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Anti-Racist Pedagogy and Inclusive Classroom Resources

Articles-UCA Databases and Open Access

Berk, R. A. (2017). Microaggressions trilogy: Part 3-Microaggressions in the classroom. Journal of Faculty Development, 31(3), 95-110.

Buenavista, H. K.. (2019). Pedagogies in the flesh: Building an anti-racist decolonized classroom. Frontiers: A Journal of Women Studies, 40(1), 229-244.

Darvin, J. (2018). Becoming a more culturally responsive teacher by identifying and reducing microaggressions in classrooms and school communities. Journal for Multicultural Education, 12(1), 2-9.

Galman, S., Pica-Smith, C., & Rosenberger, C. (2010). Aggressive and tender navigations: Teacher educators confront whiteness in their practice. Journal of Teacher Education, 61(3), 225–236.

Harbin, M. B., Thurber, A., and Bandy, J. (2019) Teaching race, racism, and racial justice: Pedagogical principles and classroom strategies for course instructors. Race and Pedagogy Journal: Teaching and Learning for Justice, 4(1) , Article 1.

Holst, J. D. (2020). Toward a theory of race, change, and anti-racist education. Adult Education Quarterly, 70(2), 175–192.

Lac, V. T. (2017). In real time: From theory to practice in a critical race pedagogy classroom. I.e.: Inquiry in Education, 9(1).

Lynch, I., Swartz, S., & Isaacs, D. (2017). Anti-racist moral education: A review of approaches, impact and theoretical underpinnings from 2000 to 2015. Journal of Moral Education, 46(2), 129–144.

Matias, C. E., & Mackey, J. (2016). Breakin’ down whiteness in antiracist teaching: Introducing critical whiteness pedagogy. Urban Review: Issues and Ideas in Public Education, 48(1), 32–50

Niemonen, J. (2007). Antiracist education in theory and practice: A critical assessment. American Sociologist, 38(2), 159–177

Ohito, E. O. (2016). Making the emperor’s new clothes visible in anti-racist teacher education: Enacting a pedagogy of discomfort with white preservice teachers. Equity & Excellence in Education, 49(4), 454–467.

Schroeter, S. (2019). Embodying difference: A case for anti-racist and decolonizing approaches to multiliteracies. Studies in Social Justice, 13(1), 142–158.

Shelton, A., & Melchior, S. (2018). Valuing students’ responses to implement a social justice pedagogy: A descriptive case study. Journal of Language and Literacy Education, 14(2).

Simmons, D. (2019). How to be an antiracist educator, Education Update, 61(10).

Sinha, S., & Rasheed, S. (2018). Introduction to deconstructing privilege in the classroom: Teaching as a racialized pedagogy. Studies in Philosophy & Education, 37(3), 211–214.

Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity & Ethnic Minority Psychology, 15(2), 183–190.

Teel, K. (2014). Getting out of the left lane: The possibility of white antiracist pedagogy. Teaching Theology & Religion, 17(1), 3–26.

Berk, R. A. (2017). Microaggressions trilogy: Part 1-Why do microaggressions matter? The Journal of Faculty Development, 31(1), 63-73.

DiAngelo, R. (2011). White fragility. International Journal of Critical Pedagogy, 3(3), 54-70 .

Huber, L. P., Solórzano, D. G. (2015). Racial microaggressions: What they are, what they are not, and why they matter. Latino Policy & Issues Brief. Number 30. UCLA Chicano Studies Research Center.

Kempf, A. (2020). If we are going to talk about implicit race bias, we need to talk about structural racism: Moving beyond ubiquity and inevitability in teaching and learning about race. Taboo: The Journal of Culture & Education, 19(2), 115–132.

McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49(2), 31.

Schultz, H. (2019). Disrupting white vision: Strategies against white supremacy. Journal of Cultural Research in Art Education (Online), 36(3), 59-73.

Solórzano, D. G., & Yosso, T. J. (2001). Maintaining social justice hopes within academic realities: A Freirean approach to critical race/latcrit pedagogy. Denver University Law Review, 78(4), 595–621.

Ash, A. N., Hill, R., Risdon, S., and Jun, A. (2020) Anti-racism in higher education: A model for change. Race and Pedagogy Journal: Teaching and Learning for Justice, 4(3), Article 2.

Berk, R. A. (2017). Microaggressions trilogy: Part 2-Microaggressions in the academic workplace. Journal of Faculty Development, 31(2), 69-81.

Brezinski, K. J., Laux, J., Roseman, C., Caroline O’Hara, & Gore, S. (2018). Undergraduate African–American student’s experience of racial microaggressions on a primarily white campus. Journal for Multicultural Education, 12(3), 267-277.

Brunsma, D. L., Brown, E. S., & Placier, P. (2013). Teaching race at historically white colleges and universities: Identifying and dismantling the walls of whiteness. Critical Sociology, 39(5), 717–738.

Dei, G. J. (2016). Decolonizing the university: The challenges and possibilities of inclusive education. Socialist Studies, 11(1), 23–61.

Harrington, J. J. (2017) From dialogue to action: Situating Black Lives Matter in a liberal arts education. Race and Pedagogy Journal: Teaching and Learning for Justice, 2(3) , Article 2.

Hassouneh, D. (2006). Anti-racist pedagogy: Challenges faced by faculty of color in predominantly white schools of nursing. Journal of Nursing Education, 45(7), 255-62.

Linder, C., Harris, J. C., Allen, E. L., & Hubain, B. (2015). Building inclusive pedagogy: Recommendations from a national study of students of color in higher education and student affairs graduate programs. Equity & Excellence in Education, 48(2), 178–194.

Lykes, M. B., Lloyd, C. R., & Nicholson, K. M. (2018). Participatory and action research within and beyond the academy: Contesting racism through decolonial praxis and teaching “against the grain.” American Journal of Community Psychology, 62(3–4), 406–418.

McCabe, J. (2009). Racial and gender microaggressions on a predominantly-white campus: Experiences of black, latina/o and white undergraduates. Race, Gender & Class, 16(1/2), 133.

Phillips, J. A.,  Risdon, N., Lamsma, M., Hambrick, A., and Jun, A. (2019) Barriers and strategies by white faculty who incorporate anti-racist pedagogy. Race and Pedagogy Journal: Teaching and Learning for Justice, 3(2 ), Article 1.

Ruemper, W. (1996). Models for change: Antiracist education for universities and colleges. Canadian Review of Sociology & Anthropology, 33(3), 317–335.

Sanchez, J. C., & Branson, T. S. (2016). The role of composition programs in de-normalizing whiteness in the university: Programmatic approaches to anti-racist pedagogies. WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators, 39(2), 47–52.