The authors have each taught prior university-level courses on right-wing and white nationalist social movements, and draw on their experiences to advance a review of the process and politics of critical education.Īs illustrations of some of the themes and foci relevant to such pedagogy, the authors discuss teaching about the role of the state in enabling white nationalism, the rhetorics of extremism and domestic terrorism, and the relationship between patriotism and white nationalist mobilization. This paper engages imperatives, learning objectives, and ethical and psychological challenges involved in developing and delivering pedagogy about white nationalism. These educational deficits have alarming implications, signaling a lack of public readiness to engage and challenge white nationalist movement building. Notwithstanding the public presence, impact, and virulence of white nationalist organizations, education - whether in communal spaces, or in higher or secondary education - remains thin. In the United States, white nationalist movements embody a set of white supremacist tropes that continue to influence and drive white rage, anxiety, and behavior. government and public continue to react to images of the confederate flag being carried into the Capitol, and increasingly emboldened white supremacist organizers ransacking state offices, few will deny that white nationalism remains a persistent and undeniable presence, domestically and globally.
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