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."

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

Social Bookmarking

Comments

Files

CSR 36-3 Paris and Schoon.pdf

Tags

Citation

Jenell William Paris and Kristin Schoon, “Antiracism, Pedagogy, and the Development of Affirmative White Identities Among Evangelical College Students,” Anti-Racism Digital Library, accessed July 22, 2018, https://sacred.omeka.net/items/show/75.