From Silence and Resistance to Tongues Untied Talking about Race in the College Classroom

Two sets of pedagogical resources and strategies can move people beyond silence to a genuine dialogue in race relations courses: first, the principles of learning communities and second, a critical mass of students of color. This chapter examines the way that tongues are untied when diversity course...

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Published inChallenges of Multicultural Education pp. 39 - 53
Main Authors Coté, Branden, Mann, Keenon Javon, Mukombe, Hattie Latrece, Nielsen, Christina Medina Bach, Wahl, Ana-María Gonzalez
Format Book Chapter
LanguageEnglish
Published United Kingdom Routledge 2005
Taylor & Francis Group
Edition1
Subjects
Online AccessGet full text
ISBN9781594511073
1594511063
9781594511066
1594511071
DOI10.4324/9781315635644-3

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Abstract Two sets of pedagogical resources and strategies can move people beyond silence to a genuine dialogue in race relations courses: first, the principles of learning communities and second, a critical mass of students of color. This chapter examines the way that tongues are untied when diversity courses build on both. The challenges faculty and students encounter in race and ethnic relations courses are undoubtedly the result of a complex set of factors and dynamics. Consistent with many leading texts, the academic and intellectual work as a class was organized to provide a historical perspective on race and ethnic relations in the United States. The Race and Ethnic Relations class in which authors participated in fall 2003 at Wake Forest University built on both the principles of learning communities as well as a critical mass of minority students. The dinners greatly promoted intraclass relations and raised the students comfort level with each other.
AbstractList Two sets of pedagogical resources and strategies can move people beyond silence to a genuine dialogue in race relations courses: first, the principles of learning communities and second, a critical mass of students of color. This chapter examines the way that tongues are untied when diversity courses build on both. The challenges faculty and students encounter in race and ethnic relations courses are undoubtedly the result of a complex set of factors and dynamics. Consistent with many leading texts, the academic and intellectual work as a class was organized to provide a historical perspective on race and ethnic relations in the United States. The Race and Ethnic Relations class in which authors participated in fall 2003 at Wake Forest University built on both the principles of learning communities as well as a critical mass of minority students. The dinners greatly promoted intraclass relations and raised the students comfort level with each other.
Author Nielsen, Christina Medina Bach
Wahl, Ana-María Gonzalez
Coté, Branden
Mann, Keenon Javon
Mukombe, Hattie Latrece
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Keywords Service Learning
Young Man
Residential Liberal Arts College
Race Relations Class
African Americans
African American Female College Student
Overburdening
Independent Study
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Learning Communities Model
Selective Liberal Arts Colleges
Graduate Professional Development
Race Relations Courses
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PublicationSubtitle Teaching and Taking Diversity Courses
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Snippet Two sets of pedagogical resources and strategies can move people beyond silence to a genuine dialogue in race relations courses: first, the principles of...
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SubjectTerms Education
Subtitle Talking about Race in the College Classroom
Title From Silence and Resistance to Tongues Untied
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