Chapter 8: Heritage not hate?: Crossroads Between Racial Ideologies and Teaching

A person’s racial ideology can determine the sort of strategies they deem necessary to support students from racially marginalized backgrounds. In this chapter, I provide an autoethnography using the concepts of color blindness, multiculturalism, and what I call critical color-consciousness to show how my adherence to each affected my relationship with students of color. I then put forth the question of which ideology might be best to support historically marginalized students: color blindness, multiculturalism or a color-conscious practice that takes into account how race and power affect a person’s daily experience.