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Should ethnicity matter when teaching about 'race' and racism in the classroom?

机译：在课堂上讲授“种族”和种族主义时，种族是否重要？

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摘要

Teaching about 'race' and racism to a diverse student group can lead to some very interesting exchanges. Some of these moments are much to do with the subject content. Learning about racism often pulls on our emotional strings: black students sometimes express their hurt and anger, while white students sometimes remain silent or express their hurt, shame and discomfort. The lecturer's racialised identity is an important factor in these emotional exchanges. Black lecturers are sometimes judged for their 'loyalties and sensibilities' with the black community, while white lecturers are questioned for their understanding and sympathies with 'race'/racism issues. This paper considers how social identities and physical appearances impact on the teaching and learning process and issues of student and lecturer positionalities and identities in the Higher Education context. In particular, it examines how much being white or black can matter in teaching and learning about race and racism, and the importance of critical pedagogy. Theoretical reflections on identity construction and management are themed through these discussions. The conclusion argues that the teaching of 'race' and racism is not only about identity or ethnicity, but the development of teaching strategies that are inclusive of black experiences; and questions power structures and relations found in whitearchy and patriarchy.
机译：向多样化的学生群体讲授“种族”和种族主义可以带来一些非常有趣的交流。其中一些时刻与主题内容有很大关系。了解种族主义常常会牵扯到我们的情感纽带：黑人学生有时会表达自己的伤害和愤怒，而白人学生有时会保持沉默或表达自己的伤害，羞辱和不适。讲师的种族身份是这些情感交流中的重要因素。黑人讲师有时会因对黑人社区的“忠诚和敏感”而受到评判，而白人讲师则因对“种族” /种族主义问题的理解和同情而受到质疑。本文考虑在高等教育背景下，社会身份和外貌如何影响教学过程以及学生和讲师的位置和身份问题。特别是，它研究了白人或黑人在种族和种族主义的教与学中有多重要，以及批判教育学的重要性。通过这些讨论，对身份构建和管理的理论思考成为主题。结论认为，“种族”和种族主义的教学不仅与身份或种族有关，而且还涉及包括黑人经历在内的教学策略的发展。并质疑白领制和父权制中的权力结构和关系。

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