Teaching Strategies to Address Dysconscious Racism in the Classroom

Name: Institutional Affiliations: Date: Introduction King (1991) defines dysconscious racism as a “consistent theme in racist thinking”. Based on such a definition, it becomes clear that dysconscious racism proves to be an issue of concern that teachers must make a subject of educational intervention. Since teaching involves considering a diverse population of learners incorporating those regarded as inferior and superior, teachers must express defined skills and understanding of dysconscious racism while engaging such learners. For such a reason, teachers must employ pedagogical strategies to enhance community building amongst such a population of learners. Employment of ideology, identity and indoctrination prove to be potential teaching concept that teachers must incorporate in their teaching practices to ensure students remain equipped with fundamentals of critical education and a view that defines their independent thoughts and actions at all times. White supremacy is a clear fact that defines the line between the whites and the blacks living within the American soils. Unfortunately, many learners, both whites and blacks, attribute the racial inequality that defines whites as superior to slavery that defines