Abstract

Presenting an empirical study of critical public pedagogy, this paper analyzes interracial dialogues on an internet forum run by conscious Black people who set the terms and challenge White participants who reflect a colorblind ideology. Drawing on Freire’s education for critical consciousness and bell hooks’ work on unlearning racism – understood as structural and interpersonal dominance relations – the paper shows how transformative interracial dialogues are possible despite difficulties. It proposes that epistemological change is required from White participants to cross the perception gap. Analysis of empirical examples shows how Blacks; who follow Patricia Hill Collins’ Black feminist epistemology, and show emotions, speak from experience, and demand rhetoric to be translated into action; challenge White people’s detached, Eurocentric perspectives, and dominating communicative behavior. Honest confrontation and critical dialogue lead several White participants to acknowledge their subjectivity, become aware of White privilege, and examine and change dominating communicative behavior towards Blacks.

摘要

本文提出了批判性公共教育学的实证研究，分析了由有意识的黑人运营的互联网论坛上的跨种族对话，他们制定条款并挑战反映色盲意识形态的白人参与者。借鉴弗莱雷的批判意识教育和贝尔·胡克斯关于忘却种族主义（被理解为结构性和人际支配关系）的工作，本文展示了尽管困难重重，变革性的跨种族对话是如何可能的。它提出，白人参与者需要进行认识论上的改变，以跨越认知鸿沟。对实证例子的分析显示了黑人如何；他们遵循帕特里夏·希尔·柯林斯（Patricia Hill Collins）的黑人女权主义认识论，表达情感，根据经验说话，并要求将言论转化为行动；挑战白人的超然，欧洲中心的观点和主导的交流行为。诚实的对抗和批判性的对话使一些白人参与者承认自己的主观性，意识到白人的特权，并检查和改变针对黑人的主导交流行为。