Teaching and Anti-Racism
Resources for teaching across the curriculum
Page assembled by Rachel (who is to blame for errors and other issues), IPC gurus Marlowe and Kerensa, and the idea-generators and resource suppliers: Lauren, Traci, Sequoia, Amy, Angela, Teresa, Suzanne, Christina, Marcy, Renee, Manee, Heather, and all of the IPC faculty.
Thank you so much for coming to this page and thinking about how to teach anti-racism in your courses. You might already be doing quite a bit of this work, and, as you see things lacking on this page, please consider adding your ideas. If this is newer to you, or you are looking for some new inspiration, note that this page is mostly about skill building across disciplines and pedagogy, rather than focusing on resources for specific disciplines.
While it would be nice to provide a uniform road map for your work or instructions for how to tell an anti-racism story in your class, it is not possible to provide specific guidelines that will work for every instructor. Your discipline, your goals, your students, your comfort level, your identity, will inform you of your unique path. Remember that you don't have to do this alone, and you don't have to do all of it all at once. What you do right now will open new pathways for change.
A note about resources: We hope that the resources provided here will be useful to you as you do the challenging and important work of developing your own anti-racist pedagogy. If you do want to add to the page, please do so by emailing Marlowe and/or Rachel. If you have classroom activities to add, here is a list of things to include when you describe them. You can find examples in this growing folder of activities, or linked in the table below by skill.
A note on language: Here is a brief why for using terminology related to POC such as Students of Color and Faculty of Color.
The syllabus is your gateway to inclusion.
Racism is about policy, and the policy paper we start with each semester is the syllabus.
Consider the skillsets that you would like to teach
In general, the idea is to start at identity and move to action, using a framework of essential college level critical thinking and communication skills that are relevant to any discipline along the way. For more information and detail, this is a good review article: Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors
SKILLS and actions for faculty to build Anti-racism into the curriculum
- Consider your own identity.
- Articulate your why.
- Develop a teaching philosophy that includes anti-racism.
- Learn about the history of this area, and who lives here:
- Consider your syllabus
- Include diversity/inclusion statements in syllabus and a discussion of why on the first day.
- Embed skill building related to anti-racism in learning outcomes and curriculum. Whether you name it as such is up to you.
- Consider your curriculum (what you teach)
- Include activities such as Multicultural Awareness Week, Native American Awareness week, Women's History Month, Black History Month in your teaching plan if possible.
- As the world moves forward, look at your representation, again.
- Consider your pedagogy (how you teach)
- Build a safe classroom environment for exploration and practice. Here is a webinar that might be helpful: Demystifying the Safe Space: How to Create a Classroom Ecosystem that Supports Meaningful Race Conversations.
- Contact the CTL for an equity observation.
- Model how to be uncomfortable, and practicing how to facilitate difficult conversations.
- Support the ongoing success of your students of color
- Share opportunities available through your professional organization for your students of color, and from the LCSC Foundation (thank you Erika!), and write wonderful recommendation letters.
- Work with on-campus organizations that support students of color.
- Stay in touch after graduation.
skills that can be taught to build Anti-Racism for Students
This list is compiled from LC faculty. Some of these will fit into your discipline better than others. There are multiple excellent models for how to teach culturally that overlap with this set of skills. Some of those are listed below, in the models section.
Activities submitted by Kerensa Allison, mostly, and a bit by Rachel Jameton, Marlowe Daly-Galeano and Teresa Carmack. Please send yours along to add.
||skills and practices
|Developing a shared vocabulary/context
- Distinguishing between racism, which is structural, and individual racist actions
- Identifying racism and microaggressions
- Defining ethnocentrism and culture
- Historical perspectives
Race - the power of illusion
What would you do?
A class divided
- Reflecting on identity
- Recognizing personal biases and priviledge
- Recognizing that there is little you can do to change your first reaction/thought but much you can do to change your second one.
- Reading/listening while recognizing bias
- Gaining perspective by looking through new lenses
Implicit bias test
The Race Card
The Whiteness Project
- Active listening
- Amplifying storytelling from and of people of color
- Identifying bias and racism in communication
- Being able to have difficult conversations without shutting down or growing angry
- Expressing vulnerability to open doors to communication
- Developing empathy for others' stories
| Critical media
|Habits of mind
- Developing curiosity and openness to learning
- Asking questions
- Allowing yourself to be uncomfortable and make mistakes, allowing others to be uncomfortable and make mistakes
- Growth mindedness, empathy for others' growth
teach your students how to learn
|Application, aka "the carrot"
- Building community
- Application to future professions
- Making change (e.g. changing racist policies)
Circle of courage
Brainstorming as a path to anti-racist awareness
How to measure and encourage student growth
- Assign pre- and post-semester reflections related to bias and identity.
- Assign reflections asking students to consider how they might use new content in a specific situation.
- Assign summary response essays.
- Look for expanding definition of inclusion.
- Look at the questions that students ask.
- Look for growth in student ability to identify racism, and identify solutions.
- Course evals, especially when directed.
Questions to consider as you design
- How do skills fit into your course outcomes?
- What is your balance between being transparent and alienating your students?
- How do the skills build over the semester/year?
MOdels that might help you think about how students and faculty learn about and frame race and racism
Reading lists, activities and other resources from faculty and staff at LC for use in the classroom and for personal growth
Teaching resources often start with definitions which is a sensible thing to do. However, this page dives straight into the pedagogy, with the rationale that there are so many great resources for you to read if you need some defining. If you'd like some defining, the first link in Manee's resource list below is a great, short, place to get started.
ANd a few more suggestions