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• W3124865762 abstract "In this article, the author reflects on the challenges of teaching white law students about racism and white privilege as a racialized professor. To situate her experiences and to better understand the obstacles that professors who teach critically about race and racism confront, she draws from theories of racial identity development and research on student evaluations to contextualize student responses to antiracist pedagogy. Grappling with racism in a meaningful way leaves many white students feeling distraught, angry and guilty, among other unpleasant emotions. Professors who initiate these discussions become the natural targets of criticism and blame as students struggle with their discomfort. The hostility of resistant white students can be interpreted as racial microaggressions that compromise the psychological well-being and deplete the emotional and physical resources of racialized professors. However, understanding negative student reactions in the context of structural racism and embracing students’ sense of disequilibrium as a necessary part of social transformation enable professors to reconceptualize personal attacks as something more constructive. The author concludes that teaching about racism and white privilege in a critical way, an obligation shared by all educators, offers personal and collective rewards that outweigh any costs. Dans cet article, l’auteure parle des defis, pour une professeure racialisee, de parler de racisme et des privileges accordes aux blancs a des etudiants en droit blancs. Pour situer son experience et faire comprendre les obstacles que doivent surmonter les professeurs qui offrent un enseignement critique sur les races et le racisme, elle s’inspire de theories sur le developpement du sentiment d’identite raciale et de recherches sur les evaluations des etudiants pour contextualiser les reactions de ces derniers a la pedagogie antiraciste. De nombreux etudiants blancs qui tentent de composer et de faire la paix avec le racisme de maniere satisfaisante eprouvent souvent des emotions desagreables, notamment des sentiments de detresse, de colere et de culpabilite. Les professeurs qui amorcent ces discussions deviennent des cibles naturelles pour les critiques et les blâmes alors que les etudiants sont aux prises avec leurs malaises. L’hostilite des etudiants blancs recalcitrants peut etre interpretee comme constituant des microagressions raciales qui compromettent le bien-etre psychologique et epuisent les ressources emotionnelles et physiques des professeurs racialises. Cependant, le fait de comprendre les reactions negatives des etudiants dans le contexte du racisme structurel et d’accepter le sentiment de desequilibre qu’ils eprouvent comme etant un element essentiel de la transformation sociale aide les professeurs a voir les attaques personnelles autrement et a les transformer en commentaires constructifs. L’auteure conclut que l’enseignement traitant du racisme et des privileges accordes aux blancs de maniere critique, obligation que partagent tous les educateurs, offre des benefices personnels et collectifs qui depassent les couts." @default.
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• W3124865762 date "2014-10-01" @default.
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• W3124865762 title "Guilty Displeasures: White Resistance in the Social Justice Classroom" @default.
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