Antiracist Pedagogy: Antiracist Teaching

By Alda M. Blakeney. From abstract: "The purpose of this paper is to define Antiracist Pedagogy and establish it within the sociological framework of Critical Theory. Antiracist Pedagogy is a paradigm located within Critical Theory utilized to explain and counteract the persistence and impact of racism."

By Darlene St. Clair, Kyoko Kishimoto. From abstract: "The authors suggest that an accommodationist teaching of multiculturalism benefits "corporatized academies" in a way that evades discussions of inequalities created by, for example, capitalism. They also argue that there exists a danger of a ghettoization or compartmentalization of race in college curricula. In addition, the existence of Ethnic Studies may be perceived as permission for other disciplines to avoid the discussions of race. Furthermore, colleges and universities are co-opting this course content and transforming it into "diversity" and "multiculturalism" that dodges the challenging issues including White privilege, institutional racism, social position and oppression. This model of multiculturalism also puts forward the common stance of colorblindness as a response to racism that the authors continue to struggle against. This article discusses a cross-curricular and collaborative model for teaching race at St. Cloud State University that resists the compartmentalization and co-optation of classes that teach about race."

by Priya Kandaswamy. From abstract: "A recent course on race, gender, and the politics of social welfare in the U.S. aimed to challenge students to rethink how race, gender, and capitalism structure how they see and know the world. The goal was to move students away from thinking about welfare recipients' character and toward asking why their character matters; this enables students to step out of the dichotomies of good and bad, deserving and undeserving, and innocent and guilty, and work toward problematizing the socially constructed nature of these dichotomies. The class focused on deconstructing the discourses of colorblindness and multiculturalism and learning to see how the different ways social problems are defined is an effect of social relations of race, gender, and capitalism. The points of resistance encountered from students are outlined."

by Henry A Giroux. From abstract: "[this paper] examine[s] briefly the changing nature of the new racism by analyzing how some of its central assumptions evade notions of race, racial justice, equity, and democracy altogether. My analysis focuses especially on the discourse of color blindness and neoliberal racism. I then address how the racism of denial and neoliberal racism were recently on prominent display in the controversies surrounding former Senate Majority Leader Trent Lott's praise for segregationist Strom Thurmond. The essay concludes by offering some suggestions about how the new racism, particularly its neoliberal version, can be addressed as both a pedagogical and a political issue."

by Barbara Applebaum. From abstract: "In this article, [the author] trouble[s] the pedagogical practice of comforting discomfort in the social‐justice classroom. Is it possible to support white students, for instance, and not comfort them? Is it possible to support white students without recentering the emotional crisis of white students, without disregarding the needs and interests of students of color, and without reproducing the violence that students of color endure?"

by Regina V. Jones. From abstract: "This paper evaluates students' arguments for a color-blind society to avoid discussions related to the continued existence of racism in USA culture."