Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

Interracial Dialogues in Dixie: Expressing Emotions to Promote Racial Reconciliation

Given the legacy of racial injustice and mistrust that continues to plague race relations in the United States, it is important that citizens of different racial backgrounds come together to share their feelings and thoughts about race issues in order to advance racial reconciliation in their own communities. Saunders (1999) asserts that such dialogues can transform interracial relationships that could inspire the larger community to change itself. This study presents the results of nine interracial focus groups from two dialogues on race relations events held in Dothan, Alabama in 2015 and 2016. Our findings illustrate that many Black respondents displayed both anger and sadness as they provided stories of the institutionalized racism (e.g., racial profiling, educational inequality, residential segregation, etc.) as well as the more personalized racism that they had experienced. White respondents too demonstrated anger and sadness when relating their own experiences of strained race relations. This mixed-methods study also employed API analysis to further strengthen our original qualitative exploration of emotions. We argue that interracial dialogues can hold the potential for racial reconciliation as participants’ stories elucidate our most intransient race problems while also highlighting the emotions that connect discussants through the dialogic process.

Future of North American Pentecostalism

This essay proposes first to chart the future of the pentecostal-charismatic movement in North America in terms of demographers’ projection of the movement’s numerical growth and other factors. Demographic growth is related to the continual arrival, in the near future, of pentecostal-charismatic Christians, other Christians, and potential converts to North America by way of diasporas mostly associated with the Global South. Second, within North America, these diasporas will continue to form transnational pentecostal-charismatic denominations with their international headquarters located in a country of the Global South. Related to these diasporas will be the further development of multiracial denominations led by American and Canadian citizens in North America. Third, the presence of transnational and multiracial denominations could prompt a reconfiguration of the movement, reshaping the religious infrastructure, racial politics, and post-secular engagement of the pentecostal-charismatic movement in North America. These demographic shifts offer the movement an opportunity to re-engage racial politics away from White supremacy with a critical use of the Racial Reconciliation Manifesto of the 1990s. Such a re-engagement could offer a sector within the pentecostal-charismatic movement a way to exit its alliance with the Christian Right, to participate with pentecostal-charismatic Christians of color in reconstituting the movement on the basis of the gospel rather than race, and to partner with secularists in generating post-secular sensibilities animated by post-racist practices that cultivate amicable civic relationships.

Chanequa Walker-Barnes, I Bring the Voices of My People: A Womanist Vision for Racial Reconciliation

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Spiritual Formation: Race, Racism, and Racial Reconciliation

The telos of Christian spiritual formation is to love God and to love one’s neighbor as oneself. However, racism undermines loving one’s neighbor, which weakens the Christian witness and contributes to division within American culture and the church. Unfortunately, racism is seldom viewed as a spiritual formation issue, nor is it specifically addressed as such in the spiritual formation literature. Therefore, this essay focuses on four primary areas: (1) spiritual formation and race from a biblical perspective, including a definition of terms; (2) biblical examples of racial reconciliation; (3) four critical periods of US history that have contributed to racial trauma and inequality; and (4) suggested steps toward racial reconciliation. Healing collective racial wounds begins with recognizing the truth related to America’s past and requires a disposition to listen, learn, lament, repent, repair, and relate to one another.