Every now and then, my own implicit bias rears its ugly head and exposes my racist attitudes in new and unexpected ways. I have been listening to The anti-racist writing workshop: How to decolonize the creating class classroom by Felecia Rose Chavez (2021).
However sincere my intentions were, Chavez (2021) has me asking what are the underlying assumptions am I making in my teaching? The truth is, my white-skinned savior complex has been operating under the guise of helping. I have been guilty of working harder with black-skinned and brown-skinned students to ensure their success by showing and telling them how to improve their writing, speak their voice, locate references for their topics, and citing their sources in APA 7 format. Point blank, I have been assuming that black-skinned and brown-skinned need that extra help. I am guilty of upholding the white-skinned supremacy of institutional and systemic racism in my battle against the same. I have been playing the role of white savior in my classroom.
Deconstructing racism and disassembling systemic barriers requires challenging a worldview system that has privileged whiteness and, in my case, interrogating my white-skinned assumptions.
What assumptions are you making with your well-intentioned anti-racist work?
Chavez, F. R. (2021). The anti-racist writing workshop: How to decolonize the creative classroom. Haymarket Books.
DiAngelo, R. (2021). Nice racism: How progressive white people perpetuate racial harm. Beacon Press.