Abstract
Research indicates that minority students are underrepresented in our classroom curriculum (Churchill, 1995; Delpit, 1995; Ladson-Billings, 1994). Our schools are often entrenched in the Eurocentric model of education from content to methodology. In this paper, I discuss antiracist pedagogy and whiteness studies, offer a justification for utilizing antiracist pedagogy with work in whiteness studies in the communication classroom, and provide one model for incorporating antiracist pedagogical practice with graduate teaching assistants. This essay is intended to help create a dialogue with GTAs, basic course directors, and communication faculty about antiracist practices in the communication classroom.
Recommended Citation
Treinen, Kristen P.
(2004)
"Creating a Dialogue for Change: Educating Graduate Teaching Assistants in Whiteness Studies,"
Basic Communication Course Annual: Vol. 16, Article 10.
Available at:
https://ecommons.udayton.edu/bcca/vol16/iss1/10
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons