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Adult Education in Racialized Spaces: How White Supremacy and White Privilege Hinder Social Justice in Adult Education
No full textAdult education practice is informed by the geographic spaces in which learning centers are located and in which outreach activities take place. Throughout American history practices such as redlining, lynching, zoning, and police brutality have been used to enforce racial segregation (Loewen, 2005; Rothstein, 2018). Thus, segregated spaces are products of white supremacy which complicate the work of adult education. The purpose of this paper is to explore how white supremacies shaping of spaces in the Midwest effects adult educators working for social justice
Examining the Intersections of Privilege through Collaborative Autoethnography: Four White Men Reflect
No full textWhite men may wonder if they are the appropriate people to engage in conversations related to diversity, equity, and inclusion or what they can possibly do to champion for social justice. In this paper, we—four White men of privilege in various roles in the advising field and leadership in professional organizations—reflect on critical Whiteness and our responsibility to challenge attitudes, facilitate discussion around issues of race, and to be allies and advocates. We will reflect through our roles on our campuses, our experiences in leadership in our professional association, and our responsibility as White men of privilege. We anticipate discussing how to serve as advocates without the White savior mentality, challenges associated with engaging in deep, critical and necessary dialogue, and leading effective change
Building the Movement in Fragile City: Creative Responses to Hyper-Development
No full textGentrification is an economic, cultural and physical expression of white privilege that displaces those with limited financial resources, especially people of color. As the USA’s most rapidly developing neighborhood,1 Long Island City (L.I.C.), Queens is transforming from industrial/residential to shiny towers with skyrocketing property values, amplified further with Amazon’s recent announcement of their proposed new headquarters, already driving prices even higher.2 As both an artist and worker in L.I.C., I am a community stakeholder. Four of my recent art projects center this contested landscape, and invite others to join me in exploring and questioning it. My work, which includes social practice projects as well as objects such as installations and paintings, can provide opportunities for those who engage with it to learn about the causes and effects of displacement due to profit-driven real estate. There will be 12 15 images from these projects with descriptive captions
Lifting the Veil: Reflections on Privilege and Reciprocal Pedagogy as a White Adult Educator
No full textThis reflective essay addresses the themes of racialization and privilege that lead me on the path to become an educator in one of the nation\u27s oldest public institution degree completion programs for adult students. It provides background information and contextualizes my own racialized experiences as a white, first generation student from a lower-/working-class background, all of which have consequently informed my teaching approaches to working with adult students in both online and blended (mixture of online and in-person classes) formats. Additionally, it also presents my concept of reciprocal pedagogy, which informs my pedagogical and curricular choices in working with adult students. Lastly, it provides a framework for educators who work with adult students, whether online or in-person, to think about and reflect upon their own positionalities as well as what informs the pedagogical and curricular choices we make
Cross Cultural Dialogue on White Cultural Identity, Power, and Privilege in a Graduate Course
No full textA graduate seminar in Adult and Community Education, addressing race, white privilege, and racism, taught annually for the last seven years, is the subject of this article. The history of the course and the community program from which it was constructed will be highlighted. This involves 20+ years of developing and administering community curricula for cross-cultural dialogues on race and racism. The article will describe the seminars impact on graduate students understanding of race, racism, power, and white privilege; increased cultural awareness, and expertise in community mobilization and social action/justice. The primary focus will be on the white students\u27 outcomes in understanding white cultural identity, power, privilege, and social action. The secondary focus will be on the students of color and their outcomes. The mixed methods research study to assess these outcomes included survey results, interviews, classroom observations, and narratives. The findings and lessons learned will be presented
