The Controversial Classroom: Institutional Resources and Pedagogical Strategies for a Race Relations Course

White Educators Facilitating Discussions About Racial Realities

“…Corrine and Dalton noticed that these discussions served as a way for white students to think about racial realities, hear different perspectives on this topic, and share their own opinions as well. Bergerson (2003) and Wahl et al (2000) have shown that there is a lack of white educators facilitating discussions about race; thus, the data from Corrine and Dalton show the value-added benefits from white educators engaging race in their courses and the unique ways they are able to connect with white learners in their courses. Wahl et al (2000) suggest that white faculty members should participate in teaching race relations courses to demonstrate to learners that it is also the responsibility of white people to address issues of race.…”

“…Bergerson (2003) and Wahl et al (2000) have shown that there is a lack of white educators facilitating discussions about race; thus, the data from Corrine and Dalton show the value-added benefits from white educators engaging race in their courses and the unique ways they are able to connect with white learners in their courses. Wahl et al (2000) suggest that white faculty members should participate in teaching race relations courses to demonstrate to learners that it is also the responsibility of white people to address issues of race. Participants understood that facilitating constructive discussions about racial issues began with understanding themselves-their racial identities, assumptions, biases, strengths, and limitations as educators.…”

“…Given the literature reviewed concerning the lack of involvement in facilitating racial dialogues by white persons and the critical roles of white faculty in engaging learners about racial issues (e.g., Bergerson, 2003;Tatum, 1997;Wahl et al, 2000;Warren & Hytten, 2004), I wanted to ensure that white educators participated in the study. Most of the participants were faculty and worked within predominantly white institutions.…”

Performing Identities in the Classroom

“…I initially assumed it would be a relatively simple task to come up with a reading list, sample assignments, and pedagogical direction for teaching about Jewish women. Indeed, there is a rich and vibrant literature discussing many aspects of teaching race and ethnicity (e.g., Aguirre 1999;Banks 2003;Fritschner 2001;Martinez 1998;Marullo 1998;Moulder 1997;Obach 1999;Wahl et al 2000), whiteness and antiracism (e.g., Batur-Vanderlippe 1999;Chaisson 2004;Gillespie 2003;Pence and Fields 1999), and student resistance to learning about race, class, and gender privilege (e.g., Das Gupta 2003;Haddad and Lieberman 2002;Hunter and Nettles 1999;Moore 1997 Gerson and Wolf ed., 2007). As a result of a relatively unfruitful internet and library search, I became even more persuaded that a sociology of Jewish Women in Contemporary America was overdue.…”

Personal Explorations in the Study of Ethnic and Race Relations

“…In particular, white students often resist ideas of privilege due to their place in the racial and ethnic hierarchy of U. S. society (Chaisson 2004). As such, class discussions and lecture material may generate emotional and potentially antagonistic reactions (Roberts & Smith, 2002;Wahl, Perez, Deegan, Sanchez, & Applegate, 2000). Adams, Bell, & Griffin, (2007) further state that since problematic situations may arise, it is imperative that instructors establish supportive class environments where students can hold discussions about race and ethnic inequality with relative comfort and ease.…”