Courageous Learning about Race, Self, Community, and Social Action

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Autor/in	Cain, Ruby
Titel	Courageous Learning about Race, Self, Community, and Social Action
Quelle	In: Adult Learning, 23 (2012) 4, S.201-205 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159512458094
Schlagwörter	Stellungnahme; Community Action; United States History; Cultural Awareness; American Indians; Cultural Background; Learning Strategies; Criticism; Death; Multicultural Education; Social Action; Racial Bias; Race; Course Content; Immigration; Public Policy; Victims; Self Concept; Intercultural Communication; Slavery; Whites; Advantaged; African Americans; Social Change; Consciousness Raising + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; American Indian; Indianer; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kritik; Sterbefall; Tod; Todesfall; Multikulturelle Erziehung; Soziales Handeln; Racial discrimination; Rassismus; Rasse; Abstammung; Kursprogramm; Öffentliche Ordnung; Victim; Opfer; Selbstkonzept; Interkulturelle Kommunikation; Sklaverei; White; Weißer; Afroamerikaner; Sozialer Wandel; Bewusstseinsbildung
Abstract	Three of the most emotionally charged terms in this era are "race," "racism," and "White privilege." Definitions for these terms vary by individual experiences, beliefs, opinions, and perceptions. K-20 students are rarely exposed to a detailed coverage and critical analysis of the part of U.S. history that includes genocide, territorial acquisition, and displacement of Native Americans; differing immigration policies and quotas by ethnicity; and involuntary enslavement of and brutality toward Africans. It is not enough for curriculum content to address one or more of these issues. The cultural heritage not consistent with the majority cultural lens is essential in the understanding of the multidimensional aspects of cultural groups. Racism is a process, condition, and relationship that "violates its victims physically, socially, spiritually, materially, and psychologically." The facets that come under attack are those that define culture. The damage from racism is entrenched in the dismantling of the core of the psyche. Before students can fully and productively engage in cross-cultural dialogues intended for progressive community action, they must come to terms with the physical and psychological pain personally experienced and internalized from racism and White privilege. They must be able to understand structural racism from the historical perspective and context and identify current manifestations in systems and policies, as well as on a cultural and personal basis. They must understand the pain they experience is real and shared by others. Learning strategies to identify and heal from this pain will aid in the participation in cross-cultural dialogues and action groups. The need to address in a public forum what often goes unsaid is integral in healing the past pain and moving beyond it. Because the experiences and impact of racism are not mutually shared by the majority culture and African Americans, education becomes the medium by which these experiences can be mediated. Before European American students can effectively participate in cross-cultural dialogues on structural racism, they must understand and increase awareness about structural racism and the impact to populations who are disenfranchised as a result of it. They must be willing to acknowledge and traverse the stages of White privilege. Cultural knowledge, awareness, and competency do not translate into a static skill. The cultural landscape of communities is constantly changing. Creating a process that can evaluate and adapt to these changes is necessary, if people are to move beyond a multicultural moment to a movement promoting social action and change. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10