Teaching dominant-community students their positionality as racism’s beneficiaries is a liberatory skill

Evidence

Our course delivery introduces and deepens students’ self-awareness of their positionalities as beneficiaries of historic racism and potentially as allies in the struggles of racially minoritized communities. This self-awareness and the analytical skills nurtured throughout the course are liberatory lifeskills that are relevant to students’ everyday lives outside of the classroom. In particular, these skills are valuable for empowering members of dominant communities to recognize and resist majoritarian narratives and institutions that marginalize and dehumanize the “other.” — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 506

Categorization

• XREF: connects to: Freire’s conscientization must be adapted when teaching privileged students, not only the oppressed — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 464; Meaningful race-critical dialogue is an acquired skill requiring guided practice — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 497; Liberating pedagogy passes from oppressed-specific to universal by the same cultural confrontation — Paulo Freire, Pedagogy of the Oppressed, 130

Broader Connections

• Liberating pedagogy passes from oppressed-specific to universal by the same cultural confrontation #expands (0.82) — Paulo Freire, Pedagogy of the Oppressed, 130