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White Professors Taking Responsibility for Teaching White Students about Race, Racism, and Privilege

How does a white professor teach a course composed of predominantly white human-services students about race, racism, and privilege? What are some of the pitfalls? What works? What is challenging? Why should such a course be part of the undergraduate human services curriculum? This article investigates these questions by exploring a course taught by the author, “Exploring Race and Challenging Racism in the United States.” A variety of pedagogical tools and approaches are discussed.