Group 7 Questions: Picower and McDonough

Picower:

1. Picower talks a lot about the resistance to a critical consciousness in order to protect the hegemonic white supremacy patterns in our society. One root of this problem Picower suggests is the refusal to take agency in discussions of race relations. The examples provided by white female teachers demonstrate this, transferring the blame onto other generations, other people, etc. What would be a productive way for white female teachers to recognize their membership in the dominant, privileged culture in a classroom setting that is majority non-white? How can a teacher actively acknowledge membership in the dominant culture in such a a way that acknowledges agency on issues of race relations and productively use that privilege for the benefit of minority students?

2. The Picower article focuses on white teachers in non-white classrooms. I wonder how white teachers in predominantly white classrooms might approach agency and race relations. The teachers in the article illustrate the internalized racism that their own teachers clearly perpetuated or refused to address. How might educators in a mostly white school system address the topic of racism in today's society that counteracts institutionalized racism?

3. A touchy issue Picower addresses is the "I just want to help them" tool. I am inclined to believe that incentives such as volunteer service in surrounding communities is a positive way to advocate social justice and spread awareness that change is needed. I know my school system as well as Boston College present opportunities for service in surrounding, underprivileged communities. However, Picower suggests this approach positions minorities as helpless and inferior. How, then, can a school system implement and address social justice issues and encourage involvement of its students in a way that does not perpetuate this oppression and internalized racism?

McDonough:

4. "Pathways to Critical Consciousness" presents similar issues in a slightly different light than Picower. One common topic is the taboo nature of discussions surrounding race and racism in society and in the classroom. Jaclyn, who seems to be overall a progressive, critically aware teacher, still struggled with the issue of facing modern, internalized racism in the classroom. What is a good way for teachers to tie in America's race history with today's manifestation of racism in society? How can white teachers open up a space for conversation about these relations when teaching majority non-white students without seeming disconnected from the experiences of racism?

2. Jaclyn's discussion of Roll of Thunder, Hear My Cry: "does [Kevin] realize that just upstairs, in the 'advanced' classes, the other fifth grades, with a higher percentage of white students, have access that he and his classmates do not have...?" This made think about the phrase ignorance is bliss. Should teachers embrace this sort of understanding that things are getting better? Doesn't that encourage non-white students to have confidence and a desire to succeed in the classroom considering things have been worse in the past? Or do teachers make sure to constantly remind students that we still live in a racist society? It seems to me teachers should find some sort of delicate balance between these two perspectives...what do you think?