Here are 3 potential classroom activities that could reflect Ibrahim's pedagogical philosophy: 1. Have students do research projects on influential figures from marginalized communities and present their findings to the class. This elevates voices that are often excluded. 2. Incorporate texts, music, films etc. from diverse cultures and communities into lesson plans to expose students to a variety of perspectives. 3. Facilitate open discussions where students are encouraged to respectfully share their own cultural experiences and backgrounds. This values multiple identities and ways of communicating. Ibrahim is pointing out that the assumed "norm" in schools often reflects the dominant white culture and experience by default. As teachers, we need to be conscious

1. Week 11 and Week 12
1) Kubota and Lin‘s chapter on race, culture and
identities
2) Kumaravadivelu‘s article on cultural
stereotypes
3) Ibrahim‘s article Rap and Hip-
hop, race, gender and identity and the politics
of ESL
4) McKay and Bokhorst-Heng Chapter 1 and 2

2. What is your definition of race and racism?
Does racism exist today?
What is white privilege?
Does white privilege exist today?

3. I think whites are carefully taught not to
recognize white privilege, as males are taught
not to recognize male privilege. So I have
begun in an untutored way to ask what it is
like to have white privilege. I have come to
see white privilege as an invisible package of
unearned assets that I can count on cashing
in each day, but about which I was "meant" to
remain oblivious. White privilege is like an
invisible weightless knapsack of special
provisions, maps, passports, codebooks,
visas, clothes, tools , and blank checks.

4. Peggy McIntosh identified some of the daily
effects of white privilege in her life. Read her
statements and discuss which one of these
you can count on. At the end of this list, try
to think of two more ways you have privilege
based on your race.

5. Many issues that we discuss are racial issues, such
as immigrant identity and culture, politics of
ESL, transnationality, and citizenship.. These are
complex, racialized issues, yet they are usually
discussed in non-racial language.
http://www.languageonthemove.com/kay-ingleton

6.  Infant morality rate 146% higher
 Lack of health insurance coverage 42.3% more likely
 Median income rate 55.3% lower
 Poverty rate 173% higher
 1:5 wealth gap regardless of income level
 Life chances of imprisonment 447% higher
 Rate death by homicide 521% higher
 Percent with a college degree or beyond 59.5% lower
 Average life span 5.5 years less
U.S. Census Bureau, Statistical Abstract of the United States: 2004-2005 & U.S. Department of
Justice, Office of Justice Programs, Bureau of Justice Statistics.

7.  Racialdifferences has increasingly been
replaced by the notion of cultural difference to
exclude experiences of certain racial and
ethnic groups (sounds more benign?).
 Racism as a discursive construct:
 Racism is a ―discourse and practice of
inferiorizing ethnic groups‖—remember the
experiences of Lin and Kubota as Asian, non-
native English speaking teachers. They
experienced unequal relationships in
employment.

8.  Examining different forms of racism is
important. The ideology of exclusion as a
rhetorical device.
Statements like:
―I am not racist, but….[a xenophobic idea]‖
―Why do I have to pay for the challenges of
a minority group?‖
―But, I have many Black friends…‖

9. ―stating racial views in a principled manner‖-
Type of racism that acts as if skin color does
not matter – even when it does.
It is the most common form of racism among
Americans who grew up after the fall of Jim
Crow
http://www.ferris.edu/jimcrow/what.htm
http://www.ferris.edu/jimcrow/what/

10.  It‘s not race, it‘s economics …
 It‘s not race, it‘s culture …
 It‘s not race, it depends on a person‘s background …
 I‘m not prejudiced, but …
 I‘m not black, but …
 One of my best friends is black.
 My cousin married a black man.
 I voted for Barack Obama.
 I don‘t see you as black.
Racism and the hegemony of whiteness as discourses
permeate every corner of society and shape social
realities.

11. Racial Ideology is an interpretative repertoire.
 Storylines:
Often based on socially shared tales that are fable-
like. ‖My best friend lost a job to a black man‖ or
―Black women are welfare queens‖; ―I think the past
is past‖
 Testimonies
Personal lived experiences. ― I know this for a fact
since I have worked all my life with blacks‖
Recognizing our white privilege.

12.  Constellationof four cognitive ―frames‖ that
tend to lead to ―racist‖ beliefs, attitudes, and
actions without necessitating underlying
negative ―prejudice‖.
• (1) Minimization of racism/inequality
• (2) Biologization of culture
• (3) Naturalization of status quo
• (4) Abstract liberalism
Source: Eduardo Bonilla-Silva (2003). Racial attitudes or
racial ideology. Journal of political ideology

13.  Color-blind frames are not caused by prejudice,
but might produce prejudice.
 Social functions of racial ideology:
All actors develop a racial identity (are racialized) as
part of their sense of self. This happens whether
actors are ‗aware‘ of it or not and whether they want
it or not. Individuals‘ cognitions are always
embedded in the social world and thus their acts of
self-recognition are always racialized.

14. Segregation has historical reasons, it‘s not a matter choice--we
need to understand the reasons of segregation. Ask, why?
 Segregation forced by REDLINING:
It describes the practice of marking a red line on a map to
delineate the area where banks would not invest; later the term
was applied to discrimination against a particular group of people
(usually by race or sex) no matter the geography. During the
heyday of redlining, the areas most frequently discriminated
against were black inner city neighborhoods
 Who would choose to live in a severely impoverished
neighborhood when a better alternative exists?
 Even if you assume that poverty is a necessary component of
capitalism, not clear why race and poverty should correlate so
strongly.

15.  What definitions of race do you see in this
article?
 Why is it significant to discuss the issue of
race/racism,/racialization in TESOL/BE?

16.  Racial categories are not biologically
determined. They have no biologic
foundation.
 Racial differences are used for legitimizing
divisions of human beings.
―Race is a concept which signifies and
symbolizes social conflicts and interests by
referring to different types of human bodies‖

17.  ―Race is socially and historically
constructed and shaped by discourses that
give specific meanings to the ways we see
the world, rather than reflecting the illusive
notion of objective, stable and
transcendent truths‖ p. 474

18.  Abandoning race as an analytical category
and focusing on racializing
 This discussion could politically mobilize
racially oppressed groups to create
solidarity and resistance (p.475)

19.  Sociocultural characteristics?—but how
are transnational individuals
characterized?
 Just as race is not determined
biologically, ethnicity does not denote
innate or biological attributes.
http://www.languageonthemove.com/kay-
ingleton

20.  Institutional or structural racism invades
society and shapes social relations,
practices, and institutional structures.
 Epistemological racism is based on the
knowledge, and practices that privilege the
European modernist White civilization.
 *It is also reflected in North American
textbooks for biology, history, and English
just to name a few.

21.  CRT investigates and transforms the relationships
among race ideas, racism, and power.
 Racism is deeply ingrained in the ordinary ways in
which everyday life in our society operates and thus it
cannot be fixed by color-blind policies of superficial
quality.
 Because racism benefits ―both White elites and
working-class people, large segments of society have
little incentive to eradicate it.‖(p.482)
 In addition to language, the ways that
race, gender, class, national origin, and sexual identity
intersect are taken into account as important factors in
and racial discrimination.

22. Amethod of telling stories of those people
whose experiences are not often told.
A tool for exposing, analyzing, and
challenging the majoritarian stories of
racial privilege.

23.  Promoting social justice and equity through critical
examinations of power and politics that produce
and maintain domination.
 Explicitly engage teachers and students in
dialogues on relations of power with regard to
race, gender, class, and other social categories.
 Go beyond the liberal approach to
―multiculturalism‖ which is a difference-blind
egalitarian vision which perpetuate exotic Other
(i.e.. Heroes, costumes and holidays approach).
Encourage students to confront racism and other
kinds of social injustices.

24. A critique of knowledge-transmission-
oriented and fact-focused approaches to
teaching, which serve to perpetuate the
dominant ways of interpreting the world.
 This
interaction leads to antiracist
education.

25.  Becoming black meant learning BESL
 The become is historical
 Hip-hop/rap: a way of dressing, walking,
talking. Has been formed as voice for
voicelessness. Explored hopes, political
and historic experience of the Blacks.
 Who do we as social subjects living within
a social space desire to become? Whom
do we identify with? What investment do
we have in doing so?

26.  African youth find themselves in a racially
conscious society that wittingly or
unwittingly asks them to racially fit
somewhere.
 Desire to belong to a location, a politics, a
memory, a history and hence a
representation.

27. Adopting:
 Black English
 Black cultural norms
 Black values
 See examples of BE talk on pg 363
Performing acts of desire: desire to belong
somewhere

28.  In becoming black, the African youth were
interpellated by black popular culture: A
deliberate counterhegemonic undertaking
(p. 365)
 Language learning is not free of the politics
of identity.
 L2 learners in this study wanted to learn
marginalized linguistic norms as target.

29.  Tolearn is to invest something that has a
personal or a particular significance to who
one is or what one has become. Because
language is never neutral, learning it
cannot and should not be.

30.  Ibrahim proposes integrating marginalized
subjects and their voices into the curricula. In
your groups, come up with three classroom
activity that will reflect this pedagogical
philosophy.
 What does Ibrahim mean when he say
―Schools unwittingly or wittingly sanction
certain identities and accept their linguistic
norm by doing nothing more than assuming
them to be the norm; we as teachers should
remember that these identities are raced,
classed, sexualized and gendered‖ (p. 367).