White savior lesson plan
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Lansing Community College *
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120
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Arts Humanities
Date
Jan 9, 2024
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docx
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Uploaded by DukeHeronMaster1016
IAH 221C SS22 McCleese “White Savoir” lesson plan for UR Wed., Feb. 9, 2022
1.
Course
Integrated Arts & Humanities 221C
Course Topic: Historical Outrage and Alternative Histories
2.
Lesson Plan: How can I use Black Feminist theories of rage to teach alterative histories in
American Literature in undergraduate general education courses?
a.
Introduce the idea of a “white savior.”
b.
White Savior Video from Everyday Feminism
c.
The video oversimplifies the idea of whie savior, so I need to use my own anecdote to provide a more complicated example.
d.
Racial Storytelling Activity
i.
My own racial storytelling describes a time when my white racial identity,
graduate education in English, and middle class privilege and work history were inverted in the context of a non-profit where I worked as a bilingual social worker in context where native Spanish skills, migrant labor experience, and Hispanic identity were privileged in the hierarchy of the non-profit as it tried to advocate for this community.
ii.
I was a white savior because I provided food to “needy” families and early
education to children who might otherwise be in farm fields. My “dangerous knowledge” bout their domestic lives made any power-
sharing mute; and reinforced existing power inequalities. I was a white savior because my fluent English and education made it easy for me to navigate social services, medical services, mental health services, etc. I was a white savior because I saw this advocacy, providing of childcare for agricultural laborers as a feminist activism, and myself as a heroine in this
work. I was a white savior because I could leave this community and go back to the university and my “real career/workplace” or other places of privilege.
3.
Discuss the character Ethel from Colson Whitehead’s novel,
Underground Railroad (2016),
as a white savior.
a.
Missionary fantasy/caretaker of Cora
b.
Her white savior fantasies dehumanize Cora and recreate existing power inequalities.
4.
Compare the African American character Cora’s story as a counternarrative to the white savior narrative. 5.
Use a pedagogy of Black Feminist Rage to articulate that Ethel’s white savior narrative is a historical amnesia that wipes out the Black woman’s self. “Rage and the Interests of the Black Self”:
a.
Complicated contradictions and critical autobiographies as forms (Audre Lorde)
b.
“People whose identities are denied, troubled, invisible-ized must create the medium, the voice through which they become” (Baszile, “Rage in the Interests of the Black Self”)
IAH 221C SS22 McCleese “White Savoir” lesson plan for UR Wed., Feb. 9, 2022
c.
“What I found through curriculum theory was not my Black self, rather it was the
urge and the courage to go back to the future in search of her” (Baszile 97).
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