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)
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.
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?