Higher Education Anti-Racist Teaching Podcast

The Higher Education Anti-Racist Teaching (H.E.A.R.T.) Podcast focuses on elevating our learning about anti-racist teaching at colleges and universities.
 

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UConn HEART Podcast

Dr. Milagros Castillo-Montoya

Omar Romandia

In this series of podcasts, we explore what antiracist teaching in higher education is, what it entails, what challenges educators face, and any advice our guests can give our audience in their antiracist teaching journey. 

The podcasts are co-hosted by Dr. Milagros Castillo-Montoya and doctoral student Omar Romandia. With a strong commitment to centering the learning of BIPOC students, they ask questions of their guests to deepen conceptions about antiracist teaching as well as advance teaching practices that align with antiracist tenets.  

The podcast is supported by the Office for Diversity and Inclusion and the Center for Excellence in Teaching and Learning at the University of Connecticut. 

Episode: Introduction

H.E.A.R.T. Podcast Introduction

With this introduction we launch the Higher Education Anti Racist Teaching (H.E.A.R.T.) Podcast! Co-Hosts Dr. Milagros Castillo-Montoya and Omar Romandia, will explore what anti-racist teaching in higher education is, what it entails, what challenges educators face, and any advice our guests can give our audience in their anti-racist teaching journey. 

Please join us next week (Wednesday, February 3rd) for our full-length episode in which we will be discussing intersectionality alongside Dr. Saran Stewart, Associate Professor of Higher Education and Student Affairs at the University of Connecticut as well as Dr. Jessica Harris Assistant Professor of Higher Education and Organizational Change from the University of California, Los Angeles. As scholars who engage in intersectionality research, they share how their educational foundations, research, and personal experiences guide their antiracist teaching. 

Transcript to come...

Episode 1: Part 1

Applying Intersectionality Research to Antiracist Teaching (Feb. 3)

In this episode, Dr. Saran Stewart from the University of Connecticut and Dr. Jessica Harris from the University of California, Los Angeles discuss what antiracist teaching means to them, how they enact it in their classrooms, and why they engage in antiracist teaching. They also discuss how students have responded to this teaching approach and how they have worked through those responses. You can hear both of them discuss how contexts shape antiracist teaching whether that is national context or institutional context. This is Part I of this conversation. Join us next week, for Part II of this conversation with Dr. Stewart and Dr. Harris. 

Saran_Stewart
Saran Stewart


Jessica Harris

Transcript – Episode 1 Part 1

Downloadable

H.E.A.R.T. Podcast Episode 1 Part 1

In this first episode, we'll be discussing intersectionality and its use in teaching practices. We'll be taking this journey together alongside professors Jessica Harris, and Saran Stewart in which they share how their personal experiences and educational foundations guide their work. Take it away, Milagros!

Thanks, Omar. I'm thrilled to be introducing Dr. Saran Stewart, who is an associate professor at the University of Connecticut. Her research focuses on access and equity, post-colonial theories, decolonizing, methodologies, and international and comparative higher education. With us today, we also have Dr. Jessica Harris, who is an assistant professor at the University of California, Los Angeles. Her research focuses on critical race theory in education multi-racial reality and the intersections of race, gender, and campus, sexual assault. Both of these scholars are advancing the field of higher education through their research, using intersectionality as a framework, which makes them perfect for our first episode this season.

Saran and Jessica, thank you so much for being here with us today. I'm really looking forward to hearing your perspective on how intersectionality can be a lens from which we enter and in that tire education and anti-racist teaching, especially since you both use this lens to do your own research. So, let’s get started.

Jessica, can you tell us a bit more about what anti-racist teaching means to you? Sure. Um, you know, this was difficult for me to answer because I just teach in the manner that I teach and I do, I would say yes. Um, you know, my teaching is anti-racist but more so my teaching is informed by a critical race theory lens.

As you mentioned, Milagros. Um, a lot of my research, all of my research is informed by critical race theory. And so, my teaching is very much informed by critical race theory as well. So, what that really means for me is that, um, my teaching it centers, how racism is endemic to education, right. It centers settler, colonialism, and anti-blackness.

It really pushes back on these comforting white majority, majority male stories. Right? So, a lot of the curriculum that students might see is centered on whiteness and, and white men. And so, it's really pushing back on, on that, um, that understanding that that's where knowledge lies. It also really pushes back on the black, white binary.

Right? I think a lot of times, um, because of anti-blackness because of, um, you know how institutions were founded on the transatlantic slave trade. We tend to focus. We being educators may focus, tend to focus on, um, anti-blackness and black students, faculty, and staff, and that is absolutely necessary. But I also think it's really important to push back against that black, white binary and focus on settler colonialism and native students and native realities and Asian students and xenophobia and so on and so forth.

So, I think CRT is inherently anti-racist, but yeah. I also think anti-racism has become a buzzword more recently. And so, I just want to kind of, I want to say, yes, I am. Anti-racist in my teaching, but more so I'm really focusing on, um, the tenets of critical race theory and infusing those tenants into my teaching.

Awesome Jess. So happy to see you. Um, so you know, the thing, I think that's strong through Jess and I, to be quite honest with you, when we think about answering this question is that we had our grounding at the same institution. And so. We had to seem kind of ideological, philosophical underpinnings kind of rooted.

So, I can see some of our answers are going to overlap. The answer is, is teaching, um, is really cemented for me in particular, in a decolonizing frame, looking at emancipatory ways of understanding, knowing delivery content. So, it's a dual focus in terms of really focusing on what is not through capitalist lens.

And that's where a lot of my anti-racist work is going to literally be connected to anti colonialist work as well. And then this reframe is in some more decolonized space. And the reason for that in particular is having taught outside of the U.S. for so long. To a predominant I've told my students this semester that I've only ever taught in my academic career, all black students, ironically, um, as an adjunct faculty with the University of Denver, I've taught a mixed group of students, but my majority of my academic career is that, and I cone that as a privilege, but it also lets me understand what I've been grappling with recently is I’m trying to really deflect on what we considered the colonial gaze that each of us being taught in Western colonial, um, institutions are going to be pervasive in this rhetoric. And the constant challenge for us in doing this work is situating our work or ethics or moral into equity.

Anti-racism, um, decolonization, critical race focus. And so, we're centering those works, but it's a constant pushback. And I would argue in doing this work, you're also constantly regulating yourself and the work that you do. And understanding the means in which you're doing it, because for me in particular, it's the unlearning of education that has become ever-present in this anti-racist work and anti-racist teaching with our students.

Um, and it's really interesting in coming back to teach in the United States. And it's significantly different to be quite honest with you. I'm teaching a predominant homogenous group, even though it's a historically what we would consider a marginalized group. It's not in their context. So that's a whole different centering and recent turn for how this work is done from a global perspective, from a post-colonial de-colonize perspective, but it all is intertwined in the current essence of when you're in predominantly white, global, Northern capitalist societies.

It is required of you. If you really want to be about this equity work. Yeah, no, thank you for that. And you know, one of the, um, things that I want to ask you is a question that I once came across, um, In a book chapter by Gloria Ladson-Billings. And that question just really stood with me because I had those questions when I was coming across the work.

So, I appreciated that she actually titled the chapter, the question everybody was asking her, which was, “yes! But how do we do it?” So, I'm going to ask you this, like you've broken down what it means. Take me inside of your classroom. Take us inside of your classroom. Can you, um, either share some principles that you enact, or maybe just give one example, like concrete as possible.

What does it look like in action in your classroom? Um, let's start off with Saran. Sure. So absolutely bar none the only way I've been able to do this work is to do self-reflexive journaling. And it doesn't matter if I'm teaching, um, hierarchal in there, um, modeling structural equation, statistics, qualitative research methodology, or.

Comparative higher education. It does not matter. It's a tool, an academic tool I've used and a number of scholars use it as well. Where I assign, um, all the readings I asked the students. To journal throughout the semester where they just suppose their lived experiences and integrate, and later in salient quotes that resonate and that they have dissonance with so that they can grapple with this thing called “academic jargon” across the spectrum of courses.

the, the whole purpose of that is to also introduce them to authors. Um, I love to do it in STEM fields in particular, but to introduce them to authors that are non-whites. And the reason for that is to break through the rhetoric of this anti-blackness curriculum that is pervasive throughout in particular global and other institutions, and even former British, colonial institutions as well, and the reason.

And so, in doing that, that then, in many ways we have seen students do and it takes a couple of required journals, right? They're grappling with the jargon, the academic rhetoric, trying to really understand it. And then trying to map on their lived experiences. I've seen how they're better able to understand the reasoning, the purpose, how they situate themselves.

But most importantly, that they can do this, that they are part of the narrative and not excluded from the narrative. So that's one example and one tool that I've used to kind of really situate the students, writing language, um, especially when you dealing with non-native English speakers. Um, also trying to grapple with, um, impostor syndrome in the Academy.

Um, as I've taught 90% of my students across the seven years, um, have all been first-generation students. And so, this tool is breaking down the myth of what is, um, higher education writing, higher education overall, to simplify to its bare bone content, to how it relates to the self. So that's one, one example.

Thank you that’s fantastic. Jessica, what are your thoughts? Yeah, like saran said, we overlap a little bit, um, with the reflective exercises and I really want to stress the point that it doesn't matter what class you're teaching, that we shouldn't be thinking about. The anti-racist teaching. Or, you know, pushing back on, uh, normative understandings of whatever's in the curriculum.

Right? So, one of the things that I do do, regardless of if I'm teaching student development theory, if I am teaching critical race theory or racism in higher education, um, or a stats course, which is so not my lane, but if I were teaching that I would start out with students reading the first week something about settler, colonialism, something about anti-blackness and how it relates to higher education. Right. So right now, I usually have students read an article by Glenn from 2015 about settler colonialism as framework, which isn't about higher education, but really having students bring that back into.

Okay, so this might be more general about us society, but how does this map back to our work as practitioners, as educators, as researchers? And then I also always have them read Laurie Patton Davis's um, Dr. Lori Patton Davis’s. Post-secondary pros, which is a CRT to really map, um, map how anti-blackness really was the foundation of the higher education system in this country, um, and other countries as well.

Um, and so I start with that. Um, I also think it's really important. I think the Saran mentioned this, but again, pushing back with the curriculum. So, who's who, like, not only what themes and what identities am I putting into my syllabus pretty into the readings, but also what's scholars. Right? So, people can be writing about, uh, native students or about multiracial faculty, but those individuals can still be white CIS, hetero men.

Right? And so, it's coming from a specific perspective. And so being really intentional in not only what the topics are in the class, but also who is writing about these topics. Right? Um, and also just to get a little bit more. Into that it's also what institutions, what journals, right? That we're not just, um, upholding whiteness and white supremacy by putting in only articles that are in the review of higher education or AERJ, which are very much these top tier journals, but have very much been influenced by whiteness and white supremacy.

Um, and having a conversation with students about why I do this and how I do this and what they're reading. Um, the one, the one other thing, two other things I will say one is that I am also intentional in putting in readings about whiteness and white students and white faculty, because I think that the absence of, of whiteness in the curriculum is then inherently anti-racist right.

But we need to be critiquing whiteness and how that operates on the college campus. Um, and the other thing I will say too, is that I've become more and more intentional about. About, I guess, infusing different forms of racism and forms of, uh, you know, how white supremacy manifests. So not only are we talking about settler, colonialism and anti-blackness, but we're also talking about xenophobia.

We're also talking about mono-racism, which affects multiracial individuals, racist nativism, and so really getting students to think a little bit more deeper about. Not only how do these systems intersect and influenced me, but also how might I be upholding these systems? Right? And being privileged by some of these systems.

That’s amazing. I mean, what you both are doing just sounds like one, I need to take your classes. I have to figure out how you can enroll, audit, but also, um, I'm curious about what the response, what's your experience with student response? And what kind of range of responses do you receive, um, with the type of teaching that you're doing?

Um, so I'm going to ask Jessica first, since she just went, um, last, so you mentioned a few things there about, you know, the curriculum and that you explain, you know, to students, not just the, what, the themes, the core ideas you're going to cover, but the who. And the why of those who, um, and in addition to that, really trying to deepen and expand or broaden ideas about what racism is and all the variations in which racism can show up.

Um, what kind of responses have you received in, in your teaching experience? Yeah. Thank you for this question. Um, because it allows me to reflect on my own privilege and passion. Um, So at the moment. So, I've been at UCLA now five years and the response has been lovely. Like it's almost to a point where students are like, I want more, they really pushed me.

So some of the reason why I've added in, okay. So, let's talk about xenophobia and racist nativism. And these other forms of racism is because these students are demanding. It. They're demanding it. And it's also that there's just such a diverse, racially, diverse group of students that I have in the classroom, which I am so blessed to have.

And I'm know I'm blessed to have that because I also taught at another institution before UCLA, University of Kansas. I'll put it on blast, but u\University of Kansas reflects so many other institutions that we have in the U.S. uh, being, predominantly white, historically white, uh, settled in their curriculum of whiteness, um, and very comfortable being there.

And so, I had so much pushback my first year of teaching and it was everything that I read it. I would say it as Academic Deja Vu. That's how I would describe it where I'm like, Oh, I've read this in the literature. I've read that white students pushed back against women of color or people of color faculty members in the classroom and say, Oh, my gosh, this person just always wants to talk about race.

They make everything about race. They're not articulate. They don't know what they're talking about. I can't. I can't really learn anything from them because they're not as smart as a professor should be. Right. I experienced all of that at the University of Kansas. One, because yes, it was a predominantly white cohort of students, but also because of that was nobody else was pushing back against the understandings of, of, uh, whiteness and racism within the program, within the institution, within the world, within the country.

And so, UCLA is very different. Um, it has. It's issues as every institution does, but I'm very, very blessed to have students who are clamoring, chomping at the bit to, um, consume critical ways of knowing to consume how do I be anti-racist in my future practice or my future research. Um, and so I've been met with a lot, a lot of support and love and.

Um, so much more positivity from students. So, I'm very, very blessed because I know that that is a very huge outlier experience. Yeah. And before we transition to saran, um, if I could just ask a quick follow-up, um, which is in one setting, you're seeing, you know, you’re kind of like the sole or the one or the one month, few who are offering this type of teaching or offering this type of curriculum.

And so, the response, some of the response you're getting is also because it's not an expectation. Context wide, right? It's not an expectation everywhere. Whereas the context changes and I'm sure, you know, you didn't say this, but it sounded I'm inferring. So, I'm, I want to confirm it feels like there's an, a culture around you where that is almost like expectation and, and people want more because there's an expectation that that's the learning that's going to be happening.

So, I'm curious about, if that's true. If you could share that or maybe clarify that I misunderstood. And then if you don't mind sharing how you respond to that. So, I'm hearing a little bit from the UCLA response is that I give them more, they ask for more. So, I give them more and I am learning. It sounds like you're saying I'm being pushed to learn more.

And I'm curious, you know, how did you handle the pushback that you got when you went to University of Kansas? Cause that's a different context, but way more common for, for many anti-racist teachers. So, I'm just curious to hear more about that. Yeah. Um, yes, I was nodding the whole time, so yes, everything that you said.

Correct. Um, and, um, you know, it's interesting cause I'm on the tenure track now and, um, you know, in the first two years I had a lot of anxiety about my teaching. And to be honest, the first year I did have some major pushback from students and it was way more about my identity. Right? And it was actually from people that held the same identities that I did.

[Right. So, women of color, mixed race, women of color. And I thought that that was. Fascinating. And I'm still doing a lot of work around like, well, what does that mean? And, and what does that mean for higher education? Maybe it means nothing. Um, but responding to the students at University of Kansas was really interesting.

Cause I wasn't on the tenure track. I did have a lot of anxiety cause I was like, these students hate me and they're so rude to me in the classroom, but it took them, it took them about 10 weeks to warm up. And then, you know, on my teaching evals, I had one student specifically be like, “I hated this professor in this class, in the beginning.

And now I like understand that that was because of my privilege. Like this class taught me that.” Right? And I think that that again is kind of an outlier experience. 10 weeks is not going to make a student like have these mind-blowing, um, understandings, but I just trudged through. Cause it was the only way I knew how to teach.

And if I was truly embodying CRT as embodied theory, I wasn't going to turn back. And of course, I had the privilege of that because I was out of there after a year. Like I had stepped, stepped foot in Kansas and was like, we're doing this for one year and no more. Right. And I'll just say finally, one of the things I live by.

Um, because of CRT is something that Derrick bell wrote about and he asked me a question like Gloria Ladson-Billings, PS, racism is here to stay now what? Right. What do we do about it? And so, he makes this, this argument that it's here to stay. It's here to be, it's going to be here forever, but that doesn't mean that we're going to stop trying to deconstruct it and push against it.

Right? We all know he makes us kind of this analogy. We all know that we're going to die. But that doesn't stop us from living and living life to the fullest. It makes us want to live more. And so that's very much, um, how I view teaching is that I know I'm not going to solve all the issues. I know that there will be the absence of racism after I've taught this course.

But I do know that there's some sort of change that I've made that I've chipped away at something. Thank you so much. Saran, what are your thoughts about, um, how students have responded? You know, like what, you know, to the work that you've done, you talked about that reflective journals and what kind of, and you talked about two different contexts, one context being homogeneous, where you were in Jamaica and you know, you really talking about.

What would be here, a minoritized population, but they're very much the norm. And then now you're in this context where it's, you know, racially diverse classroom. Can you speak to me a little bit about what kind of responses you've gotten? Milagros? Yeah, Jess and I got some twin twinning life. So basically, and I've wrote, I've written about this, right?

I've published this in the, or. The book that we did with Professor Tuitt, and, Hanes Davidson, um, about the critical, inclusive pedagogies around the globe. And essentially, I wrote that in my first semester returning home, it was my first semester, first month teaching that, um, master's students. And I forgot what it was.

I believe it was, um, The Master's in Educational Measurement students. And I was teaching them around the areas of educational research. Right. It's based on my own course. And the, the class representative came to see me, my office, Oh, is my first time I kid you not she's like, don't just do it. “I've come on behalf of my class to let you know that, um, your status teaching it's too foreign.

We, we, we are not built for this. This is too far in minded”, right? All this me, me, anti-racist, I'm tired of. What's like, what's you talking about film, critical race, sports and research and philosophy of the mine on group work. We came here to take notes and for you to lecture to us, she kind of let me know that. Whoa, did the students really approach Dr. Stewart to share that they disagreed with their teaching style? That's interesting. Have you ever had that take place Milagros? Actually Omar, it's quite common. There are a number of published articles in books that report the challenges that bypass faculty experience, especially at historically white colleges and universities.

For example, there's this fantastic book that covers this topic well, entitled, presumed, and competent their intersections of race and class for women in academia. And there's also a really great article entitled Teaching in the Line of Fire, is a reality, especially for black women in the prophecy area, um, that we need to name and make sure we continue to address.

So, I'm glad that Dr. Stewart raised this issue with that. Tanisha is no, um, complete in our second Master's in Canada about to do her PhD. And she's one of my research students. Right. And I kept that day though, when she left the office, I felt so abysmal that I called my mentor. And said to him that, what do I do?

How do I continue to do this work? And essentially, he said, you know, you gotta trust the process. Right. And I constantly was like, well, this clearly is not the process because there's so much pushback and immediately kind of pushed against what is normative and the culture of the institution versus what you thought was going to be liberating.

And emancipatory. And one thing that reminded me similar to what Jess had said is that I really didn't know any other way to teach. It was the way in which I knew would have centered around equity, around critical race theory around, um, an anti-colonial colonialist perspective. And I knew that there would be constant pushback.

But I kept on keeping on, and I've seen the fruits of that labor, right? Seven years old, you know, these students are doing amazing things, right. And they're critical change agents and critical scholars. And so. I'll read about one of the students who actually I've written about them, and they were like truth be told I'm going to have to read a small quote from what they said. Truth be told. I was very skeptical about the titles of the documents and even the size of some of the documents teaching in the line of fire, your blues. Ain't like my blues, every shutter I ain't sleep. And who am I. Every title. I came across, made me envision and bought my life and what I might read about it, it was as if I was awakened by the new knowledge and insights that I was extracting from these documents, the blanket that was over my eyes vanished, and I no longer wanted to stay for my thoughts and questions about race, color, or class.

And so, what I found was at the complete, the risk of getting horrible evaluations, not being tenured. There is something to say about faculty who go about this work really just. Doing it in the pursuit of equity and justice and social justice work that you just keep going on. Right? Um, and I don't have an answer that is the right thing.

Cause I don't believe it's for everyone. I'll be very honest about that as well. But I've seen in. In the Jamaican context, this very revolutionary revelation of doing this work. When there's resistance met at the front end. Here, it's an interesting bag because it's a diverse, much more diverse pool of students that I am dealing with, um, versus a very homogenous full Jamaican Afro Caribbean.

Um, first-generation set of Masters students right here. It's a mix. Um, and what I phoned here is really interesting in terms of there is a diversity of on the standing that the black white binary cannot just be the pervasive binary, right. Pervasive way in which you go about your pedagogy. Um, and so inclusion takes a whole different set of steps were pushing against comfort zones and comfort being uncomfortable is not a thing. It is seen as, um, a threat in some cases. And so, I'm still trying to debate what that means here. But I'm persistent in the work of constantly showing what does, what should equity look like?

And also understanding that when we do this work, we ourselves are work in progress. And I don't believe that we were ever taught that. I think we assumed that the scholars who were teaching us knew all the answers and therefore they must hide it. Right. But I really quickly learned that that is not the case.

We are all a work in progress in this work, and we must constantly try to grow in it as well, so.

Thank you so much for joining us. Part two of our conversation with Dr. Saran Stewart and Jessica Harris will be released next Wednesday, February 10th, available wherever you listen to podcasts. This podcast is made possible with support from the Office for Diversity and Inclusion and the Center for Excellence in Teaching and Learning at the University of Connecticut. We are also extremely grateful for our colleagues who offered valuable guidance and support, including the awesome team from the UConn 360 Podcast.

It takes a village and it takes heart. Thank you.

Resources:

Gutiérrez y Muhs, G., Niemann, Y. F., Gonzalez, C. G., and Harris, A. P. (2012). Presumed incompetent: The intersections of race and class for women in academia. Utah State University Press. 

Ladson-Billings, G. (2011). “Yes, but how do we do it?” Practicing Culturally Relevant Pedagogy. In J. Landsman and C. W. Lewis (Eds.), White Teachers/Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity and Providing True Educational Equity (2nd Ed.). Stylus. (First edition published in 2006)

Lee, C. D., Spencer, M. B., & Harpalani, V. (2003). “Every shut eye ain’t sleep”: Studying how people live culturally. Educational Researcher, 32(5), 6–13.

Patton, L. D. (2015). Disrupting postsecondary prose: Towards a critical race theory of higher education. Urban Education, 51(3), 315-342

Tuitt, F., Hanna, M., Martinez, L. M., Salazar, M.D., Griffin, R. (2009). Teaching in the line of fire: Faculty of Color in the Academy. Thought & Action, 65-74.

Allen, W. R. & Chung, Angie, Y. (2000). ‘Your blues ain't like my blues': Race, ethnicity, and social inequality in America. Contemporary Sociology, 29(6), 796-805.

Stewart, S. Deal, K., Hubain, B., Hunt, C., & Bowlby. (2013). Who am I? An exploration of role identity formation and socialization throughout the U.S. Journal of Student Affairs, 22, 77-84. 

Stewart, S. (2016). Advancing a critical and inclusive praxis: Pedagogical and curriculum innovations for social change in the Caribbean. In F. Tuitt, C. Haynes, & S. Stewart (Eds.), Race, equity and the learning environment: The global relevance of critical and inclusive pedagogies in higher education (pp. 9 -22). Sterling, VA: Stylus Publishing.

Episode 1: Part 2

Applying Intersectionality Research to
Antiracist Teaching (Feb. 10)

In this episode, we continue our discussion with Dr. Saran Stewart from the University of Connecticut and Dr. Jessica Harris from the University of California, Los Angeles about how intersectionality serves as a lens from which they enact antiracist teaching. They discuss the embodied nature of antiracist teaching, the influential moments and teachers that have shaped their own antiracist teaching, and offer advice for instructors interested in antiracist teaching. 

Saran_Stewart
Saran Stewart


Jessica Harris

Transcript – Episode 1 Part 2

Downloadable

H.E.A.R.T. Podcast Episode 1 Part 2

Hello everyone. And welcome to episode one, part two of the heart podcast. I'm Dr. Milagros Castillo-Montoya and I'm co-hosting the heart podcast with Omar Romandia. Welcome everyone! Thanks so much for joining us. We would like to begin by acknowledging that the land on which we gather is the territory of the Mohegan, Mashantucket Pequot, Eastern Pequot, Schaghticoke, Golden Hill Paugussett, Nipmuc, and Lenape Peoples, who have stewarded this land throughout the generations.

Omar, I'm excited to be continuing the conversation with Dr. Stewart and Dr. Harris. Part one of the first episode was really powerful. Several things that they said. Really stayed with me. And one of those things is that both of them mentioned that this is the only way they know how to teach. And that point emphasizes to me how much of anti-racist teaching is an embodied practice, particularly for faculty of color.

And this is a point that is supported in higher education research related to anti-racist teaching. But I found it really illuminating to hear it from their perspective. I couldn't agree more, Milagros. Like you, there were countless ideas that stood out to me specifically, Dr. Stewart's point that we are all a work in progress and that we should constantly work to grow in it.

Her growth mindset is directly in line with the purpose of our podcast, in which we aim to spread knowledge. To help others learn and to put anti-racist teaching practices into action. Right. Well, you know, something else that stood out to me from that first part of the first episode is how important context is to the enactment of antiracist teaching Dr. Stewart and Dr. Harris really made me think a lot about how the work of anti-racist teaching cannot be put squarely on the shoulders of anti-racist teachers, but instead the higher education institutional leaders must share the burden if they really want anti-racist teaching tour occur and thrive at their institutions.

And for me, that means that academic leaders need to be committed to creating an ecosystem in which anti-racist teaching can be fostered and enacted. I'm so glad you mentioned that, Milagros. I feel as though anti-racist teaching is a collective effort that should be cultivated by individual change agents while the current state of affairs is far from perfect there is certainly plenty of room for growth. Well, let's continue the conversation with Dr. Stewart and Dr. Harris, shall we?

You are both amazing scholars doing work, using intersectionality as a lens in your scholarship. What influence do you see? And I think I've heard a few of those influences already, but I'm wondering if there might be something you might add about the influence of intersectionality as a frame for the way you think about your teaching.

Maybe I could ask Jessica to get us started on that. Yeah, this also was a difficult one to answer. I think because intersectionality for me is also embodied theory. Um, Because I used it and come to love it so much, but also because I strongly identify as a woman of color, um, and have these intersecting identities and feel that, uh, systems of sexism and racism and classism and genderism influenced me on a daily basis, especially when I'm in the classroom.

I actually think I'm a little bit more explicit with how intersectionality might influence what I'm doing. Intersectionality for me is embodied in CRT. Um, and so I've already mentioned, you know, I use different themes or I'm very intentional about whose scholarship I'm putting into the syllabus. Um, but I also am very, I've written about the misuse and the use of intersectionality in higher education.

And so, students know that I'm going to be very critical about how they're using intersectionality, because again, intersectionality like anti-racism and CRT has become kind of this buzz word, but also these really powerful frameworks to view higher education. But I think it's really, really important that we don't de-politicize the, the theory that we don't dilute its power by saying.

Oh, you know, the intersections of the intersectionality of identity. Like for some reason that just grinds my gears. I was tweeting about it the other day, where it's like, intersectionality of identity is not a thing. Right. Um, so I'm, I really pushed back where I really am in trying to make sure that students are understanding of intersectionality, maybe not correctly, because I don't think there's a correct way, but in a, in a more powerful way and a less diluted way. And one of the ways I do that is by having students read Crenshaw's 1989 article or 1991 article. Um, and, and not just using, you know, the MMDI.

Uh, which is a student development theory and saying, that's intersectionality. How do you bring that into the classroom? Like, what do you think those seminal pieces are doing that allows, you know, some of the deeper thinking around intersectionality to surface in your classroom? Yeah, absolutely. I immediately go to the three forms of intersectionality, which in my research on how we've used and misused, its scholars really don't use it three forums and people don't know that there's actually three forms of intersectionality that Crenshaw talks about in the 1991 article, which is, um, based on or centered on the rape and battery of women of color in the U S and these forms are structural intersectionality, representational, intersectionality, and political intersectionality.

You know, I don't want to lock myself in or others into how they use it, but really political intersectionality has allowed allowing me to think and teach in a manner that really explores how people are, are, um, are, I guess, imprisoned? That's, that's the word that comes to mind or, or stuck in a chasm when they have these multiple identities.

Right? So, it really talks about how anti-racist discourse really centers, men of color, black men, and how feminist discourse centers, white women. And then you have these women of color who are falling into a chasm and are upholding these discourses. Right. But aren't seen by these discourses. And so, the way that I, that influences me in the Academy in the classroom is to really acknowledge like who is speaking, who is not being seen by me, by their peers and also by the curriculum. Right? There's also structural intersectionality, which talks about we have all these ways in which the structures of higher education, the structures of the U S really benefit those who have privilege because we are mapping our resources onto the most privileged groups.

So, for instance, sexual violence resource centers, very much center on white women and white women's survivorhood. They don't account for intergenerational trauma. They don't account for the ways that parents aren't often going to be disclosed to because there were maybe shame within the culture. Right?

And so, the way that I think about that in the classroom is again, like what is going on in the lives of students and how our resources that we're putting on our syllabus. Right? So, the center for accessible education, how are they not so accessible to these students of color, to these queer students, to these queer trans students of color.

Right? But I'm teaching. Um, and then finally, there's representational intersectionality, which really gets at how. You know, for the, for a short way to kind of condense it is how our culture, our society is riddled with stereotypes that the students are bringing into the classroom and very much stereotypes of their own cultural, own racial identity.

Right? And that they're adopting these and behaving in certain ways. And so, it's very much how do I dispel these stereotypes? How do I push against them? How do we talk about how do I allow students to talk about like, Whoa, my culture says and told me this, or socialized me in this way? And that's what I'm bringing into the classroom.

And this is what I'm, this is the meaning I'm making of this. So those were just some of the ways that I, I put intersectionality into the class a little bit more directly. That's fantastic. Thank you so much. Saran. What are your thoughts? Um, so a couple of things with, um, yeah, intersectionality, I think Professor Crenshaw would also argue that it's gotten the buzzword kind of, um, open air quotes a lot in terms of how it is applied in research, um, and how it is a name and, you know, uh, for the better parts of doing this research study that came out recently, um, with some of the sisters scholars and I, when we looked at 30 years of research and across these 680 articles, Some things that were pervasive that really were illuminated even through that research process, which took us about four years is that each of us really underwent so many critical changes within how we really were.

Um, I think that much more intentional about the way in which we not just teach, study research and became consumers off intersectional work. And we're deliberate in how we were going to assign, um, do our assessments, right. In that way, who were we naming now? I'll be very honest. I'm very, I'm biased to two categories of, um, research subjects, which are black woman, black, Caribbean woman in particular.

And when that happens, my expertise are definitively locked into that area. And I'm seeing this because in doing this. I am reminded that for us to teach in a way that is edifying and strengths-based focus, we are centering also aspects of who we are. So, in just talks about this theory becomes and this framing and the three prongs off the original framing becomes like embodied texts, embodied theory.

It's true. Um, it's to, uh, a strength of us, but it's also to a fault. And the reason why I would only say fault or challenge is really because. That's the, that's my prism. That's my lens. That's the way in which I look through things through and want to work through. And so, when I'm talking about research and literature and trying to pull on it, I do worry about myself falling into the exclusionary category to be quite honest, because I am centered on.

Black feminist exhibition, especially Afro Caribbean, feminist theories and how that censors and does not center in work and everything that belongs to that, the literature going back, whether it's colonial diasporic across the diaspora, post diaspora, et cetera. And so that's where my area is. And so, I find myself constantly.

And this is what I was talking about at work in progress. I find myself constantly wanting to push my students to think in that way. What is their specialty do? Are they understanding and knowing who they are at the core and thereby researching, writing, knowing their purpose as well? And that's hard.

Because I am biased towards that lens and it's a very singular lens. It is Africa, Caribbean woman in particular and or experiences. Right. And what that signals for me constantly is trying to tap myself to be more open, more guided, more inclusive. Um, but going back to, is this enough? Can it be enough for white men studying white men it's enough, right.

And there is no shame on it. There is no feeling of inadequacy is when you look through these lens, you want to say to yourself, well, you know, this is my focus. This is all I can, this is all I can give you right now. And it's my specialty area. Cause it's all I think through work through and knew through.

Um, but I find that in our institutions, that imprisonment that Jess was saying. What professor Laurie patent has said. Davis has said is institutionalized, sanctioned violence on us, both in the political, structural, and representational that we're constantly having to go above and beyond work twice as much because the policies just aren't fit for us to do, do the research that we want to do.

Embodied in who we are. It's almost like we have to feel ashamed to do that. In many ways. I find that here at Yukon, I've phoned that previously at my institution as well, because doing that type of research for whatever reason, just isn't enough. And, um, I grapple with that as a tenured professor, trying to find that space of.

Saying that no, it is enough. It needs to be enough because had I been white and male hetero, it would be enough, but it is, I've found it's in so many instances, intersectionality isn't enough, um, saying that you're a CRT scholar, isn't enough. And I'm saying it not because of, or per view because of our lenses, but how we are also viewed in the Academy.

So, when you first asked about how the Academy's going to receive these scholars, the Academy is going to be the very, the very body, the very structural and political body. That is spoken about intersectionality that will reject these scholars, even with the happy talk I'm doing it because they can't solely focus on what they embody and what they want to do.

That's fascinating. Thank you so much for your insightful answers, for sure. I can pick up that the both of you bring not only a breadth of experience, but also a true passion for what you investigate, not only what you investigate, but how you, how you put it into practice, what experiences do you bring into the classroom and how do you think that came to influence your way of teaching and your way of practicing anti-racist teaching?

So, um, I think there was, um, I'm living in a couple of different countries in the world. Hence the global lens. I do have a lot of things and one particular country. I won't out them. I should probably, but I want, um, one particular country, I was called the N word. Um, walking down by a group of skinheads and I was studying at their most formidable institution and the actual countries in central Europe.

So, there's not too many. Right? And that was at that moment, I thought to myself and I was getting my second master's degree at the time. And I thought to myself, my goodness, I'm getting a second master's degree, but all I'm ever seen outwardly is the N word. Right? And what I mean, and the visceral is threat, not just the emotional, psychological threat, but the physical harm.

Um, so when I, at that point I had only studied business international relations. Cause those were my focus points. Education was not in it to be quite honest with you, but it was seemingly at that point I questioned everything about understanding why and what I'm supposed to be doing in an international plane, no matter, you know, going to their most prestigious institution, it didn't matter because, Oh, it's widely.

I would always be viewed through the eyes of these white supremacists, literally white supremacists. And so, at that point started this real shift in my entire educational pathway. Um, how could I leverage education for economic transformation and development in, um, global Southern countries to be quite honest.

So that was the pathway that really did that. And then when I got into the program, I started to really look through that. There was a course, um, that Professor Tuitt taught, it was a social historical, cultural just kind of helped me. I think you took it as well by, but he had us do our autobiographical journeys.

And I'd always tell people that that was the most pivotal assignment I've ever done to date because that autobiographical narrative that we had to do was then going to be deconstructed through a critical race lens. And essentially what it did was tear apart every style, not style, um, nostalgia and nostalgic memory of your educational beginnings.

And it ripped it apart, even in an international space where I've spent majority of my schooling outside of the United States. And so, what that did was signaled that all my goodness. Education on is pervasively, racist and colonialist. And there is before that we didn't have the lingo of anti-blackness then, but when I look back at it now well, most of us have gone through is essential and anti-blackness curriculum. And it was very pervasive in my curriculum going through a, you know, a former British colony and even into the United States and when I was in central Europe. And so, it tore all the nostalgia away and it ripped it apart. Um, for us to rebuild and for us to rebuild a narrative through a critical conscious lens.

And so, I thought about what that did and how it created, um, this kind of real answer to that day when I was called the N word, walking down those streets, and I thought, this is it. This is why I need to do this is to figure out one's purpose in really change in the status quo. And so, yeah, that's. Best parts of the journey and the continued journey I would argue.

Yeah, I love, I love hearing the journey Saran but also that the journey involves some of the similar people, same people. Um, so I think we'd like tiptoed around it, but Saran and I overlapped in our PhD program for a year, um, at the University of Denver. And we've mentioned a few people that I think have been influential to our research and our teaching and our time in the Academy.

So, Dr. Frank Tuitt and Dr. Lori Patton Davis. Um, and so I, you know, I bring a lot of stuff to the classroom, um, in the sense of my own stuff. And one thing that Dr. Tuitt Immediately taught me and all of the students. And I actually don't think I ever had Dr. Tuitt as a professor, but he was somewhat of a supervisor when I worked in my internship at University of Denver, but he was very explicit and has written on the topic of, of being, you know, don't ask your students to self-reflect and share their own experiences if you're not also going to self-reflect and share your own experiences.

And so that is something that I bring into the classroom and I learned directly from his writing, um, the. I mean, basically the, I teach in the way that I teach because of the way that I was taught. Um, and it isn't actually very much like the negative experiences that have informed it. I have been very, very blessed in my academic, my educational trajectory to have amazing courses, amazing professors.

Um, I went to a Liberal Arts college, Occidental College in LA, and I still remember one of the most critical turning points was a course entitled Whiteness that was taught by Dr. Elmer Griffin. And it was dialogue based and it just blew my mind. We were reading James Baldwin and, and other influential writers.

And then from there, I went to my master's program and was taught by, um, Sue Rankin, Robert Reason, and Dr. Kimberly Griffin. And again, they're teaching. I wouldn't say it was anti-racist, but it was very much at that time, social justice focused because social justice was the buzzword at the moment.

Right? So that's interesting too, to see the trajectory. So social justice, and then I go to University of Denver and that was really the turning point because I had really the most critical and crucial person. Um, in my educational journey and in the reason that I teach in the way I do is Dr. Lori Patton Davis, because she just really like sticks her feet in teaching.

I mean, and in that syllabus and she has an unapologetic, you know, she says white, white supremacy. She tells you why she's saying and doing the things that she is doing, doing the things with the syllabus. And so, um, it really is about these. These individuals, these people of color, these professors of color that have taught me by doing, um, to, to teach, to teach in the manner that I teach.

I, I wish just, you know, side note, I guess, somewhat and not. I wish that, um, you know, conferences. We could, we could somehow talk more about teaching, but do it in a manner of like going to someone's course. Right? Like I want Lori Patton Davis and Frank to it to like join, teach a course session at ASHE.

Right. And that I learned so much more by doing and seeing, like, I'm not going to go to a. To a session on like, here's how you do this. Well, I want to sit in someone's class and I want to learn, I miss that so much. So that is so true. Jess, Oh my goodness. That is so true. Yeah. A hundred percent. I agree with you.

And that is, that directly speaks to my, uh, my research heart, because I love. Um, doing research on college teaching. And the only way I get insight into it is getting in the classroom. Like almost all my research is inside of the classroom, because there's no other way from, from my perspective. Um, but interestingly that you bring them both up because there are next.

Yeah. So, I'm so excited that, um, you're both bringing them up and giving them a warm introduction because Dr. Lori Patton Davis and Dr. Frank Tuitt, it will be co-teaching in a way, because there'll be the joining together, um, on the next episode. And so, we'll be learning from them about what they do. So, thank you for lifting them up and in this episode and getting our audience ready for their awesomeness next time around. I know Omar has one more question to ask. You, and then I'm going to wrap it up for us. This has been such a great conversation. Omar, you wanted to ask one more thing. Yes, thank you, both. Uh, Jessica and Saran for your thoughtful answers. Um, the, both of you touched on something that I found to be interesting, and it's something I'm delving more into in my research interest and it’s how geography impacts the implementation, it can impact the implementation previous to my transition to UConn, I was working at a community college and anti-racist teaching was very much a buzz word, and I saw it. Used and implemented in different ways in Arizona, as opposed to what I'm seeing in the state of Connecticut and at UConn specifically.

Um, however, you know, I've, I've come to realize that anti-racist teaching has numerous gaps and specifically at educational institutions with Jessica, you mentioned that you experienced yourself at the University of Kansas, whether it's gaps in, you know, student development gaps in departments, even in the curriculum and what, what scene and you know, it's interesting because like that transformative experience, it's a process and it takes time and pulling from one of my adult learning classes, there's this disorienting dilemma that needs to take place for individuals to kind of be like in shock. And then they kind of like learn to reason and synthesize that experience and then they can do something with it.

Hopefully let's like best case scenario. Right? Um, and just thinking about 2020, like I think my disoriented miss my disorienting dilemma has been COVID-19 and I don't know if it's in the same way for the three of you, but, you know, it's, it's, uh, you know, it’s just been so interesting to think back and it's like, okay, well we've survived these last nine months.

Like, what have we learned from it? You know, have we become better human beings? Like I definitely have come to value and love my friends and family more than ever before. And their health, it takes the meaning, like stay healthy or be safe to a whole new level. Um, and on that note, just to ask a contemporary question, how do the both of you believe that COVID-19 has impacted.

The field of anti-racist teaching. Sure. I think, um, you know, I don't know how to answer this question yet because I'm going to have to reflect if, and when we're no longer online teaching because of COVID. Um, I had to be, so in some ways I want to say it hasn't impacted it. Like, of course it's impacted it, but when it comes to anti-racist teaching, it doesn't matter where you are in the sense of like online or not.

Um, you know, it, you should still be implementing as much as you can. Some of these tools that are going to lead to deconstructing racism and white supremacy. Um, and so that's, that's in one vein. I actually think in some ways it's made it even more interesting and maybe even more, I'm more able to influence or do these things because for one, for one thing, Um, now everybody has their pronouns or should have their pronouns right on the screen.

Right now, I have Jessica Harris, she, her, um, I also have been telling students and want to continue to tell students, put on what land you're occupying as well, right. To there. And so, it's just a kind of a heightened layer of being like, okay, well, how can we actually think about anti-racist teaching in a different manner online?

And so, I just want to say it's. It has changed it. I don't fully know how yet at this point, you know, I think just teaching in general, it has changed and shifted. Um, but I just want to stress that anti-racist teaching isn't geographically or physically bound, right. That we should be doing it. And we're trying to do it in every space that we can.

Um, and I think I'm going to be very transparent that absolutely with faculty who had to push their class online in March, April, May, even the summer, there should be some leeway there, but at this point we've been doing it for a while. And I think that there shouldn't be an excuse for A. not teaching in a manner that is serving students and B. isn't teaching in a manner that's anti-racist right.

Or deconstructing white supremacy. So definitely echo, um, everything Jess said. I would argue that anti-racist teaching is the full it's the full embodied experience as well. And I miss, I absolutely miss seeing that body language, the motive coding of students, um, when they are grimacing with a concept, a context and wrestling with, um, uh, reading.

And in many ways, this COVID-19 an online platform has provided the, I literal screen, a literal screen that they can hide from doing that. And as the professor, if they go all blank on the screen and even if they, their faces are there, you can't see the visceral reaction. What are you feeling? Having them sit within it and not even have to say it, but for it to be completely emotive.

And I miss that, I miss seeing that I miss understanding that I missed the body vibe of that and vibing what. But I can't in Jamaica vibing our students to understand the communal space, the environment, and has the learning environment been disrupted. It is very, I've found that COVID has made it difficult to, to check the temperature of the room and the space, because it's, it's just hard.

It was hard before, but it is impossible sometime when it's cloaked and our screens are off and you're like, you can't really get to them. You're like, I want to test the temperature, but you're not letting me test it. And I can't push you because if I push you too hard, you're going to be like, Whoa, lady!

Whoa! So. I can't do that in this space. And I have not figured out how to do it in this space. So that's one thing, big piece of it is the body language is missing. That emotional connection is really missing. The dissonance of that emotional connection is missing as well. Um, but I will echo exactly what Jess said that it should be.

It should be happening regardless and integrative. But the other piece about this that's combated, which I think some of us may have experienced. Um, I'm doing a photo voice study with some colleagues in the Caribbean. I'm looking at Caribbean, um, adult learners, and we're discovering this loss of self and loss of their former selves and the need for grieving and how grief has become so personified and synonymous in a COVID era.

And there is an interesting trend that I'm seeing in that students who are trying to also go through this process with us are grieving, but they don't know what they're grieving. So, they're angry, they're anxious, they're fearful. And you're seeing all those tenets and you're trying to reach, but the reach is that much more difficult in on a screen.

Seems like there's a lot of emotional connection. That's also part of the teaching. That's hard to do via a screen, you know, and, and I really appreciate you bringing that to the table. Well, we're wrapping up our podcast at this point, and I want to close out with just asking you very. Brief piece of advice that you would give our audience and our audience might be all on, you know, different ranges of skill, talents, knowledge.

What's one thing that you would share with our audience, particularly for someone who wants to enact antiracist teaching with a focus on intersectionality. What's one thing you want to leave the audience with? I'll start with Jessica please. Um, this is the one thing I didn't really think of, but I would.

You know, I would read, I would read works by Derek Bell by Kimberlé Crenshaw, by Mari Matsuda. I'm sure. Also, Ibram X. Kendi who has written a book on anti-racist teaching, but also from there, you don't have to adhere to any one definition or any one reading it's really find what works for you. Find what speaks to you, find what works for the students that you're, you're interacting with.

And so, read, do the work. I would say, in addition to all the critical scholarship that gestures named, which are profound, you must do the self-work to know why exactly you're going to do this. Or else we've, we've been both taught that our intent will not equalize our impact and we can actually cause much more harm.

And so, if we're going to do this work, you got to first understand why you're doing this. What's your purpose in doing is your intentionality in doing this and doing the hard work? And once you solidified that, say it out loud, please say it out loud. Hear yourself. Say it before you go on, say it in front of a classroom.

Filled with mains that you can do a lot of impact on. So, I would say that really doing the self-work, the hard work to understand what is your purpose in doing anti-racist teaching first. Thank you so much. That's valuable advice all around and. So grateful to both of you for all the wisdom that you dropped on this episode, Dr. Stewart, Dr. Harris, thank you so much for being a part of this first episode and Omar, thank you for co-hosting with me. You're fantastic. And I really love the questions you added to the conversation. It's been a pleasure! Thanks to all of you.

If you want to learn more, check out our podcast website at cetl.uconn.edu.

There you will find the HEART Podcast banner and a list of resources noted during this episode and stay tuned for our next episode, focused on how intersectionality can be a lens for anti-racist teaching within STEM. This next episode will air on Wednesday, February 24th, and features Dr. Stephanie Santos from the University of Connecticut, as well as Dr. Nicole Joseph and Dr. Luis Leyva from Vanderbilt University.

Before we close out, we want to express our deep appreciation to our guests, Dr. Stewart and Dr. Harris. And also think our colleagues at the Center for Excellence in Teaching and Learning at the University of Connecticut for all of their support and assistance with this podcast, because it takes a village and it takes hard work.

Resources noted during this conversation include:

Crenshaw, K. (1989) Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum, 8(1), 139-167. 

Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241-1299. doi:10.2307/1229039

Haynes, C., Joseph, N. M., Patton, L. D., Stewart, S., & Allen, E. L. (2020). Review of Educational Research, 90(6) 751-787. 

Patton, L. D., & Njoku, N. R. (2019). Theorizing Black women’s experiences with institution-sanctioned violence: A #BlackLivesMatter imperative toward Black liberation on campus. International Journal of Qualitative Studies in Education, 32(9), 1162-1182. 

Episode 2

Antiracist Teaching in S.T.E.M (Feb. 24)

In this episode, Dr. Stephany Santos from the School of Engineering at the University of Connecticut along with Dr. Nicole Joseph and Dr. Luis Leyva from Peabody College at Vanderbilt University and as they share how learning how to do anti-racism work from an intersectionality approach requires “life-long work” that includes what Dr. Joseph calls “the prework.” Our guests dive deep into antiracist teaching and learning within S.T.E.M. fields. They all discuss the necessary self-interrogation that is needed before getting into antiracist actions in the classroom. It’s a powerful conversation and lots of wisdom dropping. Get ready!


Dr. Stephanie Santos

Dr. Nicole Joseph
Dr. Nicole Joseph

Luis_Leyva
Dr. Luis Leyva

Transcript – Episode 2

Downloadable

Episode 2

Transcript to come....

Resources noted during this conversation include:

Kimberly Crenshaw

hooks, b. (1984). Comrades in Struggle. Feminist Theory: From Margin to Center (pp. 67-82). South End Press. 

Leyva, L., Quea, R., Weber, K., Battery, D., & Lopez, D. (2021). Detailing racialized and gendered mechanisms of undergraduate precalculus and calculus classroom instruction. Cognition & Instruction, 39(1). 

Rochelle Gutierrez

Episode 3

CRT and Intersectionality in Antiracist Teaching and Antiracist Leadership (March 10)

Description: Dr. Frank Tuitt from the University of Connecticut and Dr. Lori Patton Davis from The Ohio State University join us in this episode to discuss how critical race theory and intersectionality informs their approach to antiracist teaching and how their pedagogical approach now informs their university leadership. They provide valuable insights on the synergy between teaching and leadership.


Frank Tuitt


Dr. Lori Patton-Davis (Ohio State)

Resources:

Arao, B., & Clemens, K. (2013). From Safe Spaces to Brave Spaces: a new way to frame dialogue around diversity and social justice. In Landreman, L. (Ed.), The Art of Effective Facilitation: Reflections from Social Justice Educators (pp. 135-150). Sterling, VA: Stylus Publishing. 

Barbara Love 

Drew, K. & Wortham, J. (2020). Black Futures. One World.

Frye, M.  (1983). The Politics of Reality: Essays in Feminist Theory (pp 1-13). Crossing Press.

hooks, b. (1994). Teaching to Transgress: Education as a Practice of Freedom. Routledge.

Player, G. D., Coles, J. A., González Ybarra, M. (2020). Enacting educational fugitivity with youth of color: A statement/love letter from the fugitive literacies collective. The High School Journal, 103(3), 140-156. 

Ruiz, D. M., & Mills, J. (1997). The four agreements: A Toltec wisdom book, a practical guide to personal freedom. Amber-Allen Publishing. 

Episode 4

Preparing Educational Professionals through
Antiracist Teaching (March 24)

In this episode, Dr. Grace Player from the Neag School of Education at the University of Connecticut, Dr. Bridget Turner Kelly from the University of Maryland, and Dr. Michael Funk from New York University focus on how they go about preparing educational professionals through antiracist and liberatory teaching practices. For this conversation, we took it to the kitchen table, keeping love at the center of the hard work that is the H.E.A.R.T. work of antiracist teaching.

Dr. Grace Player (UConn)
Dr.-Grace-Player-UConn

Dr. Bridget Turner Kelly (UMD)
Dr. Bridget Turner Kelly (UMD)

Dr.-Michael-Funk-NYU
Dr.-Michael-Funk-NYU

Resources noted during the episode:

Arao, B., & Clemens, K. (2013). From Safe Spaces to Brave Spaces: a new way to frame dialogue around diversity and social justice. In Landreman, L. (Ed.), The Art of Effective Facilitation: Reflections from Social Justice Educators (pp. 135-150). Sterling, VA: Stylus Publishing.

 

Barbara Love

Drew, K. & Wortham, J. (2020). Black Futures. One World.

Frye, M. (1983). The Politics of Reality: Essays in Feminist Theory (pp 1-13). Crossing Press.

hooks, b. (1994). Teaching to Transgress: Education as a Practice of Freedom. Routledge.

Player, G. D., Coles, J. A., González Ybarra, M. (2020). Enacting educational fugitivity with youth of color: A statement/love letter from the fugitive literacies collective. The High School Journal, 103(3), 140-156.

Ruiz, D. M., & Mills, J. (1997). The four agreements: A Toltec wisdom book, a practical guide to personal freedom. Amber-Allen Publishing.

Sensoy, O., & DiAngelo, R. (2011). Is everyone really equal? An introduction to key concepts in social justice education. Teachers College Press.

 

Yolanda Sealy-Ruiz Arch of Self

Wilder, C. S. (2013). Ebony and ivory: Race, slavery, and the troubled history of America’s Universities. Bloomsbury Press.

Wilkerson, I. (2020). Caste: The origins of our discontents. Random House.

Episode 5

Episode 6

Episode 7

Episode 8