Abstract
Antiracist pedagogy is an intellectual and political practice aimed at decolonizing racially exclusive institutional curricula and teaching practices in college and university classrooms. As such, it represents a radical incursion into the hegemonic knowledge bases and belief systems of racially privileged North American students whose previous educational and social experience has positioned them in the epistemically disadvantaged position of the “power-illiterate” (Kincheloe and Steinberg). White, middle- and upper-class students who have been taught to understand their social advantages as “natural,” and “merit-based” most often reject the central assumption in an-tiracist work, namely that U.S. society is marked by relations of domination in which some groups are targeted for oppression on the basis of race, class, gender, sexuality and others are conferred unearned advantages. Thus, at private liberal arts colleges where the student population is predominantly white and ruling-class, the U.S. Latino studies classroom becomes a space that generates white defensiveness and white resistance in an overtly politicized, counterhegemonic context. Theorizing and understanding white resistance is fundamental to the task of antiracist pedagogy, since this phenomenon (1) reflects the intellectual and ideological effects of the histories of domination that the course seeks to deconstruct, and (2) calls for a pedagogy whose methodology is attentive and responsive to the workings of white power and unexamined white identity in the classroom.
An insurgent multiculturalism takes as its starting point the question of what it means for educators and cultural workers to treat schools and other public sites as border institutions in which teachers, students and others engage in daily acts of cultural translation and negotiation. For it is within such institutions that students and teachers are offered the opportunity to become border crossers….
—Henry Giroux, “Insurgent Multiculturalism and the Promise of Pedagogy”
The border is all we share/La frontera es lo único que compartimos
—Guillermo Gómez-Peña, “The Multicultural Paradigm”
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Works Cited
Acuña, Rodolfo. Occupied America: A History of Chicanos. New York: Harper & Row, 1988.
Alcoff, Linda Martín. “Who’s Afraid of Identity Politics”? Reclaiming Identity. Ed. Paula M. L. Moya and Michael Hames-García. Berkeley: University of California Press, 2000, 312–344.
—— “Latina/o Identity Politics.” The Good Citizen. Ed. David Batstone and Eduardo Mendieta. New York: Routledge, 1999, 93–112.
Anzaldúa, Gloria. Borderlands/La Frontera: The New Mestiza. San Francisco: Spinster/Aunt Lute, 1987.
—— “The Homeland Aztlán.” Borderlands/La Frontera: The New Mestiza. San Francisco: Spinster/Aunt Lute, 1987, 1–13.
Deay, Ardeth and Judith Stitzel. “Reshaping the Introductory Women’s Studies Course: Dealing Up Front with Anger, Resistance, and Reality.” The Feminist Teacher Anthology: Pedagogies and Classroom Strategies. Ed. Gail Cohee, Elisabeth Daumer, Theresa Kemp, Paula Krebs, Sue Lafky, Sandra Runzo. New York: Teachers College Press, Columbia University, 1998, 87–97.
Delgado, Richard and Jean Stefancic. Critical White Studies: Looking Behind the Mirror. Philadelphia: Temple University Press, 1997.
de Sousa, Ronald. “The Rationality of Emotions.” Explaining Emotions. Ed. Amelie O. Rorty. Berkeley: University of California Press, 1980, 127–51.
Ellsworth, Elizabeth. “Why Doesn’t This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy.” Feminisms and Critical Pedagogy. Ed. Carmen Luke and Jennifer Gore. New York: Routledge, 1992, 90–119.
Flores, Juan. From Bomba to Hip-Hop: Puerto Rican Culture and Latino Identity. New York: Columbia University Press, 2000.
Freire, Paulo. Pedagogy of the Oppressed. New York: Herder, 1972.
Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development. Cambridge, Massachussetts: Harvard University Press, 1982.
Giroux, Henry. “Radical Pedagogy and the Politics of Student Voice.” Interchange 17 (1986): 48–69.
—— “Insurgent Multiculturalism and the Promise of Pedagogy.” Pedagogy and the Politics of Hope. Boulder: Westview Press, 1997, 234–253.
Gómez-Peña, Guillermo. “The Multicultural Paradigm.” High Performance (Fall 1989): 18–27
Gonzáles, Rodolfo “Corky.” “I Am Joaquín.” Literatura Chicana 1965 – 1995: An Anthology in Spanish, English and Calo. Ed. David William Foster and Manuel de Jesús Hernández Gutiérrez. New York: Garland Publishing, 1997, 207–222.
Harding, Sandra. “Rethinking Standpoint Epistemology: What is Strong Objectivity?” Feminist Epistemologies. Ed. Linda Martín Alcoff and Elizabeth Potter. New York: Routledge, 1993, 49–82.
hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.
—— ”Toward a Revolutionary Feminist Pedagogy. Talking Back: Thinking Feminist, Thinking Black. Boston, MA: South End Press, 1989, 49–54.
Kincheloe, Joe et al. White Reign: Deploying Whiteness in America. New York: St. Martin’s Press, 1998.
Kincheloe, Joe L. and Shirley R. Steinberg. “Addressing the Crisis of Whiteness: Reconfiguring White Identity in a Pedagogy of Whiteness.” White Reign: Deploying Whiteness in America. Ed. Joe Kincheloe et al. New York: St. Martin’s Press, 1998, 3–29.
Lowe, Lisa. “Imagining Los Angeles in the Production of Multiculturalism.” Mapping Multiculturalism. Ed. Avery F. Gordon and Christopher Newfield. Minneapolis, Minnesota: University of Minnesota Press, 1996, 413–434.
Macdonald, Amie A. “Racial Authenticity and White Separatism: The Future of Racial Program Housing on College Campuses.” Reclaiming Identity: Realist Theory and the Predicament of Postmodernism. Ed. Paula M. L. Moya and Michael Hames-García. Berkeley: University of California Press, 2000, 205–225.
Maher, Frances and Mary Kay Thompson Tetreault. “They Got the Paradigm and Painted it White.” White Reign: Deploying Whiteness in America. Ed. Joe Kinche-loe et al. New York: St. Martins Press, 1998, 148–160.
Mayberry, Maralee and Ellen Cronan Rose. “Teaching in Environments of Resistance: Toward a Critical, Feminist and Anti-Racist Pedagogy.” Meeting the Challenge: Innovative Feminist Pedagogies in Action. New York: Routledge, 1999, 23–46.
McIntosh, Peggy. “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies.” Critical White Studies: Looking Behind the Mirror. Ed. Richard Delgado and Jean Stefancic. Philadelphia: Temple University Press, 1997, 291–299.
Mohanty, Chandra Talpade. “On Race and Voice: Challenges for Liberal Education in the 1990s.” Beyond a Dream Deferred: Multicultural Education and the Politics of Excellence. Ed. Becky W Thompson and Sangeeta Tyagi. Minneapolis: University of Minnesota Press, 1993, 41–65.
Mohanty, Satya P. “The Epistemic Status of Cultural Identity: On Beloved and the Postcolonial Condition.” Reclaiming Identity: Realist Theory and the Predicament of Postmodernism. Ed. Paula M. L. Moya and Michael Hames-García. Berkeley: University of California Press, 2000, 29–66.
Moraga, Cherríe. Loving in the War Years: Lo que nunca pasó por sus labios. Boston: South End Press, 1983.
—— “La Güera.” Loving in the War Years: Lo que nunca pasó por sus labios. Boston: South End Press, 1983, 50–59.
Moya, Paula M. L. “Postmodernism, “Realism,” and the Politics of Identity: Cherríe Moraga and Chicana Feminism.” Reclaiming Identity: Realist Theory and the Predicament of Postmodernism. Ed. Paula Moya and Michael Hames-García. Berkeley: University of California Press, 2000, 67–101.
Narayan, Uma. “Working Together Across Difference: Some Considerations on Emotions and Political Practice.” Hypatia 3 (Summer, 1988): 31–47.
Nieto, Sonia. “From Brown Heroes and Holidays to Assimilationalist Agendas: Reconsidering the Critique of Multicultural Education.” Multicultural Education, Critical Pedagogy, and the Politics of Difference. Ed. Christine Sleeter and Peter McLaren. Albany: State University of New York, 1995, 191–220.
Nussbaum, Martha. Love’s Knowledge. New York: Oxford University Press, 1990.
Rodríguez, Nelson A. “Emptying the Content of Whiteness: Toward an Understanding of the Relation between Whiteness and Pedagogy.” White Reign: Deploying Whiteness in America. Ed. Joe L. Kincheloe et al. New York: St. Martin’s Press, 1998, 31–62.
Roman, Leslie. “White is a Color! White Defensiveness, Postmodernism and Anti-racist Pedagogy.” Race, Identity and Representation in Education. Ed. Cameron McCarthy and Warren Crichlow. New York: Routledge, 1993, 71–88.
Sánchez-Casal, Susan. “In a Neighborhood of Another Color: Latino/a Struggles for Home.” Burning Down the House: Recycling Domesticity. Ed. Rosemary Marangoly George. Boulder, CO: Westview Press, 1998, 326–354.
—— and Amie A. Macdonald. “Feminist Reflections on the Pedagogical Relevance of Identity.” Twenty-First-Century Feminist Classrooms: Pedagogies of Identity and Difference. Palgrave Macmillan, 2002, 1–28 [Introduction, this volume].
Scheman, Naomi. “Anger and the Politics of Naming.” Women and Language in Literature and Society. Ed. Sally McConnell-Ginet, Ruth Borker, and Nelly Furman. New York: Praeger, 1980, 174–87.
Sleeter, Christine E., and Peter McLaren. Multicultural Education, Critical Pedagogy, and the Politics of Difference. New York: State University of New York Press, 1995.
Srivastava, Aruna. 1997. “Anti-Racism Inside and Outside the Classroom.” Dangerous Territories: Struggles for Difference and Equality in Education. Ed. Leslie G. Roman and Linda Eyre. New York: Routledge, 1997, 113–125.
Tatum, Beverly Daniel. “Talking About Race, Learning About Racism: The Application of Racial Identity Development Theory in the Classroom.” Harvard Educational Review 62.1 (1992): 1–24.
—— ”Teaching White Students about Racism: The Search for White Allies and the Restoration of Hope.” Teachers College Record 95.4 (Summer 1994): 462–475.
Trinh T Minh-ha. Woman, Native, Other. Bloomington: Indiana University Press, 1989.
Zentella, Ana Celia. “The ‘Chiquitafication’ of U.S. Latinos and Their Languages, OR, Why We Need an Anthropolitical Linguistics.” Salsa III Austin: University of Texas, (April 7–9, 1995): 1–18.
Editor information
Copyright information
© 2002 Amie Macdonald and Susan Sánchez-Casal
About this chapter
Cite this chapter
Sánchez-Casal, S. (2002). Unleashing the Demons of History. In: Macdonald, A.A., Sánchez-Casal, S. (eds) Twenty-First-Century Feminist Classrooms. Comparative Feminist Studies Series. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230107250_3
Download citation
DOI: https://doi.org/10.1057/9780230107250_3
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-0-312-29534-9
Online ISBN: 978-0-230-10725-0
eBook Packages: Palgrave Social & Cultural Studies CollectionSocial Sciences (R0)