Comparing Anti-Black Racisms While White: Anecdote and Evidence of Racism in Germany and the United States

IF 0.3 0 LANGUAGE & LINGUISTICS
J. Brandon Pelcher
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引用次数: 0

Abstract

Courses of Black German culture taught in the United States implicitly confront expectations of comparison between, if not ranking of, anti-Black racisms of the two countries. Through a critical self-reflection and evaluation of my own experiences teaching Black German culture as a White instructor, I suggest that White instructors of these courses, who have not experienced anti-Black racism themselves, may grasp for what they perceive as canonical evidence in order to counteract that lack. Overvaluation of evidence and devaluation of anecdotal anti-Black racism, a dynamic deeply ingrained in predominantly White academia, is precisely what such courses are meant to critique. This article explores how anecdote and evidence can function for a White instructor; when and how that process can become particularly problematic; and a series of pedagogical practices and works of Black German culture that can help to preclude those problems. This combination reveals the importance of deconstructing the evidence-anecdote hierarchy to the Black German movement itself and, therefore, the importance of that deconstruction to courses on Black German culture

比较反黑人种族主义和白人种族主义:德国和美国种族主义的轶事和证据
在美国教授的德国黑人文化课程,含蓄地面对着两国反黑人种族主义之间的比较,如果不是排名的话。通过批判性的自我反思和对我自己作为白人教师教授德国黑人文化的经历的评估,我建议这些课程的白人教师,他们自己没有经历过反黑人种族主义,可以抓住他们认为的权威证据,以抵消这种缺乏。对证据的高估和对轶事式的反黑人种族主义的贬低,正是这些课程所要批判的,这种现象在以白人为主的学术界根深蒂固。本文探讨了轶事和证据如何对白人教师起作用;这个过程何时以及如何变得特别成问题;以及一系列关于德国黑人文化的教学实践和作品,可以帮助排除这些问题。这种结合揭示了解构证据轶事等级制度对德国黑人运动本身的重要性,因此,这种解构对德国黑人文化课程的重要性
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Unterrichtspraxis-Teaching German
Unterrichtspraxis-Teaching German LANGUAGE & LINGUISTICS-
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