Antiracist Pedagogy Resources for Faculty
Reed has stated its commitment to anti-racism in its Anti-Racism Statement. A crucial part of that work takes place in our classrooms. An anti-racist approach to teaching requires reflection on our own identities, positionalities, and pedagogies, as well as active work to acknowledge and disrupt racialized inequities. What is more, as Brown University’s Sheridan Center for Teaching & Learning has put it, “Anti-Racist teaching is effective teaching.” We will become better teachers – more inclusive, more transparent, more engaging, more equitable – as we deepen our engagement with anti-racist pedagogy.
A truly anti-racist pedagogy will inform what, how, and why we teach. In the words of Kyoko Kishimoto, “Anti-racist pedagogy is not about simply incorporating racial content into courses, curriculum, and discipline. It is also about how one teaches, even in courses where race is not the subject matter. It begins with the faculty’s awareness and self-reflection of their social position and leads to the application of this analysis not just in their teaching, but also in their discipline, research, and departmental, university, and community work” (Kishimoto, 540).
In this resource guide, we offer some starting points for reflecting on, discussing, and implementing antiracist practices:
- What is Anti-Racist Pedagogy?
- Creating Space and Belonging
- Power and Positionality
- Course Content
- Course Delivery
This is by no means a definitive or a prescriptive list of readings, but merely an entry point. To dig deeper, consider this lengthy bibliography, organized by division and by topic.
These resources were compiled by Mia Boyer-Edwards '23 through funding from the Reed College Center for Teaching and Learning