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RIP Jim Crow

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

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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.
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Chapter Fourteen: Antiracist Curriculum and Pedagogy: Teaching Critical Theory, Participatory Action Research, and Narrative Storytelling to Reduce Oppression

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CHAPTER FOURTEEN

Antiracist Curriculum AND Pedagogy

Teaching Critical Theory, Participatory Action Research, and Narrative Storytelling to Reduce Oppression

THOMAS W. CHRIST



Oppression of racialized groups, indigenous people, and the disabled continues to be a worldwide problem (Christ, 2007; Kaomea, 2005; Mertens, 2007). Historically, acts such as colonization, and the suppression of knowledge, language, and culture (Denzin & Lincoln, 2011; Mertens, 2003; Meyer, 2004) have resulted in whole groups being voiceless and powerless to change their social conditions. Smith (2006) argues that traditional Western research does little to alleviate the oppression that these groups face. Fortunately, numerous innovative research techniques have recently emerged that challenge traditional methodologies that do little to support the disenfranchised. Participatory Action Research (Rahman, 2008), Auto-ethnography (Grbich, 2007), and Narrative Storytelling (Meyer, 2004) are three methodologies that have emerged to overshadow Western-based research methods promoted in postsecondary institutions that do little to alleviate imbalances in power and authority over the disenfranchised. This chapter highlights the importance of teaching research inclusive of a critical transformative and emancipatory paradigm (Greene, 2007; Kemmis, 2008) used to frame research methodologies that better meet the needs of disenfranchised minorities. This chapter also advocates for postsecondary institutions to advance more inclusive curricula designed to bring voice to the oppressed while providing students and researchers the skills they need to help advocate for the causes they believe in.

STATEMENT OF THE PROBLEM

The majority of faculty who teach research at...

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