Abstract
The title of the essay is “In Nesha’s Classroom.” This work examines the importance of teaching and the hard decisions that have to be made to really put race and gender at the center. Somehow, race constantly gets sidelined by the discomfort of white students and the balance between truth-speaking and the need to hear appeasement rather than the tough dialogues that deal with the injustices of race in America. This may be a primer on how to teach race in the classroom at the university level, which is still elusive. Mathew’s analysis is a light that can open new ways of thinking.
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Notes
- 1.
Gozar is the verb form of gozo, which loosely translates to “joy.” So, gozar can refer to enjoying something or having fun.
- 2.
For a rebuttal to this enthusiasm, see Matsumura et al. (2020).
- 3.
In invoking dispossession here, I am gesturing to the work of Stefano Harney and Fred Moten (2013).
- 4.
Sarah Ahmed (2012) captures brilliantly how diversity workers can, and do, deploy diversity discourses toward radical ends.
- 5.
See “Faculty Workgroup on Budget Priorities,” 2020.
- 6.
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Santana, M.L., Haniff, N.Z. (2022). In Nesha’s Classroom: Lessons from the Pedagogy of Action. In: Haniff, N.Z. (eds) The Pedagogy of Action. Neighborhoods, Communities, and Urban Marginality. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-19-0801-9_4
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