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Race, Ethnicity and Post-Colonial Studies
Race and Pedagogy Journal: Teaching and Learning for Justice
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- Race (11)
- Racism (7)
- Diversity (6)
- Higher education (4)
- Inclusion (4)
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- Antiracism (3)
- Critical Race Theory (3)
- Teaching (3)
- Anti-racism (2)
- Artist book (2)
- Black Lives Matter (2)
- Education (2)
- Identity (2)
- Internalized oppression (2)
- Intersectionality (2)
- Microaggressions (2)
- Narrative (2)
- Pedagogy (2)
- Resource binder (2)
- Whiteness (2)
- 5th grade (1)
- Abby williams hill (1)
- Academic leadership (1)
- Aesthetics (1)
- African American (1)
- Africans (1)
- Alienation (1)
- Allyship (1)
- And Equity (1)
- Angry Black woman (1)
Articles 61 - 90 of 90
Full-Text Articles in Social and Behavioral Sciences
More Than A Conference: Reflections On Rpnc, Nakisha Renee
More Than A Conference: Reflections On Rpnc, Nakisha Renee
Race and Pedagogy Journal: Teaching and Learning for Justice
The following reflection describes Nakisha Renées' experience at her first Race & Pedagogy National Conference (RPNC) in 2014 along with her experience during the most recent 2018 RPNC.
A Letter From Ayanna Drakos, Ayanna Drakos
A Letter From Ayanna Drakos, Ayanna Drakos
Race and Pedagogy Journal: Teaching and Learning for Justice
The following is a letter to the faculty, staff, and community partners who were all essential to my experience as a student of African American Studies and as an organizer with the Race & Pedagogy Initiative (now Institute!). The subject “you” is plural, and refers to those mentioned above.
Student Editors: African American Studies Public Scholarship Course
Student Editors: African American Studies Public Scholarship Course
Race and Pedagogy Journal: Teaching and Learning for Justice
This special edition was co-edited by the spring 2019 African American Studies Public Scholarship class. Students were put in charge of procuring submissions, reviewing submissions, editing submissions and formatting them for publication. AFAM 399, Public Scholarship, is an AFAM course dedicated to student engagement with the Race & Pedagogy Institute. This semester the course dedicated its focus to creating a student edition of the Race & Pedagogy Journal that would showcase the 2018 Race & Pedagogy National Conference, the role of students in 2018 and the conferences prior, and the written work of current and past students. The following is …
From The Issue Editor, Latoya Brackett
From The Issue Editor, Latoya Brackett
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Journal Cover Artwork
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Playful Practice: The Democratic Potential Of Reacting To The Past As Experiential Learning, Kyle Chong
Playful Practice: The Democratic Potential Of Reacting To The Past As Experiential Learning, Kyle Chong
Race and Pedagogy Journal: Teaching and Learning for Justice
This paper utilises a theoretical approach to discuss the subversive potential of the Reacting to the Past role-playing game pedagogy to expand experiential learning in higher education. Doing so, this paper asserts, also creates experiences that are not simply focused on the vocational outcomes of university education. Rather, that the soft skills and critical civic engagement enabled by focus on argument and rhetoric. These skills are necessary for radical democratic engagement enable more effective public practices of confronting injustice in a neoliberal curricular climate.
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Race and Pedagogy Journal: Teaching and Learning for Justice
This study focused on the experiences of White faculty who incorporate an anti-racist framework into their college classrooms. The participants shared about the challenges of incorporating anti-racist pedagogy into their classrooms due to both perceived personal and institutional barriers. These participants perceived personal barriers stemming from an internalized struggle of understanding their own White identity while also struggling to be viewed as anti-racist educators by colleagues of color. These faculty participants also shared about perceived professional barriers which included the pressure to obtain tenure, perceived loss of control in the classroom by the students, and anti-racist work being disregarded by …
My Only Sin Is My Skin - A Musical Chronicle Of Systemic Racism In The United States, Cameron Stedman
My Only Sin Is My Skin - A Musical Chronicle Of Systemic Racism In The United States, Cameron Stedman
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Culturally Responsive And Anti-Racist Behavior Expectations And Instruction, Jordan Ross
Culturally Responsive And Anti-Racist Behavior Expectations And Instruction, Jordan Ross
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Identifying Systemic Racism Within The World Of Children's Literature, Robin Rosenberg
Identifying Systemic Racism Within The World Of Children's Literature, Robin Rosenberg
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Seek To Understand, Spencer Rake-Marona
Seek To Understand, Spencer Rake-Marona
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
A Library Of Privilege, Elizabeth O'Reilly
A Library Of Privilege, Elizabeth O'Reilly
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Behavior Charts: A Tool To Reinforce White Expectations And Re-Produce Systemic Racism, Madeline Mcvay
Behavior Charts: A Tool To Reinforce White Expectations And Re-Produce Systemic Racism, Madeline Mcvay
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Hidden And Overt: Exploring Race And Other Identities In The Classroom, Colin Kelly
Hidden And Overt: Exploring Race And Other Identities In The Classroom, Colin Kelly
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
The American People, Holly Keehn
The American People, Holly Keehn
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
You Are Racist, Austin Docter
You Are Racist, Austin Docter
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Tierra Mia, Ninoshka Chavez
Tierra Mia, Ninoshka Chavez
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Teaching Is A Reflection Of Me, Rebecca Bathrick
Teaching Is A Reflection Of Me, Rebecca Bathrick
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
The American Dream: Society, Race, And Opportunity, Ryan Baker
The American Dream: Society, Race, And Opportunity, Ryan Baker
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Undoing Miseducation: Centering Race And Unlearning Racism In Teacher Education, Mary Boer, Molly Pugh, Amy E. Ryken
Undoing Miseducation: Centering Race And Unlearning Racism In Teacher Education, Mary Boer, Molly Pugh, Amy E. Ryken
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Voice Of The Voiceless: The Project Of Black Identity In Carrie Mae Weems’S From Here I Saw What Happened And I Cried, Emma K. Ferguson
Voice Of The Voiceless: The Project Of Black Identity In Carrie Mae Weems’S From Here I Saw What Happened And I Cried, Emma K. Ferguson
Race and Pedagogy Journal: Teaching and Learning for Justice
Of the pieces shown in the 2016 exhibit “30 Americans” at the Tacoma Art Museum, Carrie Mae Weems's "From here I saw what happened and I cried" (1995-1996) was one of the most impactful. Weems's piece is composed of 33 toned images - with two blue-toned images bookending the other red-toned images - framed in circular mattes with sandblasted text over the glass frame. For this work, Weems re-presents daguerreotypes commissioned by Louis Agassiz in 1850; Each portrait, toned in blood-red, has a sandblasted text overlay that, when put together, presents an American narrative of black identity (the full text …
From Dialogue To Action: Situating Black Lives Matter In A Liberal Arts Education, Jaira J. Harrington
From Dialogue To Action: Situating Black Lives Matter In A Liberal Arts Education, Jaira J. Harrington
Race and Pedagogy Journal: Teaching and Learning for Justice
The purpose of this article is to demonstrate the value of teaching a Black Lives Matter course in a liberal arts curriculum. Drawing from original case study experience of teaching the Black Lives Matter course at a predominately white, liberal arts institution, the argument is not only pedagogical, but practical for the times in which education about issues of contemporary significance for all students. Teaching a Black Lives Matter course with a historically-situated, community-grounded and solutions-oriented approach fosters the learning environment of inclusivity to which many campuses aspire. This paper provides a practical blueprint for scholars seeking to creatively integrate …
Challenging Deficit Default And Educators’ Biases In Urban Schools, Lynette Parker, Charlene Reid, Tanya Ghans
Challenging Deficit Default And Educators’ Biases In Urban Schools, Lynette Parker, Charlene Reid, Tanya Ghans
Race and Pedagogy Journal: Teaching and Learning for Justice
This paper explores kindergarten and 1st grade teachers’ beliefs about students in an urban elementary school. Teachers situated concerns about a new literacy program and benchmark goals within an ideology that pathologized poor students of color as being academically unprepared. Teachers’ claims were corroborated by their grade-level administrator. However, an analysis of student performance data revealed educators’ pathological beliefs to be unwarranted. Deficit beliefs about the capabilities of the poor students of color were associated with fear of failure, uncritical acceptance of poverty as brain trauma, and their ascription to negative views about poor and minority students.
Anger Matters: Black Female Student Alienation At Predominantly White Institutions, Shandria Robertson, Lauren Dundes
Anger Matters: Black Female Student Alienation At Predominantly White Institutions, Shandria Robertson, Lauren Dundes
Race and Pedagogy Journal: Teaching and Learning for Justice
Black female college students at predominantly white institutions commonly experience substantial alienation that impedes their social integration and sense of wellbeing. To probe the source of their isolation, we examine whether race and gender predict reactions to one of the most contentious contemporary social issues: police shootings of unarmed Black individuals. A random sample of 238 Black and white students surveyed at a small private liberal arts Mid-Atlantic college revealed that significantly more Black women felt very angry, depressed, vulnerable and distrustful of police compared to white males and females as well as Black males. We explore factors that could …
Diversity: Words, Meaning And Race At Predominantly White, Independent Schools, Bonnie French
Diversity: Words, Meaning And Race At Predominantly White, Independent Schools, Bonnie French
Race and Pedagogy Journal: Teaching and Learning for Justice
This paper investigates the current meaning of “Diversity” in elite, predominantly white, independent schools in the U.S. The author collected data from in-depth interviews with a variety of school personnel. This data was supported by student enrollment data from the National Association of Independent Schools. Findings indicate that current “Diversity” work centers around inclusion and cultural fluency and not racial equity. Simultaneously, while the representation of students of color increased in the last several decades, the representation of Black students at the same time has remained virtually stagnant. Using Critical Race Theory, the author concludes that “Diversity” is a façade …
Aesthetics, Ethics, And Narratives Of Race In The Bombings Of Hiroshima And Nagasaki, Cody Chun
Aesthetics, Ethics, And Narratives Of Race In The Bombings Of Hiroshima And Nagasaki, Cody Chun
Race and Pedagogy Journal: Teaching and Learning for Justice
I argue that American anti-Japanese racism enabled the bombings of Hiroshima and Nagasaki. American narratives of race fostered antipathy toward the Japanese to the extent that the Japanese became expendable. The accumulation of an increasingly racist anti-Japanese popular aesthetic, which took the form of textual, visual, musical, and filmic propaganda, resulted in the animalization and, subsequent, dehumanization of the Japanese people. This dehumanization allowed for the “ethical” bombings of Hiroshima and Nagasaki for diplomatic advantage with Russia. I conclude that the aesthetic, and its accumulation, possesses the ethical power to condition genocide and that America’s dehumanizing aesthetic narratives of the …
Diary Of A White Ally In The Pacific Northwest, Sloan Cidney Strader
Diary Of A White Ally In The Pacific Northwest, Sloan Cidney Strader
Race and Pedagogy Journal: Teaching and Learning for Justice
Abby Williams Hill's visit, to the Tuskegee Institute in 1902 as recorded in her diary entries, provides information regarding her support for the black community during the Progressive Era. This paper analyzes said diary entries to examine Hill's experience at Tuskegee and identify instances where Hill succeeds and fails to perform as an ally. Overall, Hill can be considered an ally during this time period becuase her writing shows that she appreciates and learns from the black community during a time when black Americans were considered inferior and white Americans superior. This trip left a lasting impression on Hill, who …
Becoming The “Other”: How “Bloodchild” By Octavia Butler Helps Readers Frame Human Colonization Of The Environment, Alissa Charvonia
Becoming The “Other”: How “Bloodchild” By Octavia Butler Helps Readers Frame Human Colonization Of The Environment, Alissa Charvonia
Race and Pedagogy Journal: Teaching and Learning for Justice
People in positions of privilege often have difficulty understanding the perspectives of the oppressed. The following article analyzes Octavia Butler’s short story “Bloodchild” as placing the readers in the perspective of the oppressed humans in the story. This framework also relates to Sarah Ray’s thesis in “Ecological Other: Environmental Exclusion in American Culture” that environmental oppression often occurs at the physical level of the human body. The present article outlines the ways in which Butler uses the body as a physical site of oppression to render the issue of race- or gender-based exploitation relevant to readers of different demographics.
Editorial Essay, Haley C. Newman, Paige M. Zimmerman
Editorial Essay, Haley C. Newman, Paige M. Zimmerman
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Through The Looking-Glass: Conceptualizing Narratives Of Race As Mimetic Non-Narratives, Cody Chun
Through The Looking-Glass: Conceptualizing Narratives Of Race As Mimetic Non-Narratives, Cody Chun
Race and Pedagogy Journal: Teaching and Learning for Justice
I frame a discussion of narrative based on its position between mimetic and diegetic poles. I argue that narratives of race are mimetic non-narratives in the sense that they attempt to narrate (false) realities of race and racial difference without acknowledging their narrativity. I examine various narratives of race and the ways in which they perpetuate ideas of race and racial difference. I end by looking at the relationship between narrative and reality and by suggesting that, given their ability to narrate meaningful realities, mimetic non-narratives can narrate a “reality” more reflective of the unreality of race and racial inequality.