The Secret Joys of Antiracist Pedagogy: Huckleberry Finn in the Classroom

Barrish, Phillip

doi:10.1353/aim.2002.0008

Cited by 7 publications

(3 citation statements)

References 21 publications

(5 reference statements)

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“…The paradoxes of bringing Marsden's inevitable racism and imperialism into the liberal space of the contemporary diverse classroom echo those discussed by Phillip Barrish (2002). Barrish considers the problems in introducing Huckleberry Finn to white North American classrooms in the interests of anti-racism; specifically, the paradox derived from the teachers' citing, and thus in a sense performing, the blatantly racist past, even while trying to move beyond its influence.…”

Section: A Superior Race Of Menmentioning

confidence: 98%

Pedagogical events: re‐reading shared moments in educational history

Jones

Jenkins

2004

Journal of Intercultural Studies

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The notion of 'multiple readings of texts' has been discussed as a methodological tool in the analysis of qualitative data. The pedagogical potential of multiple readings has received less attention. This paper, a collaboration between an indigenous educationist and her 'coloniser' colleague, discusses cross-cultural pedagogy as encounters with re-readings, in this case of shared moments in the history of the establishment of the first school in Aotearoa/New Zealand.

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Section: A Superior Race Of Menmentioning

confidence: 98%

Pedagogical events: re‐reading shared moments in educational history

Jones

Jenkins

2004

Journal of Intercultural Studies

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“…Perhaps the most developed psychoanalytic discussion about use of the n-word in one’s professional capacity comes from Barrish (2002), a white professor of English who explores what he terms the “secret joys” of pronouncing the slur while ostensibly taking an antiracist position in teaching Huckleberry Finn . The description of his physical experience of leading his classes in “analytic discussions” of the n-word is rich with immediacy:To me these sessions always feel stressful and frustrating, sometimes unbearably so.…”

Section: The Violent World Of the N-wordmentioning

confidence: 99%

Observations on Use of the N-Word in Psychoanalytic Conferences

Rao¹

2021

J Am Psychoanal Assoc

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In a frequently repeated group phenomenon, a racial slur is spoken in psychoanalytic conferences, after which a range of defensive responses emerge to counter acknowledgment of the meanings of having done so. After a discussion of the literature relevant to the use of slurs in psychoanalytic professional settings, Freud’s concept of Nachträglichkeit, or deferred action, is used to identify and explore these events as a series of discriminatory gestures that evoke racial trauma. The defensive responses that emerge to protect the use of these gestures indicate ties to the traumatic legacy of slavery and to white supremacy as it appears in contemporary psychoanalytic culture. “Gestures of the open hand” are proposed, and their profound reparative potential is discussed. The intimate link between epistemic justice and psychoanalytic endeavors is delineated.

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“…Examples include Skubikowski, Wright, and Graf (); Adams (); Schoem, Frankel, Zuniga, and Lewis (); Adams, Bell, and Griffin (); and the publications by philosophers of education Thompson and Applebaum, cited throughout this article. Also consider Pence and Fields (); Barrish (); Gillespie, Ashbaugh, and DeFiore (); Bell (); the aforementioned articles in Teaching Theology and Religion (see note 6 above); and others.…”

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confidence: 99%

Getting Out of the Left Lane: The Possibility of White Antiracist Pedagogy

Teel

2014

Teaching Theology & Religion

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This article maintains that knowledge of the literature on multicultural education and social justice pedagogy is indispensable for white college professors who desire to teach effectively about racial justice concerns. In exploring this literature, I have noticed that many publications either articulate theory or reflect on concrete classroom strategies, while relatively few deploy theory to evaluate specific attempts at teaching for justice. This seems to me a gap worth filling. Speaking as a white, conventionally trained, Catholic theologian, I begin by explaining why I deem it appropriate to employ antiracist pedagogy. I then demonstrate that the literature on multicultural education and social justice pedagogy is essential to this effort by utilizing both types of literature, theoretical and practical, to analyze my own strategies and goals to date. Throughout, I discuss white antiracist theological pedagogy not as an accomplished fact, but as an emerging endeavor.

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The Secret Joys of Antiracist Pedagogy: Huckleberry Finn in the Classroom

Cited by 7 publications

References 21 publications

Pedagogical events: re‐reading shared moments in educational history

Pedagogical events: re‐reading shared moments in educational history

Observations on Use of the N-Word in Psychoanalytic Conferences

Getting Out of the Left Lane: The Possibility of White Antiracist Pedagogy

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