Using Students' Racial Memories to Teach about Racial Inequality

Macomber, Kris; Rusche, Sarah Nell

doi:10.1353/ftr.2010.0013

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…Moreover, content integration alone is insufficient. Other strategies proposed for developing understandings of racial inequality are simulations (Harlow, 2009; Obach, 1999); field research exercises on issues such as housing discrimination (Pence and Fields, 1999); analysis of US census data to stimulate discussions of racial categorization, segregation, and income inequality (Townsley, 2007); use of photographs to stimulate critical thinking on social construction of race (Khanna and Harris, 2009); and recording early racial memories and observations of everyday life to substantiate racial segregation and underrepresentation (Macomber and Rusche, 2010).…”

Section: Walls Of Whitenessmentioning

confidence: 99%

Teaching Race at Historically White Colleges and Universities: Identifying and Dismantling the Walls of Whiteness

2012

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In this article we outline the 'walls of whiteness' that make it difficult to teach the sociology of race and racism and make it difficult for students at historically white colleges and universities (HCWUs) to wrestle with these important issues. Most white students enter HWCUs surrounded by these walls -protecting them from attacks on white supremacy -that have multiple layers and therefore are even more difficult to penetrate; yet they must be penetrated. With a few exceptions, the institution of American higher education does not threaten those walls. Instead, college education often bolsters them through curricular and extracurricular experiences, residential and disciplinary isolation, institutional symbols, cultural reproduction, and everyday practices such as grading and classroom interactions. We identify these walls in this article and make suggestions regarding strategies to begin their dismantling.

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