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.

 

Practicing liberatory pedagogy: Women of color in college classrooms

Author(s): Rodriguez, D. Boahene, A. O. Gonzales-Howell, N. Anesi, J.
Date: 2012
Publication: Cultural Studies ↔ Critical Methodologies
Citation: Rodriguez, D., Boahene, A. O., Gonzales-Howell, N., & Anesi, J. (2012). Practicing liberatory pedagogy: Women of color in college classrooms. Cultural Studies ↔ Critical Methodologies, 12(2), 96–108. https://doi.org/10.1177/1532708611435211
Section on webpage: Liberatory 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) Following the works of Patricia Williams, bell hooks, and other feminist scholars of color, we address what it means for women of color teaching social justice issues in predominantly white classrooms. Very little research has been done to illuminate the challenges women of color face in classrooms and what this means for liberatory practice. We grapples with the question, “What are the particular experiences of women of color from various racial and ethnic backgrounds with white student resistance, specifically in relation to issues of authority?” We also provide recommendations for classroom practice as well as address policy recommendations to structurally support women of color.

 

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.

 

“I’ve never heard of the word pedagogy before”: Using liberatory pedagogy to forge hope for teachers in our nation’s public schools.

Author(s): Rodríguez, L. F.
Date: 2008
Publication: InterActions: UCLA Journal of Education and Information Studies
Citation: Rodríguez, L. F. (2008). “I’ve never heard of the word pedagogy before”: Using liberatory pedagogy to forge hope for teachers in our nation’s public schools. InterActions: UCLA Journal of Education and Information Studies, 4(2). https://doi.org/10.5070/D442000627
Section on webpage: Liberatory 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 describes an initiative that engages urban high school students, pre-service teachers, and university professors in liberatory practice. Rooted in Freirian pedagogy and using Participatory Action Research as a methodological tool, this initiative aims to provide opportunities for democratic engagement of all parties by forging dialogue, modeling liberatory pedagogy, and raising the critical consciousness of future teachers, particularly those committed to serving low-income children of color in our nation’s public schools. Implications for teacher development and partnerships between universities and K-12 schools are considered.

 

‘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.

 

Teaching and the experience of disability: The pedagogy of Ed Roberts

Author(s): Danforth, S.
Date: 2020
Publication: Canadian Journal of Disability Studies
Citation: Danforth, S. (2020). Teaching and the experience of disability: The pedagogy of Ed Roberts. Canadian Journal of Disability Studies, 9(5), 464–488. https://doi.org/10.15353/cjds.v9i5.705
Section on webpage: Disability 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) Ed Roberts was a renowned activist considered to be one of the founding leaders of the American disability rights movement. Although he engaged in numerous political strategies, his main form of activism was teaching in his prolific public speaking career across the United States and around the world. The content and methods of his pedagogy were crafted from his own personal experiences as a disabled man. His teaching featured autobiographic selections from his own life in which he fought and defeated forces of oppression and discrimination. This article examines Roberts’ disability rights teaching in relation to the experiential sources, political content, and teaching techniques.

 

Disability studies pedagogy, usability and universal design

Author(s): Dolmage, J.
Date: 2005
Publication: Disability Studies Quarterly
Citation: Dolmage, J. (2005). Disability studies pedagogy, usability and universal design. Disability Studies Quarterly, 25(4). https://doi.org/10.18061/dsq.v25i4.627
Section on webpage: Disability 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: Jay Dolmage relates his experiences and suggestions in regards to the use of “universal design” in three undergraduate-level classes taught at Miami University of Ohio in fall 2024. This article gives the reader a basic insight into Universal Design for Learning (UDL), its history and significance, and its shortcomings in student-instructor interaction, dynamicism, and accessibility. Dolmage introduces usability and a new hybrid pedagogy that unites usability and universal design as a framework that reach a broad range of users and allow the designer and user to collaborate. Suggestions for application in the classroom are given.

 

Critical pedagogy and disability: Considerations for music education

Author(s): Draper, E.
Date: 2022
Publication: Visions of Research in Music Education
Citation: Draper, E. (2022). Critical pedagogy and disability: Considerations for music education. Visions of Research in Music Education, 40(1). https://digitalcommons.lib.uconn.edu/vrme/vol40/iss1/10
Section on webpage: Disability 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) Developed by Brazilian Paulo Freire to teach economically disadvantaged adults to read, critical peda- gogy has since inspired others to adapt the model to other subject areas. In the area of music education, Frank Abrahams created the Critical Pedagogy for Music Education (CPME) model and has written about the use of CPME in teacher preparation programs. Scholars in disability studies have also been inspired by critical pedagogy, writing about disability pedagogy. Notably, people with disabilities have historically been omitted from models of critical pedagogy. This article discusses the intersections of critical pedagogy, music education, and disability, and makes recommendations to music education scholars on including students with disabilities in future models.