Deepening the learning. Intersectional experiential activities to address white supremacy.

Autor/inn/en	Keenan, Elizabeth King; Kozu, Shuei; Mayhew, Hunter
Titel	Deepening the learning. Intersectional experiential activities to address white supremacy.
Quelle	In: Advances in social work, 21 (2021) 2-3, S. 821-840 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2331-4125
DOI	10.18060/24074
Schlagwörter	Erfahrung; Identität; Konflikt; Selbstreflexion; Geschlechterrolle; Diskriminierung; Erfahrung; Identität; Konflikt; Student; Geschlechterrolle; Hochschule; Rassismus; USA; Migration; Selbstreflexion; Diskriminierung; Migration; Rassismus; Hochschule; Soziale Arbeit; Ethnische Minderheit; Schwarzer; Student; Weißer; USA
Abstract	Graduate students of multiple racial identities in predominantly White institutions enter social work programs with a wide range of knowledge about and experiences of White Supremacy, particularly the ways in which structural forms of racism continue to inflict harm, block opportunities, and perpetuate wealth inequities. In addition, White students are often challenged to grasp the ways they have been socialized to participate in perpetuating White Supremacy. This wide range of knowledge and experiences makes it likely that students will experience a range of emotions and defensive resistance necessitating skillful pedagogical design and facilitation of class interactions. Intentional use of theoretical frameworks with experiential activities can deepen self-awareness and understanding of the systemic nature of White Supremacy (Okun, 2010). In this manuscript, four students and two instructors discuss their learning experiences within a course addressing White Supremacy for students of multiple racial identities in a predominantly White institution. Post-course dialogue amongst these multiracial authors identified six core areas of learning when examining intrapersonal, interpersonal, and structural racism, cultural wealth of BIPOC peoples, and anti-racism actions. Two primary implications for education are: Weave conceptual frameworks with interpersonal experiential activities throughout the course design, and attend to interactional power dynamics during class meetings.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2022/3