Coming to terms: Teaching systemic racism and (the myth of) white supremacy

ABSTRACT

Teaching about systemic racism and the myth of white supremacy to the next cadre of public administrators is critical as it supports students’ abilities to challenge dominant paradigms and center counternarratives; both serve a purpose in advancing toward a more just and equitable society. This paper offers insight into the development and implementation of course content – across two universities in two different sociopolitical contexts – that helps students define, examine, and apply social justice terms that advances training for public service. Exposure to such content challenges students to consider ways in which social, economic, and political factors influence life chances and allows students to better understand how power and privilege perpetuate status quo inequities for marginalized populations.

KEYWORDS:

• Justice
• racism
• equity
• education
• curriculum

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Tia Sherèe Gaynor

Tia Sherèe Gaynor is an associate professor in the Department of Political Science, Director of the Center for Truth, Racial Healing & Transformation and Co-director of The Cincinnati Project at the University of Cincinnati. Her research focuses on the unjust experiences that individuals at the intersection of race, gender identity, and sexual orientation have when interacting with systemic racism and social hierarchy in public administration.

Vanessa Lopez-Littleton

Vanessa Lopez-Littleton is department chair and associate professor in the Department of Health, Human Services & Public Policy at California State University – Monterey Bay. With more than two decades of leadership and management experience, Dr. Lopez-Littleton is dedicated to structuring opportunities for the equitable delivery of public services to historically underrepresented groups. Dr. Lopez-Littleton’s primary research and teaching interests include social equity, racial and ethnic health disparities, and cultural humility.