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Racial literacy is an important concept that can give individuals insight in the topic of race and racism. Researchers point out that racial literacy refers to multiple topics such as discrimination, societal issues, inequality, and interpersonal relationships (Vetter & Hungerford-Kressor, 2014). A workshop that involves a discussion and certain new information delivered to the participants will provide insight into this field. Moreover, it will facilitate an open and transparent discussion where individuals will be able to share their experiences and knowledge on the topic. The race is a human characteristic that invokes discrimination (Merriam et al., 2007). This is why creating a workshop to address such difficulties and learn more about them is essential.
The workshops primary goal is to inform people about the different levels of racial literacy, its effects on people, and ways to personally address it in certain situations. It is crucial for the teachers to be active during the discussions and provide their own overview of the subject (Sealey-Ruiz, 2021). First, it is necessary to have an open discussion on the topic. The effectiveness of the conversation will be assessed by examining the involvement of the people and the number of voices within the dialogue.
The following measure is to assess the knowledge each person received in regards to the workshop. The participants will learn about forms of discrimination, domains that facilitate inequality, and the effect on people. After the information is provided, it is crucial to make sure people understand the previously discussed concepts. This can be achieved with questioners or informal discussions in which the mentor asks questions and assess the answers. Such interactive conversations will allow the evaluation of the workshop on racial literacy to be objective and fair. Moreover, if the assessment illustrates that certain goals have not been fulfilled, it will be easier to cover the knowledge gaps and vague concepts.
References
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd Edition). Wiley Professional Development (P&T).
Sealey-Ruiz, Y. (2021). Racial literacy. National Council of Teachers of English.
Vetter, A., & Hungerford-Kressor, H. (2014). We gotta change first: Racial literacy in a high school English classroom. Journal of Language and Literacy Education, 10(1), 82-99.
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