Getting Out of the Left Lane: The Possibility of White Antiracist Pedagogy.
This article maintains that knowledge of the literature on multicultural education and social justice pedagogy is indispensable for white college professors who desire to teach effectively about racial justice concerns. In exploring this literature, I have noticed that many publications either artic...
| Publicado en: | Teaching Theology & Religion Vol. 17; no. 1; pp. 3 - 27 |
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| Formato: | Essay |
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Wiley-Blackwell
Jan2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=93393008&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 93393008 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Jan2014 vid: 17 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 93393008 10.1111/teth.12156 ppf: 3 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P size: 139KB tig: atl: Getting Out of the Left Lane: The Possibility of White Antiracist Pedagogy. aug: au: Teel, Karen affil: University of San Diego su: Anti-racism education Multicultural education in universities & colleges Social justice education Catholic theologians Higher education & politics Theological education Adults Higher education Catholic Church United States sug: subj: United States Anti-racism education Multicultural education in universities & colleges Social justice education Catholic theologians Higher education & politics Theological education Adults Higher education Catholic Church keyword: Antiracist Pedagogy Catholic Social Teaching Catholic Theology Multicultural Education Social Justice Pedagogy Theological Pedagogy ab: This article maintains that knowledge of the literature on multicultural education and social justice pedagogy is indispensable for white college professors who desire to teach effectively about racial justice concerns. In exploring this literature, I have noticed that many publications either articulate theory or reflect on concrete classroom strategies, while relatively few deploy theory to evaluate specific attempts at teaching for justice. This seems to me a gap worth filling. Speaking as a white, conventionally trained, Catholic theologian, I begin by explaining why I deem it appropriate to employ antiracist pedagogy. I then demonstrate that the literature on multicultural education and social justice pedagogy is essential to this effort by utilizing both types of literature, theoretical and practical, to analyze my own strategies and goals to date. Throughout, I discuss white antiracist theological pedagogy not as an accomplished fact, but as an emerging endeavor. See a companion essay in this issue of the journal (Anna Floerke Scheid and Elisabeth T. Vasko, 'Teaching Race: Pedagogical Challenges in Predominantly White Undergraduate Theology Classrooms'), and responses by the authors of both essays, also published in this issue of the journal ('Responses: Toward an Antiracist Pedagogy'). pubtype: Academic Journal doctype: Essay src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Teaching Theology & Religion holder: Wiley-Blackwell dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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