Deepening the Learning
Intersectional Experiential Activities to Address White Supremacy
Bibliographic Data
| ID | 2501518 |
|---|---|
| Authors | Elizabeth King Keenan (0000-0002-2994-4107, Southern Connecticut State University, corresponding author), Shuei Kozu (Southern Connecticut State University), Hunter Mayhew (Southern Connecticut State University), Evelyn Saiter-Meyers (Southern Connecticut State University), Caliyah Meggett (Southern Connecticut State University), Paige Reynolds (0000-0002-6325-5444, Southern Connecticut State University) |
| Year | 2021 |
| Volume | 21 |
| Issue | 2/3 |
| Pages | 821-840 |
| Publication date | 2021-09-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Advances in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1527-8565 • E-ISSN: 2331-4125 |
| Publisher | IUPUI University Library (PUBLISHER) |
| DOI | 10.18060/24074 |
| OpenAlex | W3202822995 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
Graduate students of multiple racial identities in predominantly White institutions enter social work programs with a wide range of knowledge about and experiences of White Supremacy, particularly the ways in which structural forms of racism continue to inflict harm, block opportunities, and perpetuate wealth inequities. In addition, White students are often challenged to grasp the ways they have been socialized to participate in perpetuating White Supremacy. This wide range of knowledge and experiences makes it likely that students will experience a range of emotions and defensive resistance necessitating skillful pedagogical design and facilitation of class interactions. Intentional use of theoretical frameworks with experiential activities can deepen self-awareness and understanding of the systemic nature of White Supremacy (Okun, 2010). In this manuscript, four students and two instructors discuss their learning experiences within a course addressing White Supremacy for students of multiple racial identities in a predominantly White institution. Post-course dialogue amongst these multiracial authors identified six core areas of learning when examining intrapersonal, interpersonal, and structural racism, cultural wealth of BIPOC peoples, and anti-racism actions. Two primary implications for education are: Weave conceptual frameworks with interpersonal experiential activities throughout the course design, and attend to interactional power dynamics during class meetings
Antinomy · Epistemology · Experiential learning · Pedagogy · Racism · Sociology · White supremacy · Critical Race Theory in Education · Gender Studies · Psychology · Racial and Ethnic Identity Research · Social Psychology · Social Work Education and Practice
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| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |