The college classroom is inevitably influenced by, and in turn influences, the world around it. In the United States, this means the complex topic of race can come into play in ways that are both explicit and implicit. Teaching Race in Perilous Times highlights and confronts the challenges of teaching race in the United States—from syllabus development and pedagogical strategies to accreditation and curricular reform. Across fifteen original essays, contributors draw on their experiences teaching in different institutional contexts and adopt various qualitative methods from their home disciplines to offer practical strategies for discussing race and racism with students while also reflecting on broader issues in higher education. Contributors examine how teachers can respond productively to emotionally charged contexts, recognize the roles and pressures that faculty assume as activists in the classroom, focus a timely lens on the shifting racial politics and economics of higher education, and call for a more historically sensitive reading of the pedagogies involved in teaching race. The volume offers a corrective to claims following the 2016 US presidential election that the current moment is unprecedented, highlighting the pivotal role of the classroom in contextualizing and responding to our perilous times.

When it comes to teaching about race, journalism and mass communication faculty from various backgrounds must deliver instruction that acknowledges the challenges surrounding the topic while facilitating the learning of undergraduate and graduate students. Race should be a topic infused across the curriculum at the undergraduate and graduate level in institutions large and small, public and private. This takes a holistic approach with authors from a range of racial and ethnic backgrounds at small, mid-size, and large research institutions offering their insights. More than teaching tips, the chapters here offer wisdom grounded in the research of the scholarship of teaching and learning, which allows scholars to both inform their teaching with empirical research and share successful pedagogy with others.

This collection gives George Yancy’s transformative work in social and political philosophy and the philosophy of race the critical attention it has long deserved. Contributors apply perspectives from disciplines including philosophy, sociology, education, communication, peace and conflict studies, religion, and psychology.

Features thirteen essays on the topic of teaching race, a subject of importance for those in training to become teachers. These essays aim to confront the discourse and practices of teaching about race at various levels of contemporary learning settings in the United States.

Philosophers consider race and racism from the perspective of lived, bodily experience. Broadening the philosophical conversation about race and racism, Living Alterities considers how people’s racial embodiment affects their day-to-day lived experiences, the lived experiences of individuals marked by race interacting with and responding to others marked by race, and the tensions that arise between different spheres of a single person’s identity. Drawing on phenomenology and the work of thinkers such as Frantz Fanon, Maurice Merleau-Ponty, and Iris Marion Young, the essays address the embodiment experiences of African Americans, Muslims, Asian Americans, Latinas, Jews, and white Americans. The volume’s focus on specific situations, temporalities, and encounters provides important context for understanding how race operates in people’s lives in ordinary settings like classrooms, dorm rooms, borderlands, elevators, and families.

This collection brings together pedagogical memoirs on significant topics regarding teaching race in college, including student resistance, whiteness, professor identity, and curricula. Linking theory to practice, the essays create an accessible and useful way to look at teaching race for wide audiences interested in issues within education.

Confronted by a crisis in black American leadership, state-sanctioned violence against black communities, and colorblind laws that trap black Americans in a racial caste system, Black Lives Matter activists and the artists inspired by them have devised new forms of political and cultural resistance. More Than Our Pain explores how affect and emotion can drive collective political and cultural action in the face of a new nadir in race relations in the United States. This foregrounding of affect and emotion marks a clear break from civil rights–era activists, who were often trained to counter false narratives about protesters as thugs and criminals by presenting themselves as impeccably groomed and disciplined young black Americans. In contrast, the Black Lives Matter movement in the early twenty-first century makes no qualms about rejecting the politics of respectability. Affect and emotion has moved from the margin to the center of this new human rights movement, and by examining righteous rage, black joy, as well as grief and fatigue among other emotions, the contributors celebrate the vitality of black life while documenting those who have harmed it. They also criticize the ways in which journalism has commercialized and sold black affect during coverage of the Black Lives Matter movement and point to strategies and modes-of-being needed to overcome the fatigue surrounding conversations of race and racism in the United States.