Available Languages: English, German

Many educators who desire to transform the hierarchies of race, class, gender, and other forms of oppression in their classrooms often focus on altering the content of their curriculum rather than the process by which that curriculum is developed in the classroom space. Yet developing an inclusive learning experience involves not only decentering whiteness (maleness, etc.) in course material but also making space for nondominant modes of interaction and behavior as ways of processing that material. This article explores how incorporating the emotional response of anger in class discussions of racial oppression disrupts the normative hierarchies of white dominance in classroom space. This disruption is not without its challenges, but it ultimately creates great antiracist possibilities seldom tapped by unemotional approaches to oppression.