This page offers a list of resources, available openly online or through the TRU website, to help inform an anti-racist teaching practice.
Hanna, K.B. (2019). Pedagogies in the Flesh: Building an Anti-Racist Decolonized Classroom. Frontiers: A Journal of Women Studies, 40(1), 229.
Kandaswamy, P. (2007). Beyond Colorblindness and Multiculturalism. Radical Teacher, 80, 6–11.
Peters, M.A. (2015). Why is My Curriculum White? Educational Philosophy and Theory, 47:7, 641-646.
Rodríguez, Y. (2019). Pedagogies of Refusal: What it Means to (Un)teach a Student Like Me. Radical Teacher, 115, 5–12.
Tate, S.A. & P. Bagguley. (2017). Building the Anti-Racist University: Next Steps. Race, Ethnicity and Education, 20:3, 289-299.
Utt, J., & Tochluk, S. (2020). White Teacher, Know Thyself: Improving Anti-Racist Praxis Through Racial Identity Development. Urban Education, 55(1), 125–152.
Wagner, A. E., & Shahjahan, R. A. (2015). Centering Embodied Learning in Anti-Oppressive Pedagogy. Teaching in Higher Education, 20(3), 244–254.
And a couple of useful weblinks:
- The Project Implicit study about implicit biases from Harvard (thanks, Scott Rankin, for sharing!). Note that if you use this with students, you cannot compel them to make an account.
- Our Home on Native Land, useful to include territorial acknowledgement for students learning and working outside Secwépemc’ulucw.
- TRU Wellness Grounding Cards, for dealing with difficult situations.
