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Empowering Educator Allyship by Exploring Racial Trauma and the Disengagement of Black Students

Empowering Educator Allyship by Exploring Racial Trauma and the Disengagement of Black Students

TaNeisha P. Barton
Copyright: © 2021 |Pages: 12
ISBN13: 9781799871521|ISBN10: 1799871525|ISBN13 Softcover: 9781799871538|EISBN13: 9781799871545
DOI: 10.4018/978-1-7998-7152-1.ch013
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MLA

Barton, TaNeisha P. "Empowering Educator Allyship by Exploring Racial Trauma and the Disengagement of Black Students." Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion, edited by Clint-Michael Reneau and Mary Ann Villarreal, IGI Global, 2021, pp. 186-197. https://doi.org/10.4018/978-1-7998-7152-1.ch013

APA

Barton, T. P. (2021). Empowering Educator Allyship by Exploring Racial Trauma and the Disengagement of Black Students. In C. Reneau & M. Villarreal (Eds.), Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion (pp. 186-197). IGI Global. https://doi.org/10.4018/978-1-7998-7152-1.ch013

Chicago

Barton, TaNeisha P. "Empowering Educator Allyship by Exploring Racial Trauma and the Disengagement of Black Students." In Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion, edited by Clint-Michael Reneau and Mary Ann Villarreal, 186-197. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7152-1.ch013

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Abstract

The purpose of this chapter is to engage educators to be more aware of how the current climate and racial trauma can impact Black students. The similarities with grief, trauma, and the civil unrest triggered in the United States often become the forgot about demographic. As educators, providing a safe space for students to engage in topics that might historically be uncomfortable will be extremely critical. The D.I.V.E. method is also illustrated as a great foundation for educators to start figuring out a way to connect with all students. There is a privilege of power that is naturally given to educators, and this chapter highlights a critical way that power can be used to privilege students who might otherwise go unseen.

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