Toward defining and integrating multicultural and feminist pedagogies

Author(s): Enns, C. Z. Forrest, L. M.
Date: 2005
Publication: American Psychological Association
Citation: Enns, C. Z., & Forrest, L. M. (2005). Toward defining and integrating multicultural and feminist pedagogies. In Teaching and social justice: Integrating multicultural and feminist theories in the classroom (1st ed.). American Psychological Association.
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: (Summary) Teaching and Social Justice provides psychologists and educators with a foundation to create their own multicultural feminist pedagogy. The volume challenges them with self reflection and thought-provoking questions such as: How does one’s multicultural or feminist theoretical orientation influence how one teaches social justice? How does this influence the manner in which one teaches about diversity issues? How might one’s theoretical position influence the organization and structure of the classroom, the interventions used, or classroom dynamics and learning?

 

Post-critical pedagogies: A feminist reading

Author(s): Lather, P.
Date: 2014
Publication: Routledge
Citation: Lather, P. (2014). Post-critical pedagogies: A feminist reading. In Feminisms and Critical Pedagogy (pp. 120–137). Routledge.
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) Feminisms and Critical Pedagogy centres around the theoretical effort to construct a feminist pedagogy which will democratize gender relations in the classroom, and practical ways to implement a truly feminist pedagogy.

 

Toward a richer theory of feminist pedagogy: A comparison of “liberation” and “gender” models for teaching and learning

Author(s): Maher, F. A.
Date: 1987
Publication: The Journal of Education
Citation: Maher, F. A. (1987). Toward a richer theory of feminist pedagogy: A comparison of “liberation” and “gender” models for teaching and learning. The Journal of Education, 169(3), 91–100. https://www.jstor.org/stable/42741791
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 essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women’s development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.

 

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.

 

Emancipatory pedagogy in practice: Aims, principles and curriculum orientation.

Author(s): Nouri, A. Sajjadi, S. M.
Date: 2014
Publication: The International Journal of Critical Pedagogy
Citation: Nouri, A., & Sajjadi, S. M. (2014). Emancipatory pedagogy in practice: Aims, principles and curriculum orientation. The International Journal of Critical Pedagogy, 5(2). https://libjournal.uncg.edu/ijcp/article/view/228
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 study was conducted to develop a practical framework for applying the theory of emancipatory or liberatory pedagogy in educational policy and practice. For this purpose, after a brief review on the evolutionary process of emancipatory pedagogy in education, the theoretical literature that explicates, describes, and discusses emancipatory pedagogy was reviewed and some important aspects related to practice, such as its practical possibility, educational aims, principles, and its orientation to curriculum was deducted. Based on the literature review, Emancipatory approach to education that heavily represented in the works of Paulo Freire, Ira Shore, Henry Giroux and Peter McLaren, is an innovative approach in education which has been successful in practice. Emancipatory pedagogy is founded on the notion that education should play a role in creating a just and democratic society. The main educational aims of this approach are manifestation of humanization, critical conscientization, and establishing a problem-posing education system. Emancipatory pedagogy has its main function the revelation of tacit values that underlie the enterprise and empowering students and teachers through overthrow the barriers between teachers and students, and invite them to critically analyze the political and social issues as well as the consequences of social inequity. This requires a negotiated curriculum based on true dialogue that values social interaction, collaboration, authentic democracy, and self-actualization towards making fundamental changes both individually and socially.

 

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.

 

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.

 

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.

 

“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.

 

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.