Engaging White College Students in Productive Conversations About Race and Racism: Avoiding Dominant-Culture Projection and Condescension-Judgment Default

Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis

“…Thus, critical conversations about literature are important because they help students question why certain groups are positioned as "others" and open space for students to explore how individuals can take action on social issues (Harste et al, 2000). Such collaborative and generative dialogueue helps students learn to talk productively and can mitigate misconceptions and fear that people have about individuals who are culturally and linguistically different from them (deKoven, 2011). Critical conversations, however, are complicated and require knowledge about power, practice with critical pedagogy, positions of vulnerability, stances of a critical learner, and experience navigating critical talk moves (Schieble et al, 2020).…”

(En)gauging Self: Toward a Practical Framework for Race Talk

“…For instance, research suggests White students resist through silence because authentic dialogues on race challenge elements of privilege based on their racial identity or positionality (Alexander-Floyd, 2008; Guy, 2009; Sheared et al, 2010). White students grow silent, believing they do not have the required knowledge to comment on racial issues, whether cultural or historically rooted (Bryan et al, 2012; deKoven, 2011; LaDuke, 2009), or out of fear of offending or being misunderstood (Sue & Constantine, 2007; Sue, Rivera, Capodilupo, Lin, & Torino, 2010; Tummala-Narra, 2009). It is important to note that silence because of perceived lack of knowledge has been considered a false dismissal of the real possibility that it could, in fact, be resistance.…”

Are My Students Like Me? The Path to Color-Blindness and White Racial Identity Development

“…Moreover, White teachers frequently dismiss notions of institutionalized racism and oppression, thereby avoiding difficult discussions. When teachers consciously confront their previously unchallenged worldviews about persons of color, the potential for conveying harmful biases in the classroom context may diminish (deKoven, 2011; Haviland, 2008).…”

“…However, White student teachers have reported that their preparation programs did not adequately prepare them for the realities of the classroom (Pollack, 2012). Placing pre-service teachers into diverse classrooms without adequate dialogue might have deleterious effects on teachers’ perceptions of students of color (deKoven, 2011). Some researchers (Groff & Peters, 2012) advocate integrating content on White racial identity (WRI), coupled with critical reflection, throughout teacher preparation programs, to promote multicultural competence.…”