Published In
The Qualitative Report
Document Type
Article
Publication Date
9-1-2007
Subjects
Anti-racism, Social justice, Privilege, Teaching -- Qualitative research
Abstract
This article details an autoethnography project of our odysseys into the pedagogy of unlearning racism. Our know ledge creation process forced us to re-envision both our locations in, and pedagogy of, anti-racism work, with particular attention to the challenges and dangers of teaching about, to, and from White privilege within social work. In the end, we are both troubled and invigorated by what we experienced, witnessed, and supported. By asking people of color to share their personal narratives of racism in the presence of Whites, teachers, facilitators, and diversity trainers stand to continue privileging Whiteness where Whites benefit and learn at the expense of people of color.
Rights
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
DOI
10.46743/2160-3715/2007.1625
Persistent Identifier
https://archives.pdx.edu/ds/psu/43015
Citation Details
Wahab, S., & Gibson, S. T. (2007). Hybrid Chronicles: Biracial and Biethnic Perspectives on the Pedagogy of Unlearning Racism. The Qualitative Report, 12(3), 414-429. https://doi.org/10.46743/2160-3715/2007.1625
Included in
Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Justice Commons, Social Statistics Commons