Anti-racism is not an outcome, it’s a commitment.”
—Pawan Dhingra

Readings & Key Take-Aways

Anti-racist pedagogy requires an intentional self-reflective process in which you are continually seeking to better understand your own identity, biases, and pedagogical approach AND explicitly naming and working to mitigate racialized inequities.

“The only way to undo racism is to consistently identify it and describe it – and then dismantle it.”

–Dr. Ibram X. Kendi, How to Be an Antiracist (2019)

Anti-Racist Pedagogy Conversation Circles (Spring 2021)

These conversations were co-hosted by the Faculty Equity and Inclusion Officers and the Center for Teaching and Learning; they were co-facilitated by faculty and instructional staff. While the facilitators had resources available and some level of expertise on the topics, these conversations were intended to focus on cooperative learning and problem-solving as opposed to being presentational in nature.

  • February 25th, Building an anti-racist classroom
    • Facilitators: Allen Hart (Psychology), Pawan Dhingra (American Studies), Riley Caldwell-O'Keefe (CTL), Pawan Dhingra (FEIO/American Studies), Allen Hart (FEIO/Psychology)
    • Resources (Log in to your Amherst account to view):
  • March 11th, Building an anti-racist classroom: Continuing the conversation
    • Facilitators: Alana Kumbier (Research and Instruction Librarian), Kristen Luschen (American Studies), Sara Smith (R&I)
    • Resources (Log in to your Amherst account to view):
      • Handout from The Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Confront Systemic Racism and Engage in Collective Healing by Anneliese A. Singh
      • Key Ideas from Kishimoto and Singh
      • Kishimoto, K. (2018). Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom. Race, Ethnicity & Education, 21:4, 540-554.





  • May 6th, Anti-racist approaches to gathering, interpreting, and responding to student feedback
    • Facilitators: Allen Hart (Psychology), Pawan Dhingra (American Studies), Riley Caldwell-O'Keefe (CTL), Leah Schmalzbauer (American Studeies/Sociology), Marc Edwards (Biology)
    • Reflection: As a way to engage with some recent student feedback, please take a look at the Black Student Union demands. You can find information about and related to these demands in several places including:

      We encourage you to take a few moments to reflect on the following questions before we meet. How do you normally engage and integrate student feedback in your teaching? Reviewing the Tuitt et al reading and Kishimoto (or Kishimoto key take-aways) from earlier conversations in this series, how might you integrate anti-racist and equity-minded thinking and practices in your approach to gathering and responding to student feedback?