Teaching the Psychosocial Subject: White Students and Racial Privilege

Autor/in	Ambrosio, John
Titel	Teaching the Psychosocial Subject: White Students and Racial Privilege
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 27 (2014) 10, S.1376-1394 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2013.840402
Schlagwörter	Teaching Methods; Race; Advantaged; Racial Bias; Racial Differences; Self Concept; White Students; College Students; Correlation; Theories; Discourse Analysis; Concept Formation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Rasse; Abstammung; Racial discrimination; Rassismus; Rassenunterschied; Selbstkonzept; Collegestudent; Korrelation; Theory; Theorie; Diskursanalyse; Concept learning; Begriffsbildung
Abstract	This inquiry poses the question: How can white college students be induced or incited into recognizing themselves as racially marked and privileged people? The author examines white resistance to racial self-understanding by analyzing the relation between white racial identity development theory, appeals to racial discourses and themes, and the psychic need to defend against perceived threats to identity. By situating an analysis of these relations within the current crisis of whiteness, the author illustrates the psychosocial dynamics of white racial identity development. The aim of the study is to develop a conceptual approach that can inform the thought and practice of antiracist educators who seek to develop effective instructional strategies for teaching white students about racial privilege. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10