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How the Irish Became White and the Liberians Black: Race Defined through Relative Social Power |
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Abstract:
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Contextualizing the study of conflict between majority/minority race students by using comparative and historical examples is a way of breaking down the perception of the immutability of current race relations and demonstrating that status is dependent upon culturally construct social power rather than biological attributes. Creating the "ethnic continuum" as analgous to Rich's "lesbian continuum" is another way of establishing commonality without diminishing the importance of differences. Finally, using popular cultural 'learning objects' helps students to be able to break down cultural codes in popular media but also to "see" examples of theoretical concepts more readily. |
Most Common Document Word Stems:
student (26), group (19), race (14), social (13), ethnic (11), understand (10), help (10), context (10), american (9), differ (9), relat (8), also (8), women (8), societi (7), irish (7), power (7), exampl (7), major (7), liberia (7), discuss (7), privileg (7), |
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Association:
Name: APSA Teaching and Learning Conference
URL: http://www.apsanet.org
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Citation:
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MLA Citation:
| Mohan, Paula. "How the Irish Became White and the Liberians Black: Race Defined through Relative Social Power" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC, Feb 18, 2006 <Not Available>. 2008-10-09 <http://www.allacademic.com/meta/p101342_index.html> |
APA Citation:
| Mohan, P. , 2006-02-18 "How the Irish Became White and the Liberians Black: Race Defined through Relative Social Power" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC Online <PDF>. 2008-10-09 from http://www.allacademic.com/meta/p101342_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Contextualizing the study of conflict between majority/minority race students by using comparative and historical examples is a way of breaking down the perception of the immutability of current race relations and demonstrating that status is dependent upon culturally construct social power rather than biological attributes. Creating the "ethnic continuum" as analgous to Rich's "lesbian continuum" is another way of establishing commonality without diminishing the importance of differences. Finally, using popular cultural 'learning objects' helps students to be able to break down cultural codes in popular media but also to "see" examples of theoretical concepts more readily. |
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| Document Type: |
PDF |
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9 |
| Word count: |
1764 |
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| Primary Author: Paula Mohan University of Wisconsin Whitewater Title: How the Irish Became White and the Liberians Black:Race Defined through Relative Social Power Contextualizing Group Identity One of the primary challenges I face in the diversity courses that I teach is dealing with the attitude among both majority race students and minority students that race and ethnicity are essentialized attributes and that the current state of race relations they experience is immutable and has always followed the same contours |
| the theoretical level to the concrete. Conclusion: While none of these techniques will work without a solid foundation of trust and an atmosphere of open-ness in the classroom contextualizing and displacing the conceptual basis of group privilege both comparatively and historically helps to break down the reflexive defensive stance of students when attempting to generative discussions and understanding about race ethnicity religion discrimination and privilege. I have found students once they explore these ideas and understand this dynamic in |
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