Antiracism, Pedagogy, and the Development of Affirmative White Identities Among Evangelical College Students
Title
Antiracism, Pedagogy, and the Development of Affirmative White Identities Among Evangelical College Students
Description
This qualitative study analyzes how evangelical college students make meaning of whiteness, and how they develop identities that promote anti-racism. After being exposed to anti-racist ideas in the classroom, students described whiteness as privilege, invisibility, isolation, fear and silence, and inescapable. In developing affirmative identities, many students turn away from race and whiteness to rely upon religion as a conceptual, explanatory, and motivational tool for engaging racism.
The study concludes that "“rather than offering a new white identity derived from antiracist philosophy (such as “antiracist,” “white ally” or “post-white”), antiracist teachers may tap other aspects of identity as motivators for action against racism. Motivating people to work against racism based upon a particular group’s deepest identity (be it religious, political, geographical, and so forth) may provide more positive and lasting identity attachments. "
"Grounding antiracism in pre-existing white identities may be fruitful because such identities are long-lasting and deeply held for white people. This approach is challenging, however, because of the limitations of such identities. Understanding student attitudes and identities is thus a valuable starting point for encouraging a commitment to racial justice, though the teacher must be aware of both the potentialities and the limitations in white self-understandings."
The study concludes that "“rather than offering a new white identity derived from antiracist philosophy (such as “antiracist,” “white ally” or “post-white”), antiracist teachers may tap other aspects of identity as motivators for action against racism. Motivating people to work against racism based upon a particular group’s deepest identity (be it religious, political, geographical, and so forth) may provide more positive and lasting identity attachments. "
"Grounding antiracism in pre-existing white identities may be fruitful because such identities are long-lasting and deeply held for white people. This approach is challenging, however, because of the limitations of such identities. Understanding student attitudes and identities is thus a valuable starting point for encouraging a commitment to racial justice, though the teacher must be aware of both the potentialities and the limitations in white self-understandings."
Subject
Anti-racism
Identity (Psychology) in adolescence
Creator
Jenell William Paris
Kristin Schoon
Source
Christian Scholar's Review, Spring 2007, Vol. 36 Issue 3, p 285 - 301 - http://www.csreview.org/XXXVI3/paris/
Publisher
Christian Scholar's Review
Date
2007
Rights
Thanks to Todd Steen (Economics - Hope College) and David Hoekema (Philosophy--Calvin College), Managing Editor and Publisher of Christian Scholar's Review, for providing a copy of the article. Please acknowledge your use by citing.
Relation
Format
pdf
Type
Text
Coverage
United States
Files
Collection
Citation
Jenell William Paris
and Kristin Schoon, “Antiracism, Pedagogy, and the Development of Affirmative White Identities Among Evangelical College Students,” Antiracism Digital Library, accessed April 24, 2024, https://sacred.omeka.net/items/show/75.
Comments