Brave Community: Teaching and Learning Race in College in the 21st Century
Open/View files
Date
May 9, 2017
Author(s)
The Harvard community has made this article openly available. Please share how this access benefits you.
Citation
de Novais, Janine. 2017. Brave Community: Teaching and Learning Race in College in the 21st Century. Doctoral dissertation, Harvard Graduate School of Education.
Abstract
Sociological evidence consistently demonstrates that racial progress coexists with persistent racial inequality in American society. Recently, increased evidence of police brutality against black citizens, as well as the 2016 presidential election, clearly confirms that, even in the wake of the Obama era, racial conflict plagues American democracy. There is a widely held consensus that college is an optimal time to engage American undergraduates with the challenges and possibilities of the country’s racial diversity. With that in mind, I explored whether college classrooms, in particular, might be optimal spaces for this engagement. I investigated the experience of undergraduates at a private, selective university, to ask how classroom experiences in courses on race might influence students’ understanding of race, if at all. I found that, drawing from the academic grounding that the classroom provided, students displayed increased capacity to engage with one another in intellectually courageous and empathetic ways. Further, I found that students’ understandings of race became more complex and more self-authored. I call this process—linking classroom dynamics to learning about race—brave community.
Terms of Use
This article is made available under the terms and conditions applicable to Other Posted Material (LAA), as set forth at Terms of Service
Collection