Show Less
Restricted access

RIP Jim Crow

Fighting Racism through Higher Education Policy, Curriculum, and Cultural Interventions

Series:

Edited By Virginia Stead

Together we can build enough momentum to see Jim Crow lying silent and still in his grave.
This book shouts out ways that we can and must respond to the sickening accumulation of racially inspired and systemically sanctioned deaths. Today, we remember the passing of young, Black Michael Brown in Ferguson, Missouri. In responding to this event, we are determined to dismantle the alexithymia (indifference to the suffering of others) that pervades our campuses. It is nothing less than a by-product of racism protected by the illusion of democracy.
RIP Jim Crow contains three sections: (1) Antiracist Theory and Policy; (2) Antiracist Administration, Curriculum, and Pedagogy; and (3) Antiracist Cultural Interventions.
Each of the 31 chapters contributes to the normalization of anti-racist policy within academic institutions, antiracist discourse within academic cultures, and institutional praxis that upholds speaking out against racist activity. The hope is that this book will also reduce racism in the broader world through academic relationships with community partners.
Show Summary Details
Restricted access

Chapter Twelve: Bridges of Accessibility: Signature Pedagogies in Graduate Education

Extract

CHAPTER TWELVE

Bridges OF Accessibility

Signature Pedagogies in Graduate Education

ELIZABETH C. REILLY



I refuse to accept the idea that man is mere flotsam and jetsam in the river of life, unable to influence the unfolding events, which surround him. I refuse to accept the view that mankind is so tragically bound to the starless midnight of racism and war that the bright daybreak of peace and brotherhood can never become a reality.

—MARTIN LUTHER KING, JR. (1964)

INTRODUCTION

One of my graduate students in education—a young, African American man, Dennis Latimore, who is a second-year corps member with Teach for America—described his experience of helping his fifth-grade children, who were all African American, begin to imagine and prepare for college. He began the unit by asking the children to write a college entrance essay from the several found on the University of California website. The culminating activity was a visit to our university. During a debriefing of the day’s events after returning to their school, the youngsters recalled the tour of the lovely, state-of-the-art facilities and, perhaps the highlight of the day, shaking paws with the university mascot, Iggy Lion. Few of the children had ever visited a college campus, and they were clearly impressed. One girl, however, shared how the visit had left her perplexed. She queried, “Mr. Latimore, why didn’t we see anyone who looked like us?” Her teacher...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.