Am. Wahl et al., The controversial classroom: Institutional resources and pedagogical strategies for a race relations course, TEACH SOCIO, 28(4), 2000, pp. 316-332
The problems encountered in teaching race relations courses have been the c
entral focus of recent discussions about pedagogical approaches to controve
rsial topics. These discussions, while invaluable, fail to fully explore tw
o issues.. first, the need for collective as well as individual strategies
to deal with the problems generated by race relations courses; and second,
the unique experiences of graduate students of color teaching this class at
predominantly white universities. This paper offers a model for a collecti
ve strategy that departments can use to more effectively deal with problems
associated with such courses. This model is provided by a year-long worksh
op organized by our department to analyze and address challenges posed by r
ace relations classes. Our workshop was racially and ethnically diverse, al
lowing us a unique opportunity to deliberately explore the experiences of t
eachers of color. Drawing from this diversity, we develop a multidimensiona
l analysis of the institutional and pedagogical constraints that create pro
blems for race relations instructors, and we sketch a multidimensional appr
oach to minimizing these problems.