Education Commons^™

Disrupting White Fragility And Colorblind Racism: Using Games To Measure How Race And Ethnicity Courses Change Students’ Racial Ideologies, Alicia L. Brunson, Christopher Benedict Cartright

Race and Pedagogy Journal: Teaching and Learning for Justice

This research provides instructors teaching race and ethnicity a tool to assess the racial ideologies of their students in the form of “race talk.” In particular, Bonilla-Silva’s (2010) concepts denoting colorblindness and DiAngelo’s (2018) concept of white fragility were measured before and after completing one race and ethnicity course by having students play a live version of the game “Guess Who” (Hasbro Co.). At the end of the course, student responses during the game, and their subsequent reflections, revealed a significant decrease in white fragility. Using this game, instructors can assess students’ racial ideologies and whether or not they have …

Don't Poke The Bear - A Project Report, Nicole Kontolefa, Grace Cannon

Pedagogy and Theatre of the Oppressed Journal

In 2018, four applied theatre practioners created a forum theatre play and workshop for a small Wyoming community. They wanted to engage participants in a dialogue about inclusion, racism and homophobia, in particular how it manifests in a state known as the "Equality State."

Forum theatre focuses on a protagonist experiencing oppression and how they may break their own bonds. In this report, two of the facilitators and creators reflect on how using forum theatre to follow the actions (or inaction) of a potential ally in a play about the exclusion of a gay woman of color was useful in …