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Articles

Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom

Pages 540-554
Received 23 Aug 2015
Accepted 17 May 2016
Published online: 28 Oct 2016
 
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Abstract

This article is a synthesis of my own work as well as a critical reading of the key literature in anti-racist pedagogy. Its purpose is to define anti-racist pedagogy and what applying this to courses and the fullness of our professional lives entails. I argue that faculty need to be aware of their social position, but more importantly, to begin and continue critical self-reflection in order to effectively implement anti-racist pedagogy, which has three components: (1) incorporating the topics of race and inequality into course content, (2) teaching from an anti-racist pedagogical approach, and (3) anti-racist organizing within the campus and linking our efforts to the surrounding community. In other words, anti-racist pedagogy is an organizing effort for institutional and social change that is much broader than teaching in the classroom.

Acknowledgments

I would like to thank Victor Rodriguez and Emily Drew for their extensive insights and comments, and Darlene St. Clair for the numerous conversations on anti-racist pedagogy.

 

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