References

Self-reflection and (un)learning can include…

References

#BlackintheIvory (Feb 2022). https://blackintheivory.net/

Brooks, J., Dwyer, H., & Rodriguez, M. (2022, April 25). A call to interrogate educational development for racism and colonization. Faculty Focus. https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/a-call-to-interrogate-educational-development-for-racism-and-colonization/

Flores Niemann, Y., Gutiérrez y Muhs, G., & González, C. G. (Eds.). (2020). Presumed incompetent II: Race, class, power, and resistance of women in academia. Utah State University Press.

Gutiérrez y Muhs, G., Flores Niemann, Y., González, C. G., & Harris, A. P. (Eds.). (2012). Presumed incompetent: The intersections of race and class for women in academia. Utah State University Press.

Kendi, I. X. (2019). How to be an antiracist. One World.

Kishimoto, K. (2018). Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom. Race Ethnicity and Education, 21(4), 540–554. https://doi.org/10.1080/13613324.2016.1248824

Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189x035007003

Love, B. L. (2019, March 18). Dear White teachers: You can’t love your Black students if you don’t know them. Education Week. https://www.edweek.org/teaching-learning/opinion-dear-white-teachers-you-cant-love-your-black-students-if-you-dont-know-them/2019/03

McKamey, P. (2020, June 17). What anti-racist teachers do differently. The Atlantic. https://www.theatlantic.com/education/archive/2020/06/how-be-anti-racist-teacher/613138/

Quinn, D. M., & Desruisseaux, T.-M. (2022). Replicating and extending effects of “achievement gap” discourse. Educational Researcher, 51(7), 496–499. https://doi.org/10.3102/0013189X221118054

Smith, D. (2022). From allies to abolitionists: Developing an abolitionist consciousness and anti-racist practices in White teachers [Doctoral dissertation, Loyola Marymount University]. LMU/LLS Theses and Dissertations. https://digitalcommons.lmu.edu/etd/1153/

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Incorporating critical analysis of race and inequality into course content can include…

References

Alderman, D., Narro Perez, R., Eaves, L. E., Klein, P., & Muñoz, S. (2021). Reflections on operationalizing an anti-racism pedagogy: Teaching as regional storytelling. Journal of Geography in Higher Education, 45(2), 186–200. https://doi.org/10.1080/03098265.2019.1661367

Cronin, M. R., Alonzo, S. H., Adamczak, S. K., Baker, D. N., Beltran, R. S., Borker, A. L., Favilla, A. B., Gatins, R., Goetz, L. C., Hack, N., Harenčár, J. G., Howard, E. A., Kustra, M. C., Maguiña, R., Martinez-Estevez, L., Mehta, R. S., Parker, I. M., Reid, K., Roberts, M. B., … Zavaleta, E. S. (2021). Anti-racist interventions to transform ecology, evolution and conservation biology departments. Nature Ecology & Evolution, 5, 1213–1223. https://doi.org/10.1038/s41559-021-01522-z

Hwang, Y., Ko, Y., Shim, S. S., Ok, S.-Y., & Lee, H. (2023). Promoting engineering students’ social responsibility and willingness to act on socioscientific issues. International Journal of STEM Education, 10(1), 1-16.

https://doi.org/10.1186/s40594-023-00402-1

Mayorga, E. (curator). (n.d.). Antiracist & abolitionist teaching resources. Wakelet. https://wakelet.com/wake/pqXnDTc4ML_XtYvY_OEuh

El-Amin, A., Seider S., Graves, D., Tamerat, J., Clark, S., Soutter, M., Johannsen, J., & Malhotra, S. (2017, February 4). Critical consciousness: A key to student achievement. Kappan. https://kappanonline.org/critical-consciousness-key-student-achievement/

Harbin, M. B., Thurber, A., & Bandy, J. (2019). Teaching race, racism, and racial justice: Pedagogical principles and classroom strategies for course instructors. Race and Pedagogy Journal, 4(1), 1–37. https://soundideas.pugetsound.edu/rpj/vol4/iss1/1

Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Milkweed Editions.

Lin, J. C. P. (2023). Exposing the chameleon-like nature of racism: A multidisciplinary look at critical race theory in higher education. Higher Education, 85, 1085–1100. https://doi.org/10.1007/s10734-022-00879-9

Tuitt, F., Haynes, C., & Stewart, S. (2018). Transforming the classroom at traditionally White institutions to make Black Lives Matter. To Improve the Academy, 37(1), 63–76. https://doi.org/10.1002/tia2.20071

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Anti-racist pedagogical approaches can include…

References

Carmichael-Murphy, P., & Ggbagbo, E. (2022). Curriculum design. In A. Verma (Ed.), Anti-racism in higher education: An action guide for change (pp. 126–141). Bristol University Press. https://doi.org/10.46692/9781447364740.014

Cole, Kathleen. Antiracist pedagogy in direct advocacy courses. Journal of Political Science Education. Advance online publication. https://doi.org/10.1080/15512169.2023.2186239

Freire, P. (with Shaull, R.). (2000). Pedagogy of the oppressed (M. B. Ramos, Trans.; 30th anniversary ed.). Bloomsbury. (Original work published 1970)

Penn, J. I. (2022). Abolitionist teaching. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 4–7). Brill. https://doi.org/10.1163/9789004506725_002

Savonick, D. (2022). Student-centered pedagogy’s activist roots. Public Books. https://www.publicbooks.org/student-centered-pedagogys-activist-roots/

Stone, E. M., & Cirillo-McCarthy, E. (2021). Recursive interventions: A coalitional approach to anti-racist pedagogy at Middle Tennessee State University. WPA: Writing Program Administration, 44(3), 132–137.

Toth, C. (2018). Directed self-placement at “democracy’s open door”: Writing placement and social justice in community colleges. In M. Poe, A. B. Inoue, & N. Elliot (Eds.), Writing assessment, social justice, and the advancement of opportunity (pp. 137–170). WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2018.0155

Verma, A. (Ed.). (2022). Anti-racism in higher education: An action guide for change. Bristol University Press. https://doi.org/10.2307/j.ctv2nv8pp2

Walton, R., Moore, K. R., & Jones, N. N. (2019). Technical communication after the social justice turn: Building coalitions for action. Routledge.

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Anti-racist organizing within the institution and community can include…

References

Alridge, D. P. (2020). Teachers in the movement: Pedagogy, activism, and freedom. History of Education Quarterly, 60(1), 1–23. https://doi.org/10.1017/heq.2020.6

Holman, M., Key, E., & Kreitzer, R. (2019). "Evidence of Bias in Standard Evaluations of Teaching." https://docs.google.com/document/d/14JiF-fT--F3Qaefjv2jMRFRWUS8TaaT9JjbYke1fgxE/mobilebasic

Loder-Jackson, T. L. (2015). Schoolhouse activists: African American educators and the long Birmingham civil rights movement. State University of New York Press.

Verma, A. (Ed.). (2022). Anti-racism in higher education: An action guide for change. Bristol University Press. https://doi.org/10.2307/j.ctv2nv8pp2

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Strategies to prevent negative responses

References

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Strategies to build coalition and community

References

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Where Can I learn More?

Articles and Books

El-Amin, A., Saider, S., Graves, D., Tamerat, J., Clark, S., Soutter, M., Johannsen, J., & Malhotra, S. (2017).Critical consciousness: A key to student achievement. Phi Delta Kappan, 98(5), 18–23. https://doi.org/10.1177/0031721717690360

https://doi.org/10.1186/s40594-023-00402-1

McKamey, P. (2020, June 17). What anti-racist teachers do differently. The Atlantic. https://www.theatlantic.com/education/archive/2020/06/how-be-anti-racist-teacher/613138/

Quinn, D. M., & Desruisseaux, T.-M. (2022). Replicating and extending effects of “achievement gap” discourse. Educational Researcher, 51(7), 496–499. https://doi.org/10.3102/0013189X221118054

Savonick, D. (2022). Student-centered pedagogy’s activist roots. Public Books. https://www.publicbooks.org/student-centered-pedagogys-activist-roots/

Verma, A. (Ed.). (2022). Anti-racism in higher education: An action guide for change. Bristol University Press. https://doi.org/10.2307/j.ctv2nv8pp2

Walton, R., Moore, K. R., & Jones, N. N. (2019). Technical communication after the social justice turn: Building coalitions for action. Routledge.

Additional Web Resources

https://www.publicbooks.org/student-centered-pedagogys-activist-roots/

https://abolitionistteachingnetwork.org/

Tema Okun, “White Supremacy Culture” https://www.whitesupremacyculture.info/

-> https://www.whitesupremacyculture.info/racial-equity-principles.html

The Center Affiliates Program for the Center for Antiracist Research at Boston University - https://www.bu.edu/antiracism-center/antiracism-research/affiliates/

Take a Harvard Project Implicit test. They offer many online tests for you to learn about your implicit (i.e., nonconscious) attitudes about different types of people (e.g., based on race, gender, age, weight). This can be a step in your self-reflection.

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Eberly Center

Teaching Excellence & Educational Innovation

Anti-Racist Pedagogy

References

Self-reflection and (un)learning can include…

References

Incorporating critical analysis of race and inequality into course content can include…

References

Anti-racist pedagogical approaches can include…

References

Anti-racist organizing within the institution and community can include…

References

Strategies to prevent negative responses

References

Strategies to build coalition and community

References

Where Can I learn More?

Articles and Books

Additional Web Resources