Race, racialization, critical race theory and TESOL Week 11 and Week 12 1) Kubota and Lin’s chapter on race, culture and identities 2) Kumaravadivelu’s article on cultural stereotypes 3) Ibrahim’s article Rap and Hip-hop, race, gender and identity and the politics of ESL 4) McKay and Bokhorst-Heng Chapter 1 and 2
Transcript
1. Week 11 and Week 121) Kubota and Lins chapter on race,
culture and identities2) Kumaravadivelus article on cultural
stereotypes3) Ibrahims article Rap and Hip- hop, race, gender and
identity and the politics of ESL4) McKay and Bokhorst-Heng Chapter
1 and 2
2. What is your definition of race and racism? Does racism
exist today?What is white privilege? Does white privilege exist
today?
3. I think whites are carefully taught not to recognize white
privilege, as males are taught not to recognize male privilege. So
I have begun in an untutored way to ask what it is like to have
white privilege. I have come to see white privilege as an invisible
package of unearned assets that I can count on cashing in each day,
but about which I was "meant" to remain oblivious. White privilege
is like an invisible weightless knapsack of special provisions,
maps, passports, codebooks, visas, clothes, tools , and blank
checks.
4. Peggy McIntosh identified some of the dailyeffects of white
privilege in her life. Read herstatements and discuss which one of
theseyou can count on. At the end of this list, tryto think of two
more ways you have privilegebased on your race.
5. Many issues that we discuss are racial issues, suchas
immigrant identity and culture, politics ofESL, transnationality,
and citizenship.. These arecomplex, racialized issues, yet they are
usuallydiscussed in non-racial
language.http://www.languageonthemove.com/kay-ingleton
6. Infant morality rate 146% higher Lack of health insurance
coverage 42.3% more likely Median income rate 55.3% lower Poverty
rate 173% higher 1:5 wealth gap regardless of income level Life
chances of imprisonment 447% higher Rate death by homicide 521%
higher Percent with a college degree or beyond 59.5% lower Average
life span 5.5 years lessU.S. Census Bureau, Statistical Abstract of
the United States: 2004-2005 & U.S. Department ofJustice,
Office of Justice Programs, Bureau of Justice Statistics.
7. Racialdifferences has increasingly been replaced by the
notion of cultural difference to exclude experiences of certain
racial and ethnic groups (sounds more benign?). Racism as a
discursive construct: Racism is a discourse and practice of
inferiorizing ethnic groupsremember the experiences of Lin and
Kubota as Asian, non- native English speaking teachers. They
experienced unequal relationships in employment.
8. Examining different forms of racism is important. The
ideology of exclusion as a rhetorical device.Statements like:I am
not racist, but.[a xenophobic idea]Why do I have to pay for the
challenges ofa minority group?But, I have many Black friends
9. stating racial views in a principled manner-Type of racism
that acts as if skin color does not matter even when it does.It is
the most common form of racism among Americans who grew up after
the fall of Jim Crow http://www.ferris.edu/jimcrow/what.htm
http://www.ferris.edu/jimcrow/what/
10. Its not race, its economics Its not race, its culture Its
not race, it depends on a persons background Im not prejudiced, but
Im not black, but One of my best friends is black. My cousin
married a black man. I voted for Barack Obama. I dont see you as
black.Racism and the hegemony of whiteness as discoursespermeate
every corner of society and shape socialrealities.
11. Racial Ideology is an interpretative repertoire.
Storylines:Often based on socially shared tales that are
fable-like. My best friend lost a job to a black man orBlack women
are welfare queens; I think the pastis past TestimoniesPersonal
lived experiences. I know this for a factsince I have worked all my
life with blacksRecognizing our white privilege.
12. Constellationof four cognitive frames that tend to lead to
racist beliefs, attitudes, and actions without necessitating
underlying negative prejudice. (1) Minimization of
racism/inequality (2) Biologization of culture (3) Naturalization
of status quo (4) Abstract liberalism Source: Eduardo Bonilla-Silva
(2003). Racial attitudes or racial ideology. Journal of political
ideology
13. Color-blind frames are not caused by prejudice, but might
produce prejudice. Social functions of racial ideology:All actors
develop a racial identity (are racialized) aspart of their sense of
self. This happens whetheractors are aware of it or not and whether
they wantit or not. Individuals cognitions are alwaysembedded in
the social world and thus their acts ofself-recognition are always
racialized.
14. Segregation has historical reasons, its not a matter
choice--weneed to understand the reasons of segregation. Ask, why?
Segregation forced by REDLINING: It describes the practice of
marking a red line on a map todelineate the area where banks would
not invest; later the termwas applied to discrimination against a
particular group of people(usually by race or sex) no matter the
geography. During theheyday of redlining, the areas most frequently
discriminatedagainst were black inner city neighborhoods Who would
choose to live in a severely impoverished neighborhood when a
better alternative exists? Even if you assume that poverty is a
necessary component of capitalism, not clear why race and poverty
should correlate so strongly.
15. What definitions of race do you see in this article? Why is
it significant to discuss the issue of race/racism,/racialization
in TESOL/BE?
16. Racial categories are not biologically determined. They
have no biologic foundation. Racial differences are used for
legitimizing divisions of human beings.Race is a concept which
signifies andsymbolizes social conflicts and interests byreferring
to different types of human bodies
17. Race is socially and historically constructed and shaped by
discourses that give specific meanings to the ways we see the
world, rather than reflecting the illusive notion of objective,
stable and transcendent truths p. 474
18. Abandoning race as an analytical category and focusing on
racializing This discussion could politically mobilize racially
oppressed groups to create solidarity and resistance (p.475)
19. Sociocultural characteristics?but how are transnational
individuals characterized? Just as race is not determined
biologically, ethnicity does not denote innate or biological
attributes.http://www.languageonthemove.com/kay-ingleton
20. Institutional or structural racism invades society and
shapes social relations, practices, and institutional structures.
Epistemological racism is based on the knowledge, and practices
that privilege the European modernist White civilization. *It is
also reflected in North American textbooks for biology, history,
and English just to name a few.
21. CRT investigates and transforms the relationships among
race ideas, racism, and power. Racism is deeply ingrained in the
ordinary ways in which everyday life in our society operates and
thus it cannot be fixed by color-blind policies of superficial
quality. Because racism benefits both White elites and
working-class people, large segments of society have little
incentive to eradicate it.(p.482) In addition to language, the ways
that race, gender, class, national origin, and sexual identity
intersect are taken into account as important factors in and racial
discrimination.
22. Amethod of telling stories of those people whose
experiences are not often told.A tool for exposing, analyzing, and
challenging the majoritarian stories of racial privilege.
23. Promoting social justice and equity through critical
examinations of power and politics that produce and maintain
domination. Explicitly engage teachers and students in dialogues on
relations of power with regard to race, gender, class, and other
social categories. Go beyond the liberal approach to
multiculturalism which is a difference-blind egalitarian vision
which perpetuate exotic Other (i.e.. Heroes, costumes and holidays
approach). Encourage students to confront racism and other kinds of
social injustices.
24. A critique of knowledge-transmission- oriented and
fact-focused approaches to teaching, which serve to perpetuate the
dominant ways of interpreting the world. This interaction leads to
antiracist education.
25. Becoming black meant learning BESL The become is historical
Hip-hop/rap: a way of dressing, walking, talking. Has been formed
as voice for voicelessness. Explored hopes, political and historic
experience of the Blacks. Who do we as social subjects living
within a social space desire to become? Whom do we identify with?
What investment do we have in doing so?
26. African youth find themselves in a racially conscious
society that wittingly or unwittingly asks them to racially fit
somewhere. Desire to belong to a location, a politics, a memory, a
history and hence a representation.
27. Adopting: Black English Black cultural norms Black values
See examples of BE talk on pg 363Performing acts of desire: desire
to belongsomewhere
28. In becoming black, the African youth were interpellated by
black popular culture: A deliberate counterhegemonic undertaking
(p. 365) Language learning is not free of the politics of identity.
L2 learners in this study wanted to learn marginalized linguistic
norms as target.
29. Tolearn is to invest something that has a personal or a
particular significance to who one is or what one has become.
Because language is never neutral, learning it cannot and should
not be.
30. Ibrahim proposes integrating marginalized subjects and
their voices into the curricula. In your groups, come up with three
classroom activity that will reflect this pedagogical philosophy.
What does Ibrahim mean when he say Schools unwittingly or wittingly
sanction certain identities and accept their linguistic norm by
doing nothing more than assuming them to be the norm; we as
teachers should remember that these identities are raced, classed,
sexualized and gendered (p. 367).