Developing a Racial Consciousness through Dialogic Practice

Kyle Kopsick

Vanderbilt University

Overview

• Goal:• To address why and how we should engage students in

dialogue focused on race matters

• Overview:• Part I:• Framework• Definitions* • Rationales

• Part II:• Creating a dialogic space*• Research

• Part III:• Implementation in classroom• Group activity*

Reframing our approach…

Leverage students’

current racial understandings

A racial consciousness that enriches Social Studies

Build students’ racial

understandings using dialogue and relevant

material

“A fully functional multiracial society cannot be achieved without a sense of history and open, honest dialogue.”

~Cornel West (2009)

Common approaches to race:

1. ignore it2. pay trivial attention to

it3. teach about it through

abstract historical events

What is “racial consciousness?”

• Understanding/awareness that:

• Race is a social construct• The meaning of “race” is not fixed• “Whiteness” is not a neutral perspective• Racism exists on both individual and institutional levels• Racial power structures (have and do) serve the interests of

certain groups

hooks (1995); Ladson-Billings (1998); Ladson-Billings (1995); Matias (2013)

Why race and racial consciousness?

• Social construct of race influences:• historical events• contemporary times

• Mainstream mediums unjustly represents race

Myth of a “post-racial” or “colorblind” society

• Avoiding the topic supports the status quo and limits reconciliation/growth

“After all if we pretend racism does not exist, that we do not know what it is or how to change it—it never has to go away.”

(bell hooks, 1995)

Why dialogue?

• Makes learning relational and dynamic

• Provides opportunities to grapple with dissonance and listen transformative learning experiences

• Linked to improved articulation, reading, and writing skills

“To engage in dialogue is one of the simplest ways we can begin as teachers, scholars, and critical thinkers to cross boundaries.”

~bell hooks (1994)

What research says about race-based dialogue…

Empirical & theoretical research

Challenges 

Best practices   

Positive outcomes  

Positive outcomes

• Positive transformation of both discourse and perspective

• Higher levels of confidence talking about difficult issues

• Increased racial self-awareness

• Enhanced social action and ally development

• Improved content knowledge

Alimo, J.A. (2012); DePalma (2010); Boulden, W. T. (2006); Landrum-Brown, J., Yeung, J.G., & Spainerman, L.B. (2013); Moller, K. J. (2012); Nagda, B. A., Gurin, P., Lopez, G. E. (2003)

Creating a dialogic space…

• What kind of space/class environment do we need to have to engage in race-based dialogue? And, why?

• How do we build this space?

Dialogic Space

HUMILITYEXPLICITNESS

“ETHIC OF CARE”

I can feel vulnerable and potentially trip over my words because everyone

must make mistakes to progress.I can express what I am thinking

and feeling, even if those thoughts and feelings are full of intensity.

I care and feel cared for by my peers.

hooks (1995); Dewey (1916); Freire (1998); Leonardo & Porter (2010); Noddings (1992)

COMMUNITYI work with my peers to better

myself, others, and the collective.

CRITICALNESSI question, challenge, and reflect on my own views and the views around

me

Challenges/Learning Opportunities

Emotionality

Discourse

Power Relations

Constructive Practices

• Acknowledge and work through emotions

• Continue dialogue

• Emphasize and make expectations rooted in…

• critical examination and reflection

• Awareness and explicit recognition of power relations

• Use positionality as a learning opportunity

DiAngelo, R., Sensoy, O. (2009); Haviland, V. S. (2008); Moller, S. (2012); Sue, D. W., Torino, G. C., Capodilupo, C. M., Rivera, D. P., & Lin, A. I. (2012)

A recursive process towards racial consciousness

Awakening

Dissonance

Modeling

Grappling

Harmonizing

Racial Consciousness

Reflecting

The process…

• Awakening: Dialogue with self

• Dissonance: Dialogue with readings, videos, interviews

• Modeling: Modeling with readings videos, interviews

• Grappling: Dialogue with small groups

• Harmonizing: Dialogue with large groups

• Reflecting: Dialogue with self

Group Activity

• Awakening:

How do I address issues of race, privilege, an justice in my own classroom? Do I shy away from these topics? Should I actively engage in these types of topics?

Racial Consciousness

Group Activity

• Dissonance:

What alters or confirms your previous thoughts on teaching about race and privilege in the classroom?

Fox News Video

Racial Consciousness

Group Activity

• Modeling*:

What can you learn from these articles? How do they compare/ contrast to your previous positions?

*this step has been modified for this activity

Racial Consciousness

Group Activity

• Grappling:

What are valid points made in the video and articles? How does information relate to your role as a

teacher?

Racial Consciousness

Group Activity

• Harmonizing:

Related to the videos/articles: Do you agree or disagree with the women on Fox News? What are valid points? What are important considerations regarding the

decision to teach about race and privilege?

Racial Consciousness

Group Activity

• Reflecting*:

Related to the suggested framework and dialogic practice: What is useful about this process? What are limitations? Other questions and feedback regarding the session?

*this step has been modified for this activity

Racial Consciousness

Important considerations

• Multicultural/multiracial readings

• Reflection opportunities• self surveys• written journals • space and time

• Directional and exploratory dialogue• led by teacher• led by students

• Reading checks and writing exercises• assessments

Alimo, C. J. (2012); Boulden, W. (2006); DePalma, R. (2010); DiAngelo, R., & Sensoy O. (2009); Haviland, V. S. (2008); Landrum-Brown, J., Spainerman, L. B., & Yeung, J. G. (2013); Moller, K. J. (2012); Nagda, B. A., Gurin, P., & Lopez, G. E. (2003); Sue, D. W., Torino, G. C., Capodilupo, C. M., Rivera, D. P., & Lin, A. L. (2009); Watt, S. K. (2007)

Connection to Standards….

Racial consciousness

process

Richer understanding of

future Social Studies standards

“Time spent on dialogue should not be considered wasted time. It presents problems and criticizes, and in criticizing, gives human beings their place within their own

reality as the transforming Subjects of reality”~Paulo Freire

Common Core Standards• Key Ideas and Details:

• CCSS.ELA-LITERACY.RH.11-12.1• Cite specific textual evidence to support analysis of primary and secondary sources, connecting

insights gained from specific details to an understanding of the text as a whole.

• CCSS.ELA-LITERACY.RH.11-12.2• Determine the central ideas or information of a primary or secondary source; provide an accurate

summary that makes clear the relationships among the key details and ideas.

• Craft and Structure:• CCSS.ELA-LITERACY.RH.11-12.4

• Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.

• CCSS.ELA-LITERACY.RH.11-12.6• Evaluate authors’ differing points of view on the same historical event or issue by assessing the

authors’ claims, reasoning, and evidence.

• Integration of Knowledge and Ideas:• CCSS.ELA-LITERACY.RH.11-12.8

• Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

TN State Standards

• US History and Geography • US.82 – US. 203: Modern United States (1945-1979)

• Contemporary Issues• CI.7: Examine how groups and individuals influence solutions to society’s problems

• CI.8: Analyze the role of media in shaping world events and influencing public opinion

• CI.15: Describe the relationships between historical and contemporary events

• Sociology• S.35: Describe major social problems and social issues

• S.36: Analyze causes and effects of social problems and issues

• S.40: Describe ways groups resist and accommodate change

Resource Packet

• Section 1:• Readings and research for teachers on race, dialogue, and

class environment

• Section 2:• Readings and interviews for class use