Advice to White allies: insights from faculty of Color

Boutte, Gloria Swindler; Jackson, Tambra O.

doi:10.1080/13613324.2012.759926

Cited by 43 publications

(31 citation statements)

References 18 publications

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“…Traits reflective of the autonomy status include knowledge of the multifaceted nature, manifestations, and impacts of individual and institutional racism (Helms, 1995; Smith & Redington, 2010); knowledge of personal racism, power, and privilege and a commitment to ongoing critical reflection regarding their manifestations in clinical work; relational skills that are flexible in nature and informed by an understanding of people’s racial identities as nuanced and complex (Helms, 1995); and a commitment to dismantling race‐based inequities across various systems and in collaboration with persons of color (Boutte & Jackson, 2014; Goodman, 2011; Helms, 1995).…”

Section: Race‐based Competenciesmentioning

confidence: 99%

Challenges and Coping Mechanisms of Whites Committed to Antiracism

Malott

Schaefle

Paone

et al. 2019

Jour of Counseling & Develop

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Scholars have cited an antiracist identity as an ideal development status for Whites seeking to change systemic racism (Helms, 1995). However, little is known regarding the lived complexities of antiracist work itself. This article examines the experiences of one group of Whites (N = 10) committed to antiracist action. Outcomes indicate challenges that include backlash and struggles to identify more effective antiracist tactics. Coping mechanisms are considered in relation to counseling and counselor training practices.

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Section: Race‐based Competenciesmentioning

confidence: 99%

Challenges and Coping Mechanisms of Whites Committed to Antiracism

Malott

Schaefle

Paone

et al. 2019

Jour of Counseling & Develop

View full text Add to dashboard Cite

show abstract

“…They should acknowledge power dynamics in relationships and institutions that affect their work, while remaining reflexive about how hegemonic systems can impede efforts toward social justice or pull them into perpetuating the very oppression that they seek to redress. Some of this awareness can come from minoritized individuals from whom they feel would offer genuine advice about the ways they enact and disrupt power (Boutte and Jackson 2014).…”

Section: The Act Of Co-implicationmentioning

confidence: 99%

Nice white men or social justice allies?: using critical race theory to examine how white male faculty and administrators engage in ally work

Patton

Bondi

2015

Race Ethnicity and Education

115

121

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“…Narrative analysis excavates Indigenous history, allowing us to honor the oratorical traditions of people of color (Boutte & Jackson, 2014) that, according to Delgado (1989), represent the counter-story that is often never told. For Indigenous people, narrative and experience form the basis of teaching and learning (Aldern & Goode, 2014).…”

Section: Dios Te Salve Maria Llena Eres De Gratzia Dominus Tecum Bementioning

confidence: 99%

A Medical Archaeopedagogy of the Human Body as a Trauma-Informed Teaching Strategy for Indigenous Mexican-American Students

et al. 2018

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In this article, three co-authors share their narratives and clay figurines sculpted during the Mesoamerican Figurine Project of Rio Hondo College (Garcia, in press-a). Through reflective writing exercises and the sculpting of small-scale clay figurines, Los Angeles-based MexicanAmerican students unearthed parts of their Mesoamerican ancestry and materialized their stories of displacement and violence to assist in meeting student learning outcomes (SLOs). After interpreting these data alongside the medical tools observed on the four Tezcatlipocas of Mesoamerica (Acosta, 2007), the supposition is that Indigenous Mesoamerican students benefit when engaged through the following topics: 1) land and cosmology, 2) trauma and medicine, 3) resiliency and self-determination, and 4) community and family. To support all students' educational and mental health goals, and to prevent further trauma accumulation, the Mesoamerican figurine is modeled as a pedagogical tool with a wide range of therapeutic values.By employing a critical autoethnographic approach (Ohito, 2017), Instructor Garcia's ancestral knowledge-combined with his students' insights-enabled his conceptualization of a medical archaeopedagogy of the human body as a trauma-informed teaching strategy (Cole, Eisner, Gregory, & Ristuccia, 2013) to begin to address the mental health challenges prevalent in the MexicanAmerican community related to the cultural genocide of Native Americans.

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Advice to White allies: insights from faculty of Color

Cited by 43 publications

References 18 publications

Challenges and Coping Mechanisms of Whites Committed to Antiracism

Challenges and Coping Mechanisms of Whites Committed to Antiracism

Nice white men or social justice allies?: using critical race theory to examine how white male faculty and administrators engage in ally work

A Medical Archaeopedagogy of the Human Body as a Trauma-Informed Teaching Strategy for Indigenous Mexican-American Students

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