15 What is Anti-Racist Pedagogy?

Now that we have explored what it means to be anti-racist, we will explore anti-racist pedagogy, a theoretical framework we will apply to our classrooms and instruction. Anti-racist pedagogy can be applied to any academic discipline as a way to explain and address the pervasiveness of racism. This framework calls on actively acknowledging and opposing racism by leveraging tools and strategies to design inclusive courses with more representation.

Just as being anti-racist is an iterative process, so too is the process of employing anti-racist pedagogy. It requires:

• Thoughtful consideration of authorial voices in learning materials,
• Conscientiously realigning the power structure within the learning environment to include learners as active participants in the learning process,
• Engagement in discussion to actively combat racism in our fields,
• Constant evaluation of the course design.

“Anti-racist pedagogy is not about simply incorporating racial content into courses, curriculum, and discipline. It is also about how one teaches, even in courses where race is not the subject matter.” (Kishimoto, 2018, p.540).  Anti-racist pedagogy requires students and instructors to engage in critical analysis and self-reflection to reveal structural inequities.

How do we apply anti-racist pedagogy to all disciplines?

• We can do so by sharing with students how various disciplines were shaped by systemic racism, for example, disparities in medical care or contributions to the field made by BIPOC.
• Giving voice to and sharing the perspective of voices most often left out; teaching about events from the perspective of the oppressed, not just the oppressor (for example, the Tulsa Race Riots vs. Tulsa Race Massacre).
• Education is an institution of society shaped by racial disparity. Everything from lack of representation in research, health, and clinical trials, to inequitable access to quality education, we must acknowledge that while our educational systems were not built for all students, we have the opportunity to actively build our courses to be inclusive.
• Engaging in discussion with our students about how our disciplines were shaped by racism.

Becoming an Anti-Racist Educator

The Anti-Racist Discussion Pedagogy guide by Dr. Selfa Chew, Dr. Akil Houston, and Dr. Alisa Cooper recommends the work of an anti-racist instructor begin with oneself, and shares a number self-reflective questions to consider:

• Am I truly ready to do this work, even when it becomes uncomfortable?
  • Talking about race can be uncomfortable, but we must lean in to the discomfort to have difficult conversations. Our discomfort also informs what conversations and discussions we are ready to engage with our students.
• Have I learned enough to confidently support this conversation?
  • We do not have be experts on race and it is okay not to know everything! What is important is that we have prepared to engage in these discussions before asking students to engage in this work.
• How has my own experience shaped my perspective and biases?
  • Our identities shape our experiences, especially as they relate to race and power. Reflecting on our identity helps to examine our biases and may shape how we approach conversations with our students. It is important to consider how our identity may impact how we engage in discussions about race based on the identities of our students.
• Am I ready to facilitate, rather than dictate?
  • This student-centered framework requires us come along side to facilitate students’ learning, rather than disseminate information “down” to students. Anti-racist pedagogy enables us to learn from students as well as with them.
• How will I handle potentially challenging scenarios?
  • Planning ahead will help us to deescalate difficult situations and empowers us to commit to leaning into uncomfortable conversations.