Talking about Race: The Role of Racial Identity Development Models in Antiracist Pedagogy

Abstract

This research explores the efficacy of using Racial Identity Development (RID) models as a curricular tool for antiracist pedagogy by examining the responses of high school students and university undergraduate students to a newspaper article that describes a racial incident. In a comparison of the responses of the two groups, the choice of language and the construction of arguments present a level of similarity unexplained by RID models. RID models are discussed in order to explore their role in curricular planning for antiracist pedagogy.