Resource 

Critiquing Color-Blind Racism and Racial Fallacies in “The Daily Show”

Abstract:

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This classroom activity provides an opportunity for students to practice identifying colorblind racism (Bonilla-Silva 2003) and racial fallacies (Desmond and Emirbayer 2009) in media and in everyday conversations. While students often understand the idea of covert racism, their ability to make use of the concepts in their lives is often limited because they are less able to identify covert racism as it arises in everyday life. Students read one or both articles as homework, then raise hands in class to identify and critique these forms of covert racism as they appear in a conversation between Bill O'Reilly and John Stewart on the Daily Show I conduct this activity early in the term, and refer back to it as a reminder of how to critically appraise discourse about race. It takes between 45-75 minutes, works well in small or larger classes, and is an enjoyable way for students to interact with these concepts in a more concrete way. The activity can be expanded to include a written follow-up assignment.

Details:

Resource Type(s):
Class Activity 
Author(s):
Tal H. Peretz 
Date Published:
12/29/2014 
Subject Area:
Racial and Ethnic Relations 
Class Level:
Any 
Class Size:
Any 
Language:
English 


Usage Notes:

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I conduct this activity early in the term, and refer back to it as a reminder of how to critically appraise discourse about race. It requires video projection capabilities and a chalk/whiteboard that is visible during video use, takes between 45-75 minutes, and works well in small or larger classes....

Learning Goals and Assessments:

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Goal 1:
To clarify the concepts of color-blind racism and racial fallacies, two primary ways that racism functions covertly in contemporary society, and illustrate how they arise in media and everyday interactions.
Assessment 1:
As this is an in-class activity, student learning is assessed primarily through visible student understanding and vocal response during the activity.
Goal 2:
To provide students an opportunity to practice identifying covert racism in media and conversation; to encourage students to develop a critical awareness of race in their everyday lives.
Assessment 2:
The activity can be expanded to include a written follow-up assignment that ask students to reflect on covert racism they have observed outside of class, or to name the frame/fallacy in a given statement and write a critical response.
Goal 3:
To connect contemporary covert racism and white privilege to more obvious forms of racism in recent history.
Assessment 3:
Assessment could also be included in later quizzes, exams, etc.

Files for Download:

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TRAILS Colorblind Racism Activity.doc
citation.docx