Teaching racism as structural requires shifting from personal character to participatory dynamics.
Evidence
Integrating the concept of power into the discussion of race equips participants to question the power dynamics of any given situation. Thus, we emphasize that racism is not individual prejudice alone, but structural oppression. We invite students to question the common sense understanding of racism as singular racist acts, in order to see racism as a participatory reality where all members of the society are implicated within the structures of the community; the course question does challenge whether we are personally racist, but more importantly, how do we participate in the dynamics and manifestations of racism in US society. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 485
Categorization
- XREF: Mirrors the reader’s recurring theme of how educational framing shifts blame from individual character onto structural/systemic participation. — connects to: Reframing racism from personal sin to participatory structure shifts classroom inquiry.; Present racial conflicts must be taught as outcomes of a long dynamic history. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 486; Faculty must unlearn racism before they can learn decolonization — bell hooks, Teaching to Transgress: Education as…, 84