Addressing Emotionally and Politically Charged News with Students
This resource is intended to help the UW community, particularly faculty and staff, navigate important conversations about violence perpetrated against communities of color. In this resource guide, you will find strategies for fostering thoughtful and difficult conversations in light of emotionally and politically charged news as well as mental health resources for students who may need additional support during challenging times.
Visit the Husky Health and Well-Being’s mental health page for more resources.
Discussing Current Events of Racial Violence in the US
#Charlottesville, #StandingRock, #Blacklivesmatter. Racial violence, including police violence against African-Americans, has gained national visibility as people strive to make sense of and consider how to address the these events. This curated list of readings includes articles for learning about and discussing current racial violence in university classrooms in meaningful ways. Are there resources or practices that you’ve found helpful when discussing these topics with your students? If so, please share them with us at firstname.lastname@example.org.
Current events of racial violence in the US
Writings related to the Black Lives Matter movement:
- Garza, A. (2017). A herstory of the #BlackLivesMatter movement. Retrieved at Blacklivesmatter.com.
- Butler, J., Yancy, G. (2015 January 12). What’s wrong with ‘All Lives Matter’? The New York Times Opinionator. (Note: This is fifth in a series of interviews by Dr. George Yancy with philosophers on the topic of race).
- Cheney-Rice, Z. (2015 February 5). The police are killing one group at a staggering rate, and nobody is talking about it. Identities.Mic.
- Clifton, D. (2015 May 11). Black women are getting killed by police too – so why aren’t more people discussing it? Identities.Mic.
- See also: #Sayhername. Campaign by the African American Policy Forum.
- Hipkins, J. (2014). Teaching #BlackLivesMatter. Teaching For Change.org.
- Keeanga-Yamahtta Taylor, K.Y. (2016). From #BlackLivesMatter to Black Liberation. Chicago, IL: Haymarket Books.
- Parry, M. (2017 April 23). Reframing ‘Black Lives Matter’: Christopher J. Lebron seeks to set the movement on firmer conceptual ground. The Chronicle Review in The Chronicle of Higher Education.
- Ransby, B. (2015 Fall). The Class Politics of Black Lives Matter. Dissent Magazine.
- Watson, D., Hagopian, J., Au, W. (2018). Teaching for Black Lives. Rethinking Schools. See also:
- Teaching for Black Lives (website).
- Book review: Strauss, V. (2018 Jul 10). ‘Teaching for Black Lives’ — a handbook to help all educators fight racism. The Washington Post, Answer Sheet.
Writings about the shooting of ten people at Emanuel African Methodist Episcopal Church on June 17th, 2015 in Charleston, South Carolina and related events:
- African American Intellectual History Society (2015). #Charlestonsyllabus.
- The Learning Network (2015 June 23). #CharlestonSyllabus: A reading list to contextualize the massacre. The New York Times.
- Williams, C., Williams, K.E., Blain, K.N. (Eds.) (2016). Charleston Syllabus: Readings on Race, Racism, and Racial Violence. Athens, GA: University of Georgia Press.
An initial list of resources on the events surrounding the “Unite the Right” rally organized by white supremacists, neo-Nazis and Ku Klux Klan members on August 11th and 12th, 2017 in Charlottesville, VA. One woman was killed and 19 people were injured when a speeding car drove into a group of counter-protestors.
- Bruff, D. (2017). Teaching after Charlottesville.
- #CharlottesvilleCurriculum on Twitter.
- Collins, C. (2017). What is the alt-right? Teaching Tolerance.org.
- Halley, C. (2017). Charlottesville Syllabus: Readings on the History of Hate in America.
- Southern Poverty Law Center (2011). Ku Klux Klan: A history of racism.
- Strauss, V. (2017 Aug. 13). The first thing teachers should do when school starts is talk about hatred in America. Here’s help. The Washington Post.
- Teaching Newsletter, August 17, 2017. The Chronicle of Higher Education Teaching Newsletter.
- University of Virginia Graduate Student Coalition (2017). Charlottesville syllabus — Zine #1 for August 12, 2017.
Discussions about the fatal shooting of Michael Brown by a police officer on August 9, 2014, in Ferguson, Missouri and related events:
- Alick, C., Sandberg-Zakian, M. (2014, Dec. 17). The Ferguson theatre syllabus. American Theatre.
- Sociologists for Justice (2015). Ferguson syllabus.
- Crutchfield, R. (2014, December 6). The consequences of past and present racial oppression in Ferguson and elsewhere [Editorial]. The Seattle Times, Opinion.
- Howard, J. (2015 January 6). ‘Ferguson did not happen in a vacuum’: Historians discuss a flash point for protest and their role in explaining it. The Chronicle of Higher Education.
- Schuman, R. (2014, Sept. 8). The birth of the #FergusonSyllabus. Slate Magazine.
- Wright, B. (2014 November 25). Teaching in the shadow of the Darren Wilson verdict. Teaching United States History.co.
Writings about the shooting on June 12th, 2016 in which forty-nine individuals were killed and 53 wounded during Latin night at the Pulse Nightclub, an LGBTQ club in Orlando, Florida.
- Choices Program, Brown University (n.d.). Resource guide on the Orlando nightclub shooting.
- Indiana University Bloomington Libraries (2017). #PulseOrlandoSyllabus.
- Schulten, K., Gonchar, M., Doyne, S. (2016 June 13). Teaching and learning resources | The attack in Orlando.
Washington Post (2016 June 12). The lives lost in Orlando.
Resources that speak to the need for greater awareness of violence against transgender people of color:
- di Bartolo, A. N. (2015 Spring). Rethinking gender equity in higher education. Diversity & Democracy, Vol. 18(2). American Association of Colleges & Universities.
- Kellaway, M (2015). Philadelphia sees eighth murder of a trans woman in U.S. this year. The Advocate.
- Michaels, S. (2015 June 26). It’s incredibly scary to be a transgender woman of color right now. Mother Jones.
- National Coalition of Anti-Violence Programs (NCAVP), (2015). Lesbian, Gay, Bisexual, Transgender, Queer and HIV-Affected Hate Violence in 2015.
- Transgender Day of Remembrance
- Transgender Day of Visibility
- National Center for Transgender Equality (2015 March 31). Historic white house briefing on trans women of color marks Trans Day of Visibility.
Resources for teaching about the protests over the Dakota Access Pipeline by the Standing Rock Sioux Reservation and allied tribes in North Dakota that began in April 2016.
- Gonchar, M. (2016 Sept. 9). “ I Want to Win Someday”: Tribes make stand against pipeline. The Learning Network: Teaching & Learning with The New York Times. The New York Times.
- Harris, K., Goncharnov, M. (2016 Nov 30). Battle over an oil pipeline: Teaching about the Standing Rock Sioux protests. The New York Times.
- Morris, A. (2016 Dec 5). #NoDAPL: Teaching the value of protest. Teaching Tolerance, Southern Poverty Law Center.
- NYC Stands with Standing Rock Collective (2016). #StandingRockSyllabus. NYC Stands with Standing Rock.
- More about the #StandingRockSyllabus project:
- Chrisler, M., Dhillon, J., Simpson, A. (2016 Oct. 21). The Standing Rock Syllabus Project: On behalf of the New York City Stands with Standing Rock Collective. Public Seminar.
- d’Errico, P. (2016 Nov. 20). StandingRockSyllabus: Learn from it, teach with it. Indian Country Today.
- More about the #StandingRockSyllabus project:
- Wolfe-Rocca, U. (2017). Standing with standing rock: A role play on the Dakota Access Pipeline. Teaching a People’s History, Zinn Education Project.
Effectively facilitating discussions about race
- Bell, J. (2014 December). How to improve the discussion of race in the classroom. The Chronicle of Higher Education.
- Guerrero L. (2008). Teaching race in the 21st century: College teachers talk about their fears, risks, and rewards. New York, NY: Palgrave Macmillan.
- Landreman, L. M., (Ed.) (2013). The art of effective facilitation: Reflections from social justice educators. Stylus Publishing, LLC, Sterling, VA.
- Rose, T. (2011 April 26). Creating conversations on justice. TEDx Talks at Brown University.
- Bonilla-Silva, E. (2010). Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America. (3rd ed). Lanham, MD: Rowman and Littlefield Publishers.
- DiAngelo, R. (2011). White fragility. International Journal of Critical Pedagogy, Vol 3(3), pp 54-70.
- Frankenberg, R. (1996). “When we are capable of stopping, we begin to see” Being White, seeing Whiteness. In B. Thompson and S. Tyagi (Eds), Names We Call Home: Autobiography on Racial Identity (pp. 3-18). New York, NY: Routledge.
- Hytten, K., Adkins, A. (2001). Thinking through a pedagogy of Whiteness. Educational Theory, Vol. 51(4), 433-450.
- Ladson-Billings, G. (2006). Yes, but how do we do it? In J. Landsman, & C. W. Lewis (Eds). White Teachers, Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism (pp. 29-42). Sterling, VA: Stylus.
- Leonardo, Z. (2002). The souls of White folk: Critical pedagogy, whiteness studies, and globalization discourse. Race Ethnicity and Education, Vol. 5(1), 29-50.
- McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Excerpted from Working Paper 189, White privilege and male privilege: A personal account of coming to see correspondences through work in Women’s Studies.
- Rothman, J. (2014 May 12). The origins of “privilege.” (Interview with Peggy McIntosh). The New Yorker.
- Tatum, B. (1992). Talking about race, learning about racism: The ‘application of’ racial identity development theory in the classroom. Harvard Educational Review, 62(1), 1–24. (Identifies three sources of student resistance to talking about race and learning about racism as well as some strategies for overcoming student resistance).
Negotiating “hot moments
- Harvard University, Derek Bok Center for Teaching and Learning (2010). Teaching in a Racially Diverse Classroom.
- UW Center for Teaching and Learning (2017). Inclusive teaching strategies.
- UW Center for Teaching and Learning (2017). Responding to disruptions in the classroom.
- Warren, L. (2000). Managing hot moments in the classroom. Derek Bok Center for Teaching and Learning, Harvard University.
- Grollman, E.A. (2015). Navigating difficult dialogue in the classroom. Conditionally Accepted: A Space for Scholars on the Margins of Academia.
- Sue, D.W., Capodilupo, C. M., Torino, G. C.; Bucceri, J.M., Holder, A. M. B., Nadal, K. L., Esquilin, M.. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, Vol 62(4), pp. 271-286.
Related resources at the UW
- ADVANCE: Center for Institutional Change
- Center for Communication, Difference, and Equity
- Diversity portal at UW Bothell
- UW Tacoma Center for Equity and Inclusion
- Intergroup Dialogue, Education, and Action (IDEA Center)
- Law School Racial Justice Tumblr
- Race and Equity Initiative
- Theater for Change UW
- Walter Chapin Simpson Center for Humanities