Critical race theory, democratization, and the public good: deploying postmodern understandings of racial identity in the social justice classroom to contest academic capitalism

Student resistance in the classroom—Functional‐instrumentalist, critical‐emancipatory and critical‐functional conceptualisations

“…Haddad and Lieberman (), Chan and Treacy () or Hedley and Markowitz () report their attempts to turn the students' resistance into a useful tool for learning by for example inviting guest speakers on racism, allowing more student debates and student‐led discussions, and combining students' writing projects with a public display of the results. Using various pedagogical strategies, tools and methods (Barger, ; Chaisson, ; Norris, ; Ross, ; Webber, ), and providing students with some responsibility for the course content and teaching method (Gutiérrez, ) should also prevent them from resisting the course content or the teaching process. Harlow () suggests using simulation exercises allowing students to understand the problems related to racism and inequality without provoking denial or resistance, Guckenheimer and Schmidt () point to the effective inclusion of all course participants, Bowman () argues for providing opportunities to reflect, and Barger () suggests offering them more mentoring and support.…”