Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy

Author(s): Baker-Bell, A.
Date: 2020
Publication: Theory Into Practice
Citation: Baker-Bell, A. (2020). Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy. Theory Into Practice, 59(1), 8–21. https://doi.org/10.1080/00405841.2019.1665415
Section on webpage: Anti-Racist Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) In this article, the author historicizes the argument about Black Language in the classroom to contextualize the contemporary linguistic inequities that Black students experience in English Language Arts (ELA) classroom. Next, the author describes anti-black linguistic racism and interrogates the notion of academic language. Following this, the author provides an ethnographic snapshot that shows how Black students in a ninth grade English Language Arts (ELA) class perceptions of Black Language reflected internalized anti-black linguistic racism. The author offers Anti-Racist Black Language Pedagogy as an approach that English Language Arts teachers can implement in an effort to dismantle anti-black linguistic racism and white cultural and linguistic hegemony in their classrooms using Angie Thomas’ (Citation2017) novel The Hate U Give. The author concludes with thoughts about how an Anti-Racist Black Language pedagogy can help ELA students develop useful critical capacities.

 

The realization of anti-racist teaching.

Author(s): Brandt, G. L.
Date: 2022
Publication: Routledge
Citation: Brandt, G. L. (2022). The realization of anti-racist teaching. Routledge. https://doi.org/10.4324/9781003144625
Section on webpage: Anti-Racist Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) First published in 1986, The Realization of Anti-Racist Teaching explores the subject and importance of anti-racist education. The book examines the relationship between the educational debate at the level of academic institutions, professional organisations, and local education authorities within the context of the actual practice of teaching. It also questions how to link anti-racist theories put forward by theorists and activists to the practice of teachers. The Realization of Anti-Racist Teaching is a detailed discussion of the history of racism and of anti-racist teaching and education.

 

He’s too young to learn about all that stuff: Anti-racist pedagogy and early childhood social studies

Author(s): Husband, T.
Date: 2010
Publication: Social Studies Research and Practice
Citation: Husband, T. (2010). He’s too young to learn about that stuff: Anti-racist pedagogy and early childhood social studies. Social Studies Research and Practice, 5(2), 61–75. https://doi.org/10.1108/SSRP-02-2010-B0006
Section on webpage: Anti-Racist Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) Few early childhood teachers engage in critical and anti-racist forms of pedagogical practice, primarily on the basis of developmental and political concerns. With the exception of a few studies, little has been documented relative to early childhood teachers’ experiences while enacting this form of pedagogical practice. The purpose of this article is to examine Husband’s teaching experiences engaging in critical, anti-racist pedagogy through the development and implementation of a critical action research study/unit on African American history. Data from this study reveal four levels of challenges that emerged throughout the development and implementation phases of this study/unit. Finally, Husband discusses several implications of this study for early child-hood multicultural practice.

 

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

Author(s): Kishimoto, K.
Date: 2018
Publication: Race Ethnicity and Education
Citation: 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
Section on webpage: Anti-Racist Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) This article is a synthesis of the author’s 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. Kishimoto argues 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.

 

‘That really hit me hard’: Moving beyond passive anti‐racism to engage with critical race literacy pedagogy

Author(s): Mosley, M.
Date: 2010
Publication: Race Ethnicity and Education
Citation: Mosley, M. (2010). ‘That really hit me hard’: Moving beyond passive anti‐racism to engage with critical race literacy pedagogy. Race Ethnicity and Education, 13(4), 449–471. https://doi.org/10.1080/13613324.2010.488902
Section on webpage: Anti-Racist Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) This study interrogates how understandings about racism and anti‐racism are constructed through interactions with students as well as peers in preservice teacher education contexts towards a closer understanding of racial literacy as both a personal and pedagogical tool. Critical race literacy pedagogy – a subset of the approaches known as multicultural education, culturally responsive teaching, and anti‐racist teaching – is a set of tools to practice racial literacy in school settings with children, peers, colleagues, and so forth. In this article, I explore the construction of critical race literacy pedagogy for one white preservice teacher in a U.S. teacher education program through two engagements with literacy pedagogy: a reading lesson with two African American students and the discussion of a children’s literature text in a teacher education book club. Through the critical, mediated discourse analysis of these two engagements, we see that for Kelly, the process of enacting racial literacy in a reading lesson required anti‐racist discourse patterns not yet available to her; whereas in the book club, interviews, and written reflections she was able to articulate what it means to practice racial literacy, pinpoint the breakdown of her pedagogy, and develop what it means to be ‘actively’ anti‐racist as a literacy teacher. The findings of this study suggest the complexity of the roles and the variety of paths available for white teachers who desire to be anti‐racist teachers. Ultimately, the findings indicate that we do not need only to prepare teachers for identities that ‘transcend’ predictable ways of being white but to construct a more complete framework for what it means to practice racial literacy in educational contexts.

 

Anti-racism, feminism, and critical approaches to education.

Author(s): Ng, R. Staton, P. A. Scane, J.
Date: 1995
Publication: Bergin & Garvey
Citation: Ng, R., Staton, P. A., & Scane, J. (Eds.). (1995). Anti-racism, feminism, and critical approaches to education. Bergin & Garvey.
Section on webpage: Anti-Racist Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) This book argues that there has not been sufficient dialog and exchange between various forms of critical approaches to education, such as multicultural and antiracist education, feminist pedagogy, and critical pedagogy. Contributors from the United States and Canada address issues relevant to ethnic and minority groups in light of feminist and critical pedagogical theory in the following discussions: (1) “Multicultural Education, Anti-Racist Education, and Critical Pedagogy: Reflections on Everyday Practice” (Goli Rezai-Rashti); (2) “Multicultural Policy Discourses on Racial Inequality in American Education” (Cameron McCarthy); (3) “Multicultural and Anti-Racist Teacher Education: A Comparison of Canadian and British Experiences in the 1970s and 1980s” (Jon Young); (4) “Warrior as Pedagogue, Pedagogue as Warrior: Reflections on Aboriginal Anti-Racist Pedagogy” (Robert Regnier); (5) “Connecting Racism and Sexism: The Dilemma of Working with Minority Female Students” (Goli Rezai-Rashti); (6) “Aboriginal Teachers as Organic Intellectuals: (Rick Hesch); and (7) “Teaching against the Grain: Contradictions and Possibilities” (Roxana Ng).

 

Pedagogies of strategic empathy: Navigating through the emotional complexities of anti-racism in higher education

Author(s): Zembylas, M.
Date: 2012
Publication: Teaching in Higher Education
Citation: Zembylas, M. (2012). Pedagogies of strategic empathy: Navigating through the emotional complexities of anti-racism in higher education. Teaching in Higher Education, 17(2), 113–125.
Section on webpage: Anti-Racist Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) This paper constructs an argument about the emotionally complicated and compromised learning spaces of teaching about anti-racism in higher education. These are spaces steeped in complex structures of feeling that evoke strong and often discomforting emotions on the part of both teachers and students. In particular, the author theorizes the notion of strategic empathy in the context of students’ emotional resistance toward anti-racist work; he examines how strategic empathy can function as a valuable pedagogical tool that opens up affective spaces which might eventually disrupt the emotional roots of troubled knowledge – an admittedly long and difficult task. Undermining the emotional roots of troubled knowledge through strategic empathy ultimately aims at helping students integrate their troubled views into anti-racist and socially just perspectives.