This paper evaluates students' arguments for a color-blind society to avoid discussions related to the continued existence of racism in USA culture. Relatedly, this writer finds that as an black woman her status as facilitator in the classroom is directly challenged, on occasion, and that race and gender play a primary role in students' perception of classroom material and how she is perceived. Classroom discussions related to historical texts reveal that structures of domination have slanted perception of black and white people in U.S. culture. Finally, a key to open dialogue about race and racism, primarily for white students, is to explain and demonstrate the invisibility of whiteness or white privilege in American society.
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Research Article| January 01 2011
Pedagogies of Race: The Politics of Whiteness in an African American Studies Course
Ethnic Studies Review (2011) 34 (1): 1–19.
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Regina V. Jones; Pedagogies of Race: The Politics of Whiteness in an African American Studies Course. Ethnic Studies Review 1 January 2011; 34 (1): 1–19. doi: https://doi.org/10.1525/esr.2011.34.1.1
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