White supremacy served as the foundation of the transatlantic slave trade and the subsequent practice of chattel slavery in the United States.[i] As such, it is not an exaggeration to say that US history is rooted in the oppression of non-white populations who have experienced and continue to experience various forms of physical and emotional harm. It is in this context that we examine how undergraduate students from XXX University, a predominantly white liberal arts institution, experienced the summer 2019 study abroad ‘Maymester’ excursion to Ghana where the transatlantic slave trade was the main focus of one of the courses, Precolonial African history.[ii] We argue that an interracial dialogue on the terror of whiteness on Black bodies and in Black spaces, which is steeped in historical context, develops when white student voices do not predominate classroom discussions. By centering the co-author’s account of the program, we show that when decentering the white voice, which is generally that of the dominant student population, white students can achieve a reconsideration of their understanding of self, others, and of African and global histories. This article also stresses the importance prioritizing cultural competence as a student goal in light of some of the preconceived notions they held about Ghana and Africa, and finally, we argue that universities have a moral responsibility to introduce Anti-racist pedagogy into the classrooms as a measure to fight white supremacist ideology.   [i] Gary Dorrien, “Achieving the Black Social Gospel, “ Breaking White Supremacy: Martin Luther King Jr. and the Black Social Gospe (New Haven, CY: Yale University Press, 2018), 1. [ii] Split into two courses, the four-week study program spanned two weeks each.

中文翻译：

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加纳的体验式学习：去中心化白声

白人至上是跨大西洋奴隶贸易和随后在美国实行的动产奴隶制的基础。[i] 因此，毫不夸张地说，美国的历史植根于对非白人人口的压迫，他们经历并继续经历各种形式的身心伤害。正是在这种背景下，我们研究了以白人为主的文科院校 XXX 大学的本科生如何经历了 2019 年夏季出国留学“Maymester”到加纳的旅行，其中跨大西洋奴隶贸易是其中一门课程的主要焦点，前殖民非洲历史。[ii] 我们认为，一场关于黑人身体和黑人空间中白人恐怖的跨种族对话，沉浸在历史背景中，当白人学生的声音不在课堂讨论中占主导地位时，就会出现这种情况。通过以合著者对该计划的描述为中心，我们表明，当分散白人声音（通常是占主导地位的学生群体的声音）时，白人学生可以重新考虑他们对自我、他人以及非洲和全球历史的理解. 鉴于他们对加纳和非洲的一些先入为主的观念，本文还强调了优先考虑文化能力作为学生目标的重要性，最后，我们认为大学有道德责任将反种族主义教学法引入课堂打击白人至上主义意识形态的措施。[i] Gary Dorrien，“实现黑人社会福音”，打破白人至上：小马丁路德金和黑人社会福音（纽黑文，CY：