Teaching White Students about Racism: The Search for White Allies and the Restoration of Hope
Teaching White Students about Racism: The Search for White Allies and the Restoration of Hope
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向白人学生传授种族主义：寻找白人盟友和恢复希望
DOI：
10.1177/016146819409500412
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发表时间：
1994
期刊：
影响因子：
--
通讯作者：
B. Tatum
中科院分区：
文献类型：
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作者：
B. Tatum
在课堂上教授种族和种族主义时，如果我们的学生很难辨认出那些公开反对种族主义的当代白色男人和女人，那么我们可以合理地假设，我们的学生也无法辨认出这些名字。为什么缺乏这种令人关切的信息？正如我在其他地方讨论过的，在课堂上解决种族主义（和其他形式的压迫）问题的一个后果是在白色学生和有色人种学生中产生强烈的情感反应。特别是白色学生，当他们意识到种族主义在我们社会中的普遍存在时，往往会与强烈的内疚感作斗争。即使他们觉得自己的行为没有歧视性，他们也经常会感到“联想到内疚”。这些感觉令人不舒服，并可能导致白色学生抵制学习种族和种族主义。谁又能责怪他们呢？如果学习种族主义意味着把自己看作是一个“压迫者”，一个“坏人”，那么当然会有阻力。很少有人会主动接受这样的自我定义。但是我们为白色学生提供了什么选择呢？本文旨在探讨这一问题及其对种族主义教学的影响，使用赫尔姆斯的模型的白色种族身份的发展作为一个框架，了解白色学生的反应。我为这次讨论带来的观点是一位非裔美国女大学教授的观点，她自1980年以来一直在白色占主导地位的环境中教授和/或领导种族主义研讨会。这篇文章中所代表的学生声音来自于我的种族主义心理学课程的学生所写的期刊条目。
in teaching about race and racism in their classrooms have trouble identifying contemporary white men and women who have taken a public stand against racism, it is a reasonable assumption that our students will not be able to identify those names either. Why is this lack of information of concern? As I have discussed elsewhere, one consequence of addressing the issue of racism (and other forms of oppression) in the classroom is the generation of powerful emotional responses in both white students and students of color. White students, in particular, often struggle with strong feelings of guilt when they become aware of the pervasiveness of racism in our society. Even when they feel their own behavior has been nondiscriminatory, they often experience “guilt by association.” These feelings are uncomfortable and can lead white students to resist learning about race and racism. And who can blame them? If learning about racism means seeing oneself as an “oppressor,” one of the “bad guys,” then of course there will be resistance. Few people would actively embrace such a self-definition. But what alternatives do we offer to white students? This article is intended to explore this question and its implications for teaching about racism, using Helms’s model of white racial identity development as a framework for understanding white students’ responses. The perspective I bring to this discussion is that of an African-American female college professor who has been teaching and/or leading workshops on racism in predominantly white settings since 1980. The student voices represented in this article come from journal entries written by students enrolled in my course on the psychology of racism.