{"id":920,"date":"2023-05-11T20:17:43","date_gmt":"2023-05-11T20:17:43","guid":{"rendered":"http:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/?page_id=920"},"modified":"2023-05-12T19:18:46","modified_gmt":"2023-05-12T19:18:46","slug":"anti-racist-pedagogical-resources","status":"publish","type":"page","link":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/inclusive-action\/anti-racist-pedagogical-resources\/","title":{"rendered":"Anti-Racist Pedagogical Resources"},"content":{"rendered":"\t\t
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Introduction<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The study and understanding of racism through<\/em> academic-community partnerships, research, and dialogue are important areas of focus and effort in co-creating a decolonized educational system. However, considering the structures within higher education<\/em>\u2015the internal forces that also perpetuate certain and exclusive forms of learning, teaching, and engagement \u2015 is\u00a0vital to social innovation.\u00a0\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>

Pedagogy of the Oppressed<\/em><\/a> (1968)\u00a0acts as a central\u00a0text in critical pedagogy and critical community engagement. Paulo Freire argued that learning is never neutral, it either reinforces inequities or it challenges them. What remains most impactful of Freire’s work today is the belief that education can and should be liberatory. He states: “The starting point of education is the cultural, ideological, political, and social context of the students.” If we recognize this reality in the design<\/em> of a course, learning becomes\u00a0inclusive, representative, and engaging to all the\u00a0identities and experiences of its learner community, both on and off-campus (see its application to community-engaged learning at Stanford’s Center for Comparative Studies in Race & Ethnicity<\/a>).<\/p>

The resources below are provided to consider how course design and anti-racism work together, with a specific look at community-engaged learning. Community engagement’s modern origins\u00a0has direct connection to social justice initiatives of the 19th and 20th centuries, but this does not bar it from contributing to a racialized system of education.<\/p>

This is a living list that will be added to overtime.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Contextual Pieces<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Service Learning as a Pedagogy of Whiteness (Tania Mitchell)<\/a><\/p>

Anti-racist pedagogy: from faculty\u2019s self-reflection to organizing within and beyond the classroom (Kyoko Kishimoto)<\/a><\/p>

Faculty Accountability for Culturally Inclusive Pedagogy and Curricula (STEPHEN JOHN QUAYE & SHAUN R. HARPER)<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>

Full Participation: Building the Architecture for Diversity and Community Engagement in Higher Education (Syracuse University)<\/a><\/p>

#staywoke: Digital Engagement and Literacies in Antiracist Pedagogy (Christine \u201cXine\u201d Yao)<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>

Critical Service Learning as a Tool for Identity Exploration<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>

Decolonizing Community Engagement (Derek Kornelsen)<\/a><\/p>

Social Justice and Experiential Education: Recognizing Students\u2019 Lived Experiences and Stories (Nathan Reddy)<\/a><\/p>

Promoting Inclusive Access and Success through Community Engagement<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>

Connecting Civil Rights and Community Engagement (Cambridge Handbook)<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Change-Oriented Case Studies<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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“Diversity,” Anti-Racism, and Decolonizing Service Learning in the Capstone Experience (Tracy W. Dillion et al.)<\/a><\/p>

Reflections on operationalizing an anti-racism pedagogy: teaching as regional storytelling<\/a><\/p>

Understanding the Local Context of the Civil Rights Movement: Using Service Learning to Develop an Oral History of Our Community (Robert Weldon Simmons)<\/a><\/p>

\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/a>Student Voices: Some Powerful Event: Civic Engagement And Storytelling as Tools for Addressing Privilege (MacKenzie Lovell)<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>

Sustaining Indigenous Performing Arts: The Potential Decolonizing Role of Arts-Based Service Learning (T.O. Rakena)<\/a><\/p>

Exploring Community Outreach Initiatives for Artist-Run Centres: A Case Study Using Anti-Racist Feminist Pedagogies to Create Inclusive Spaces for Knowledge Exchange (Skye Maule-O’Brien)<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Webinar: Lessons from National Protests Strategies for Curriculum and Community Engagement (University of Nebraska)<\/a><\/p>

Racial Equity Tools: Community Engagement<\/a><\/p>

Racial Equity Tools: Community Building<\/a><\/p>

How to Facilitate an Exploration of Epistemic Justice & Community Engagement Through Stories (Campus Compact)<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>

Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication (Colorado State University)<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p>

Building Critical Consciousness for Educational Equity | Nicole West-Burns, Ph.D. | TEDxOshawaED<\/a>\u200b\u200b\u200b\u200b\u200b\u200b\u200b<\/p><\/div><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Introduction The study and understanding of racism through academic-community partnerships, research, and dialogue are important areas of focus and effort in co-creating a decolonized educational system. However, considering the structures within higher education\u2015the internal forces that also perpetuate certain and exclusive forms of learning, teaching, and engagement \u2015 is\u00a0vital to social innovation.\u00a0\u200b\u200b\u200b\u200b\u200b\u200b\u200b Pedagogy of the… Read More »Anti-Racist Pedagogical Resources<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":843,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/template-pagebuilder-full-width.php","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"off","neve_meta_content_width":100,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"class_list":["post-920","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/wp-json\/wp\/v2\/pages\/920","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/wp-json\/wp\/v2\/comments?post=920"}],"version-history":[{"count":7,"href":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/wp-json\/wp\/v2\/pages\/920\/revisions"}],"predecessor-version":[{"id":927,"href":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/wp-json\/wp\/v2\/pages\/920\/revisions\/927"}],"up":[{"embeddable":true,"href":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/wp-json\/wp\/v2\/pages\/843"}],"wp:attachment":[{"href":"https:\/\/humanitiesinaction.sites.grinnell.edu\/2023-stage\/wp-json\/wp\/v2\/media?parent=920"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}