The Case for a Core Anti-racist Course for Counselors in Training

2021 ◽  
Author(s):  
Ileana A. Gonzalez ◽  
Raven K. Cokley
Keyword(s):  
White Supremacy ◽  
Historical Context ◽  
Counseling Students ◽  
The United States ◽  
Pedagogical Practices ◽  
Counselors In Training ◽  
Counseling Programs ◽  
Preparation Programs ◽  
Systemic Racism ◽  
Counselor Preparation

Historically, counseling programs in the United States have been rooted in whiteness and white supremacy. Despite this historical context, counseling programs fail to teach students about the varied ways that anti-Blackness and systemic racism show up in society, classrooms, and clinical settings. Given the systemic murders of Black folks by the state, the health disparities highlighted by the COVID-19 pandemic, and the refusal of white voters to abandon white supremacist patriarchy in the 2020 presidential election, the counseling field must reconsider how it prepares trainees to embrace anti-racism in their personal and professional lives. The purpose of this article is to propose a core anti-racist counseling course to assist students in developing an anti-racist counseling identity including pedagogical practices, course learning objectives and assignments. Implications will be provided for counselor preparation programs, counseling students, and counselor educators to employ.

The Mythic Dimensions of American Capitalism

2018 ◽  
pp. 165-197
Author(s):  
Richard T. Hughes
Keyword(s):  
White Supremacy ◽  
The United States ◽  
Langston Hughes ◽  
White Americans ◽  
American Review ◽  
Systemic Racism ◽  
World Government ◽  
American Capitalism ◽  
The Social ◽  
The World

Capitalism in the United States is unthinkable apart from the myth of White Supremacy, for capitalism was built on stolen land and stolen people. Further, white Americans imagined that capitalism was God-ordained, grounded in “Nature and Nature’s God,” and heralded a golden age of peace and prosperity for all humankind. Following the Civil War, the myth of the Chosen Nation morphed into the myth that God blessed the righteous with wealth and the wicked with poverty—the central assumption of the Gospel of Wealth. Andrew Carnegie appealed to all these myths in his 1889 essay, “Wealth,” in the North American Review. Likewise, many American industrialists invoked these myths to justify their goal: the economic conquest of the world. Government and industry, however, typically excluded blacks from this engine of economic prosperity, thereby contributing to realities already in place—systemic racism and white privilege. In the early twentieth century, laissez-faire capitalism and the myths that sustained it came under withering assault from labor, the Social Gospel movement, and black social critics like W. E. B. Du Bois, Ida B. Wells, and Langston Hughes, especially since the wealth of the Gilded Age contrasted with unprecedented numbers of lynchings of America’s blacks.

scholarly journals African and Native American foodways and resilience: From 1619 to COVID-19

2021 ◽  
pp. 1-25
Author(s):  
Lindsey Lunsford ◽  
Melvin Arthur ◽  
Christine Porter
Keyword(s):  
Native American ◽  
Native Americans ◽  
White Supremacy ◽  
Food System ◽  
The United States ◽  
Systemic Racism ◽  
The People ◽  
United States Food ◽  
The Face ◽  
Auto Ethnography

The COVID-19 pandemic is flooding and splitting “efficiency” fault lines in today’s industrialized food system. It also exploits centuries of historical traumas, White supremacy, and systemic racism to kill non-White people at triple the rates of Whites. In 1619, an English ship landed on the shores of the Powhatan confederacy, or, as the English called it, Point Comfort, Virginia. The ship delivered stolen people onto stolen land. This was a first step in founding today’s U.S. food system. Until that time, the people of North America and West Africa had lived off the land for millennia, foraging, hunting, and cultivating food. But 400 years ago, the twin European colonial influences of invasion and enslavement entwined the lives and, to some extent, the foodways of Native Americans and West Africans in what is now the U.S. Yet, these communities are still resilient. This paper offers re-stories about how African Ameri­can and Native American communities have adapted and maintained foodways to survive, thrive and renew, from 1619 to COVID-19. Methods include historical and literature reviews, interviews, and brief auto-ethnography. Even in the face of a pandemic, Native Ameri­can and African American communities still lever­age their foodways to survive and thrive. Some of these food system strategies also illustrate shifts that could be made in the United States food system to help everyone thrive.

scholarly journals U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege

2020 ◽  
pp. 002248712091992
Author(s):  
Laura C. Chávez-Moreno
Keyword(s):  
United States ◽  
Teacher Education ◽  
White Supremacy ◽  
Historical Context ◽  
The United States ◽  
High Income ◽  
American Empire ◽  
Research And Practice

U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremacy. Next, she relates her own immigrant counternarrative to expose masternarratives that operate against immigrants. By sharing her journey toward understanding imperialism and her own positionality, she also contributes an immigrant perspective to the field. Third, the author introduces the concept of imperial privilege, inviting the field to recognize and challenge masternarratives. The author concludes by inviting readers to historicize U.S. imperialism in their research and practice, and thus embrace more humanizing narratives. While the argument focuses on the United States, it also applies broadly to other high-income imperialist countries.

Racism in the Early-20th-Century U.S. and Sun Yatsen’s Outlook on Chinese Culture

Cultura ◽  
2018 ◽  
Vol 15 (2) ◽  
pp. 117-134
Author(s):  
Chao LIU
Keyword(s):  
Chinese Culture ◽  
White Supremacy ◽  
Historical Context ◽  
Main Idea ◽  
The United States ◽  
Alternative Mode ◽  
Cultural Conservatism ◽  
Chinese Intellectuals ◽  
American Society ◽  
Moral Superiority

Abstract Confronted with the decline of Western hegemony, the post-Great-War American society witnessed a prevailing trend of racism represented by Lothrop Stoddard, who proposed to suppress the nationalist movements in Asia and completely prohibit the immigration of Asians into the United States to maintain white supremacy across the world. His racist discourse also constituted the historical context of Sun Yat-sen’s speech to The Kobe Chamber of Commerce. Unlike previous studies of the speech that focused on Sun’s expression of “Greater Asianism,” this paper examines his critical remarks on Stoddard, intending to explore the intellectual origin of the renewed outlook held by Sun on Chinese culture in his later years, as he intentionally misinterpreted Stoddard’s main idea as cultural revolt, neutralied such notions as biological determination and human inequality, and replaced white supremacy with the ascendancy of Chinese culture by emphasizing its originality, historical unity and moral superiority. On the very basis, Sun presented an alternative mode of modern civilization that diverged from the Euro-centric capitalist modernity. Echoing various anti-capitalist and counter-enlightenment thoughts of this period, Sun’s proposal could be taken as an integral part of the “new cultural conservatism” promoted by Chinese intellectuals in the 1920s.

All Around the World Same Song: Transnational Anti-Black Racism and New (and Old) Directions for Critical Race Theory in Educational Research

2020 ◽  
pp. 004208592092777
Author(s):  
Christopher L. Busey ◽  
Chonika Coleman-King
Keyword(s):  
Latin America ◽  
Critical Race Theory ◽  
Educational Research ◽  
White Supremacy ◽  
The United States ◽  
Black Diaspora ◽  
Critical Race ◽  
Race Theory ◽  
Systemic Racism ◽  
Collective Resistance

As demonstrated through the disregard for Black humanity and respondent Black social movements throughout Latin America, anti-Black systemic racism is a transnational phenomenon birthed from global White supremacy. Across the Americas, the hemispheric parallels undergirding collective resistance to anti-Black racism and state-sanctioned violence lend themselves to multifaceted interdisciplinary scholarly examinations. Using transnational anti-Black racism in Latin America as a point of departure, we advance a theorization of critical race theory in education capable of interrogating racist structures of coloniality, modernity, and White supremacy that operate globally to suppress Black humanity and humanness in general. To that extent, we draw from and reposition critical race theory (CRT) from its sociohistoric heritage in the United States and instead conceptualize transnational anti-Black racism vis-à-vis a Black Diaspora reading of CRT. Finally, we return to education as a key site of contestation for transnational anti-Black racism and draw implications for the meaning of this global theorization of CRT in urban education, praxis, and educational research. We end by charting new and old directions for CRT in educational research.

scholarly journals How Racism Against BIPOC Women Faculty Operates in Social Work Academia

2021 ◽  
Vol 21 (2/3) ◽  
pp. 396-420
Author(s):  
Sameena Azhar ◽  
Kendra P. DeLoach McCutcheon
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Work ◽  
Emotional Labor ◽  
White Supremacy ◽  
Personal Narratives ◽  
The United States ◽  
People Of Color ◽  
Systemic Racism ◽  
Social Work Faculty

In this article, we seek to highlight the ways in which we, as two female social work faculty members whose racial/ethnic identities fall into the categories of Black, Indigenous, and other People of Color (BIPOC), have experienced racism and White supremacy within predominantly White institutions in the United States. We seek to clarify that these experiences are not unique to any particular institution or university, but rather reflect systemic racism and the upholding of White supremacy in higher education in social work throughout the United States. We highlight the differential vulnerability faced by BIPOC women in academia, which are often unaddressed in the pursuit of what is seen to be an egalitarian or colorblind merit review. Bearing in mind our reflexivity on our positionalities, we share personal narratives regarding our own marginalization within White spaces and the emotional labor that we are often asked to carry for the institutions within which we work. We will elucidate experiences of tokenization or assumed intellectual inferiority by our peers. Given the current sociopolitical moment and the heightened awareness of diversity, equity and inclusion efforts within universities, we also reflect on how institutions of higher education, and particularly schools of social work, can move beyond simply hiring more people of color or conducting diversity trainings to ensuring that BIPOC women are more fully included in their roles within universities as faculty, administrators, staff and students.

scholarly journals International Counseling Students’ Perception of Ethics

2018 ◽  
Vol 8 (2) ◽  
pp. 677-695
Author(s):  
Mehmet A. Karaman ◽  
Michael K. Schmit ◽  
Ihsan C. Ulus ◽  
Marvarene Oliver
Keyword(s):  
United States ◽  
Online Survey ◽  
Counseling Students ◽  
Codes Of Ethics ◽  
The United States ◽  
Counseling Programs ◽  
Ethical Behaviors ◽  
International Counseling ◽  
International Counseling Students ◽  
Ethical Counseling

International counseling students’ (ICS) perceptions regarding ethical counseling practice and education in the United States were examined using an online survey. The research sample consisted of ICSs who were enrolled in counseling programs throughout the United States. Findings indicated that even though ICSs came from different cultures with different ethical values, they were well aware of the different codes of ethics, reported engaging in ethical behaviors, and adapted themselves to the U.S. culture and education system. The results of this study may help counselor educators and counseling programs to promote and understand international students’ ethical behaviors from a diverse and multicultural standpoint.

scholarly journals ESSAY ON HUMAN (RACE RELATIONS) IN THE UNITED STATES

2018 ◽  
Vol 6 (2) ◽  
pp. 255-267
Author(s):  
Frederick D. Bedell
Keyword(s):  
United States ◽  
Race Relations ◽  
White Supremacy ◽  
Jim Crow ◽  
Historical Context ◽  
Power Structure ◽  
The United States ◽  
Social Construct ◽  
History Of ◽  
Voter Suppression

This essay speaks to the context of domination and subordination in particular as it pertains to White Supremacy/White Privilege as manifested in the history of slavery and “Jim Crow” in the United States. It is within this historical context one can discern the present status of race relations in the United States that continues to foster race discrimination through the policies of the ethnic majority (white) power structure, e.g.-institutional racism, voter suppression laws, gerrymandering of voter districts and banking policies to name a few areas. The research of books, papers, television interviews and personal experiences provides a testament to present government policies that endeavor to maintain a social construct of dominance and subordination by the white power structure in the United States.

The Color Line, Race, and Caste: Structures of Domination and the Ethics of Recognition

2021 ◽  
Vol 82 (1) ◽  
pp. 69-94
Author(s):  
James F. Keenan
Keyword(s):  
United States ◽  
White Supremacy ◽  
The United States ◽  
Social Structures ◽  
Color Line ◽  
Systemic Racism ◽  
Black Lives Matter ◽  
Ethics Of Recognition ◽  
The Church

The Black Lives Matter movement has been trying to awaken the rest of the United States to its failure to recognize systemic racism, anti-blackness, and white supremacy. With a keen awareness of racism as structural, this article first considers the pervasiveness of systemic racism in the church and then investigates how in the United States anti-blackness was first documented as the color line, then as racism, and now as caste. Recognizing these social structures, it concludes by considering virtues and practices that could help in decentering the dominant caste in its expression of white supremacy.

Teacher Education and Whiteness and Whiteness in Teacher Education in the United States

2017 ◽  
Author(s):  
Cheryl E. Matias ◽  
Naomi W. Nishi ◽  
Geneva L. Sarcedo
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
White Supremacy ◽  
The United States ◽  
People Of Color ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Preparation Programs ◽  
K 12 ◽  
The Impact

A litany of literature exists on teacher preparation programs, known as teacher education, and whiteness, which is the historical, systematic, and structural processes that maintain the race-based superiority of white people over people of color. The theoretical frameworks of Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) are used to explore whiteness and teacher education separately; whiteness within teacher education; the impact of teacher education and whiteness on white educators, educators of Color, and their students; and cautions and recommendations for teacher education and whiteness. Although teacher education and whiteness are situated within the current US sociopolitical context, the historical colonial contexts of other countries may find parallel examples of whiteness. Within this context, the historical purposes behind teacher education and the need for quality teachers in an increasingly diverse student population are identified using transdisciplinary approaches in CRT and CWS to define and describe operations of whiteness in teacher education. Particularly, race education scholars entertain the psychoanalytic, philosophical, and sociological ruminations of race, racism, and white supremacy in society and education to understand more fully how whiteness operates within teacher education. For example, an analysis of psychological attachments found in racial identities, particularly between whiteness and Blackness, helps to fully comprehend racial dynamics between teachers, who are overwhelmingly racially identified as white, and students, who are predominantly racially identified as of Color. Whiteness in teacher education, left intact, ultimately affects K-12 schooling and students, particularly students of Color, in ways that recycle institutionalized white supremacy in schooling practices. Acknowledging how reinforcing hegemonic whiteness in teacher education ultimately reifies institutional white supremacy in education altogether; implications and cautions as well as recommendations are offered to debunk the hegemonic whiteness that inoculates teacher education. Note: To symbolically reverse the racial hierarchy in our research, the authors opt to use lowercase lettering for white and whiteness, and to capitalize “people of Color” to recognize it as a proper noun along with Black and Brown.

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