Berube, Michael. "Should I Have Asked John to Cool It? Standards of Reason in the Classroom." Chronicle of Higher Education. 12/5/2003, Vol. 50 Issue 15, pB7.
Presents an article about the standards of reasoning that may be implemented in classrooms, in relation to student behavior. Inevitability of conflict in classrooms due to race differences; Evolution of campus conservatism; Idea behind academic freedom.
Housee, Shirin. "Should ethnicity matter when teaching about 'race' and racism in the classroom?" Race, Ethnicity & Education. Dec2008, Vol. 11 Issue 4, p415-428.
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.
Rothschild, Teal. "'Talking Race' in the College Classroom: The Role of Social Structures and Social Factors in Race Pedagogy." Journal of Multicultural Counseling & Development. Jan2003, Vol. 31 Issue 1, p31.
This article examines the role of race in the college classroom. Two types of college institutions in which the author has had personal teaching experience are examined. It is argued that educators should tailor a particular pedagogy on the basis of the unique contexts in which they teach.
Staples, Brent "Just walk on by: A black man ponders his power to alter public space." Literary Cavalcade. Sep98, Vol. 50 Issue 5, p38.
Focuses on the influence of social stereotypes on the way people see and treat black men. Author's frustration when a woman tried to avoid him while walking down a street; Feelings of alienation whenever he saw people fear him because he is black; Reflections on Norman Podhoretz's essay `My Negro Problem--And Ours' and Podhoretz's hatred of blacks.