University of New Hampshire (CorruptED)

The University of New Hampshire’s Department of Education courses include topics such as white fragility, white privilege, white supremacy, and whiteness. Course texts include Robin DiAngelo’s White Fragility and Deconstructing Whiteness.

COURSES

EDUC 525: Teaching Race

The graduate course titled EDUC 525: Teaching Race features content such as intersectionality, white fragility, white privilege, white supremacy, and whiteness. Course texts include Robin DiAngelo’s White Fragility and Deconstructing Whiteness.

The course description, students will discuss “the meanings of racial identities, the influence of race, racism and White supremacy on how we understand the world, and the messages communicated in our schools and universities about the meanings of racial ascription, of color, and of whiteness.” The class combines “scholarship on race with personal experiences” to “explore how institutions can best be used to promote equality and racial justice.” Additionally, the course will offer “specific approaches to provoking and sustaining conversations in the classroom and developing curriculum about race and racism.”

The syllabus states that despite the University of New Hampshire being a “predominantly White Institution…race shapes our lived experience.” The course will challenge participants’ “assumptions about meritocracy and American exceptionalism.” Students will “relearn an American history that centers the voices of Black, Latinx, and Indigenous populations, voices that have been historically erased” and deepen their understanding of the “current moment that we’ve arrived at; a moment of racial uprising.”

Student learning outcomes include the ability to:

• “Trace and analyze the emergence, development and spread of race based and racist ideas, policies, and practices in the United States.”
• “Organize and lead discussions of the histories and realities of racialization, systemic racism, white supremacy and intersectionality in schools, community organizations or work spaces.”
• “Reflect critically on your own racial socialization and assumptions.”

Assignments and readings include:

• Race Literacy Quiz
• Debby Irving’s Waking Up White
• The 1619 Project Podcast “Episode 1: The Fight for a True Democracy
• Zeus Leonardo’s “The Color of Supremacy: Beyond the Discourse of ‘White Privilege”
• Amanda Lewis’ “What group? Studying Whites and Whiteness in the era of ‘colorblindness’”
• Robin DiAngelo’s “White Fragility”
• Gloria Ladson-Billings “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy”