The Sound of Fury: Teaching, Tempers, and White Privileged Resistance

This essay focuses on the resistance of students situated in positions of privilege in classrooms addressing issues of dominance, identity, and oppression related to race and racism. Examining the psycho/social history of two critical aspects of resistance – defensiveness (related to guilt and shame) and denial – the author draws from both practice and theory to explicate the roots of this resistance and offer specific, effective ways to support students in moving through resistance into responsibility

The emperor has no clothes: teaching about race and racism to people who don't want to know

The Emperor Has No Clothes: Teaching About Race and Racism to People Who Don’t Want to Know is designed to offer both practical and theoretical grounding for leaders and teachers interested in effectively addressing racism as well as other oppressive constructs. The dissertation offers an overview of the role of western culture in maintaining systems of institutional and cultural oppression related to race, class, gender, and sexuality. The dynamics of cultural shift are explored; scientific, spiritual, and cultural theories about cultural transformation are investigated, as are historical periods of dynamic cultural change. The psycho/social history of resistance is examined, and successful strategies for addressing resistance, denial, and fear in the classroom are offered. Using theory, storytelling, and history, effective strategies for teaching about dominance, privilege, internalization are covered as is the importance of working with students to apply theory and engage in the collective task of creating a more just world