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Critical Race Pedagogy: Teaching About Race and Racismthrough Legal Learning Strategies

Published online by Cambridge University Press:  11 January 2008

Nikol Alexander-Floyd
Nikol Alexander-Floyd
Affiliation:
Rutgers University
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Extract

Student resistance to learning about race and racism is pervasive andwell-documented. Scholars have noted an array of direct and indirectresistance tactics. These range from withdrawal from classdiscussion or course withdrawal; questioning professorial authorityin classrooms; and verbal and physical harassment and assault(Painter 2000; Tatum 2001; Tusmith and Reddy 2002;Lee and Johnson-Bailey 2004). In response,scholars have developed a variety of pedagogical approaches andtechniques for confronting student resistance and/or providing theoptimal context for teaching on race and other sensitive subjects.These responses to resistance to learning about race and racisminclude, but are not limited to: “frontloading” (i.e., providing asubstantial amount of data establishing the reality of socialinequality at the beginning of the course, and telling studentsahead of time that they will be engaging in difficult subjects, andto expect discomfort) (Samuels, Fervber, and Herrera 2003); setting ground rules for discussionto ensure respect in the classroom (Allen, Floyd-Thomas, and Gillman2001); assigning privilege inventoriesand/or other exercises, such as journaling, that encourageself-examination (Allen, Floyd-Thomas, and Gillman 2001; Sue 2003);and creating opportunities for self-generated knowledge (e.g.,assigning interviews on racial topics) (Tatum 2001).Thanks to my twoanonymous reviewers, Gena Chandler, and Emily Satterwhite fortheir helpful comments on the manuscript. Also, this work waspresented as a faculty development workshop in 2004 sponsored byVirginia Tech's Center for Excellence in Undergraduate Teachingand at a panel on teaching and learning at the 2006 AnnualMeeting of the APSA.

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Type
THE TEACHER
Information
PS: Political Science & Politics , Volume 41 , Issue 1 , January 2008 , pp. 183 - 188
Copyright
© 2008 The American Political Science Association

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