Friday, December 12, 2008
Thursday, December 4, 2008
A Reflection on Racial Language in Peer Tutoring Practice.
As a transfer student, I came to my current writing center with one year’s worth of experience. To me, it was already apparent that I walked into an important conversation. And it was at my current institution that I first became aware of Antiracist Activism. That doesn’t mean that I was a bad tutor, but it did mean that I could be better.
One of the greatest hurdles I had learning to realize—not apply—Antiracist Activism was defining race. I confused race with culture and from there, it was easy to form assumptions of group behavior leading to me stereotyping my peers. While I may never know what is in a writer’s head or in their heart, I do know what I say to them. Given the established constraints of a typical tutoring session, I can not afford to alienate writers during our sessions. And so, I looked for racist assumptions or speech, and I first found them in me.
In particular, it was these three words: exotic, foreign, and ethnic. The problem was not so much the words put forth, but it was the meaning I pushed behind them. As a white male tutor, I casually used these terms to mean one thing: non-white experiences. Films, foods, people—it didn’t matter to me then, but I didn’t understand that either. I soon realized, by assuming that the peerness I share with writers is overarching and deep, I am actually projecting internal racism and I am potentially silencing writers. Without realizing it at first, I associated my peerness with my whiteness.
Through months of reflections in addition to these difficult—although worthy—conversations with everyone who would listen, I began to develop something useful—a sensitivity. But this awareness was only a first step. And dialogue was only a second step. This is a process of unlearning that will continue for the rest of my life.