life behind the Mask
Sharon D. Raynor
C HAPTER 11 Reflections from a Precariously Employed Carpetbagger: A Canadian’s Experience Teaching in the South
Stephen W. Sheps
C HAPTER 12 Undocumented Learning Outcomes and Cyber Coyotes: Teaching Ethnic Studies in the Online Classroom
Erin Murrah-Mandril
PART 4. HISTORICIZING THE MOMENT, HISTORICIZING THE CURRICULUM
C HAPTER 13 A Du Boisian Approach to Making Black Lives Matter in the Classroom (and Beyond)
Derrick R. Brooms and Darryl A. Brice
C HAPTER 14 The Racial Oracle Has a History
Mark William Westmoreland
C HAPTER 15 The Death of the Black Child
Tasha M. Hawthorne
A FTERWORD : T EACHING R ACE WITHIN C RIMINAL J USTICE
Chyna Crawford
C ONTRIBUTORS
I NDEX
ACKNOWLEDGMENTS
F rom Jason E. Cohen: This book has been too long in the production, as many works are, in part for our volume because of the complexity we encountered in our work of assembling a group of teachers and scholars whose work would stand out, not only for its remarkable intellectual contributions but also for the very diversity across the landscape of higher education that we have pulled together in this collection. My first acknowledgment consequently goes out to each one of our contributors. I learned so much in the process of building this book, and I am grateful to each of you individually and collectively for showing me how dynamic and generous our field can be. Thank you to Olivia Ernst for her enthusiasm and accuracy in preparing the index. In particular, to my coeditors Sharon D. Raynor and Dwayne A. Mack: you are models of intellectual rigor, curiosity, caring, and imagination. Thank you. Sharon sat down with me over coffee and we talked through an early version of this chapter, which, alongside conversations with Dwayne, lent this book an early shape. In the early stages of writing, Stephanie Browner’s keen advice, generous temperament, and sharp eye were invaluable. Chad Berry gave me the chance to write my chapter and assemble this volume during his time as dean, and, in addition, he showed me the lived meaning of reconciliation and restoration, for which I express deep gratitude. Keja Valens read a full draft with critical eyes and, along with Matthias Rudolf, talked me through questions of equity and justice with acuity and scotch. At Berea, Verlaine McDonald gave me courage to write when she told me that I was telling a story that remained too-often silent. Kennaria Brown encouraged me to live and teach better through her honesty and sincerity. Keith Bullock and Andrew Baskin each in their own ways gave me well-timed words of wisdom, and Linda Strong Leek showed me how powerful it can be to stand by principled decisions, even when they may not be widely appreciated.
Recently, the loss of Steve Pulsford has given new gravity to this project: he and I talked through the politics of race and asked how to teach humanely and yet critically over many evenings, and just as I lament the loss of his complicated mind, so, too, I regret that he cannot see this work in print. In the final emailed note I received from him, he asked salient questions that have resonated with me as this collection moves to press: “How might we take account of the US in 2020, of systemic police racism and brutality, of Trump, and the politicization of coronavirus? These things seem linked. It seems to me they are in almost anyone’s view fundamental failures of democracy and government and of a culture that one might hope would show more caring about human life.” I hope this book begins to speak to that caring in ways that we can stand by and continue to speak for.
My father, Alan Cohen, asks me nearly every time we speak when my book will appear, and this one has become the book I think of as defining my scholarship over the last decade, so thank you for your persistence, love, and high expectations, Dad. They have paid off. Liz and Larry Weiss, Danielle Weiss, and Brian Cohen are all my constant cheerleaders and enthusiasts. You make me smile, and I am honored by your love. Without Ellis and Meghan, I wouldn’t be able to focus on any of this or see its importance for the future of our schools, our teaching, our lived experiences, or our communities, especially in the wake of the coronavirus pandemic of 2020. My work in this book is dedicated to you two, with love.
From Sharon D. Raynor: To my family, especially my parents, Louis and Katie, who always supported my desire to teach and to serve others; I want to acknowledge and thank them for always encouraging me to fight for those who could not fight for themselves. To my siblings and family members Cassandra, Jerry, Tosha, Marquitta, Amanda, Vanessa, Shironda, and Alex, who are educators in various environments in which teaching race is paramount to their survival and success; I appreciate their inspiration and those late-night chats that keep me motivated. To my beloved niece-daughter Amaris, who keeps me young and reminds me that her generation will fight the good fight and survive to tell the story. To my former student Janelle Martin, who continuously dares to dream and who is never afraid to defy anyone’s perception of her. To my former student and friend Markiest Waller, who was there at the beginning of my career as an educator. He epitomizes how true grit and determination can break through the walls of prejudice and racism. To the new generation of activists in the #BlackLivesMatter, #MeToo, and #SayHerName movements, who are also my students and colleagues, I want to express my personal gratitude to you for sticking to your convictions and always fighting for justice and equality. Being a part of this book project was welcoming and, at times, therapeutic, so I especially want to thank my dear friend Jason for asking me to be a part of this journey and for the many conversations and absolute honesty that allowed us both to better manage life in this educational vortex.
INTRODUCTION
JASON E. COHEN AND SHARON D. RAYNOR
Not long ago you are in a room where someone asks the philosopher Judith Butler what makes language hurtful. You can feel everyone lean in. Our very being exposes us to the address of another, she answers. We suffer from the condition of being addressable.
—Claudia Rankine, Citizen
When we claim to know and to present ourselves, we will fail in some ways that are neverthele