Selected Professional Development Resources about Social Injustice for Faculty and Staff

Addressing Racial and Social Injustice

In times that underscore the ongoing need to not just denounce racism but to be anti-racist, CETTL, 21CPI, STLR, and ELA commit to more than simply continuing what we do now…We further commit to accepting the challenge that we, UCO, and the nation must meet to bring justice and equity to our campus and our society for all Black people and People of Color as well as other marginalized and disenfranchised groups and individuals among our fellow colleagues and citizens… Read Full Letter


Upcoming Professional Development Book Groups on Topics of Racial & Social Injustice

 

Front cover of the book How to Be an Antiracist, by Ibram X. FendiHow to Be an Antiracist, by Ibram X. Kendi

  • Open to UCO faculty and staff
  • E-books will be provided to registrants in the order in which participants register, until our stock of books is depleted. If you want to join and the e-books are gone, please feel free to purchase your own copy and join the group.
  • Attendance at two out of three sessions and the creation of critical reflection is required for receiving a book.
Time, Dates, Location:
2:30-3:45 p.m. | July 14, July 21, July 28 | Zoom Meeting
FacilitatorMichelle Johnson, Adult Education and Safety Sciences

Front cover of the book Deconstructing Privilege: Teaching and Learning as Allies in the Classroom, by Kim Case

Deconstructing Privilege: Teaching and Learning as Allies in the Classroom, by Kim Case

  • Open to all full time and adjunct faculty
  • E-books and hardcover books will be provided to registrants in the order in which participants register, until our stock of books is depleted. If you want to join and the e-books are gone, please feel free to purchase your copy and join the group.
  • Attendance at two out of three sessions and the creation of critical reflection is required for receiving a book.
Time, Dates, Location:
1:30-3:00 p.m. | June 30, July 14, July 28 | Zoom Meeting
FacilitatorsMatt Hollrah and David Macey, English

Register here for Deconstructing Privilege book group


Selected Additional Resources

Documentaries to Watch

  • 13th, Netflix
  • When They See Us, Netflix
  • I Am Not Your Negro, Netflix, Amazon Prime
  • The Kalief Browder Story, Netflix
  • Stay Woke: The Black Lives Matter Movement, Amazon Prime or YouTube
  • Freedom Riders, Amazon Prime

Movies to Watch

  • Just Mercy, presently made free by the production company to educate, on YouTube, Amazon, Apple TV, Google Play
  • American Son, Netflix
  • Do the Right Thing, Amazon Prime
  • If Beale Street Could Talk, Hulu
  • Fruitvale Station, Hulu
  • Selma, available to rent
  • Wyatt Cenac’s Problem Areas, HBO
  • BlacKkKlansman, HBO Max

TV Shows to Watch

  • Dear White People, Netflix
  • Watchmen, Amazon Prime
  • Atlanta, Hulu
  • Self Made: Inspired by the Life of Madam C.J. Walker, Netflix
  • Luke Cage, Netflix


Anti-Racist Pedagogy Reading List (In part compiled by Andrea Aebersold, Ph. D – University of California, Irvine)

  • Akamine Phillips, Jennifer; Risdon, Nate; Lamsma, Matthew; Hambrick, Angelica; & Jun, Alexander (2019). Barriers and strategies by white faculty who incorporate antiracist pedagogy. Race and Pedagogy Journal: Teaching and Learning for Justice, 3(2).
  • Alexander, M. (2020 – updated edition) The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The New Press
  • Ash, A. N.; Hill, R.; Risdon, S. & Jun, A. (2020) Anti-racism in higher education: A model for change. Race and Pedagogy Journal: Teaching and Learning for Justice, 4(3).
  • Baldwin, J. (1963, December 21) “A Talk to Teachers.” The Saturday Review, 42-44.
  • Blackwell, D.M. (2010) Sidelines and separate spaces: Making education antiracist for students of color. Race, Ethnicity and Education, 13(4) pp. 473–494.
  • Blakeney, A. M. (2005) Antiracist Pedagogy: Definition, Theory, and Professional Development. Journal of Curriculum and Pedagogy, 2 (1) pp. 119–132
  • Case, K.A. (2013). Deconstructing privilege: Teaching and learning as allies in the classroom. New York: Routledge
  • Case, K. A. (Ed.) (2017). Intersectional pedagogy: Complicating identity and social justice. New York: Routledge/Taylor & Francis Group
  • Cole, C.E. (2017) Culturally sustaining pedagogy in higher education: Teaching so that black lives matter. Equality, Diversity and Inclusion: An International Journal, 36(8) pp. 736–750.
  • Condon, F. & Young, V.A. (eds) (2017). Performing antiracist pedagogy in rhetoric, writing, and communication. Fort Collins: The WAC Clearinghouse
  • D’Angelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Boston: Beacon Press.
  • Douglass Horsford, S., Grosland, T. J., & Morgan Gunn, K. (2011). Pedagogy of the personal and professional: Considering culturally relevant and antiracist pedagogy as a framework for culturally relevant leadership. Journal of School Leadership, 21(4).
  • Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum
  • Giroux, Henry A. (2003). Spectacles of race and pedagogies of denial: Anti-black racist pedagogy under the reign of neoliberalism. Communication Education, 52(191-4), pp.191-211.
  • Haynes, C. (2017). Dismantling the white supremacy embedded in our classrooms: White faculty in pursuit of more equitable educational outcomes. International Journal of Teaching and Learning in Higher Education, 29(1), 87-107
  • Haynes, C., & Patton, L. D. (2019). From racial resistance to racial consciousness: Engaging white stem faculty in pedagogical transformation. Journal of Cases in Educational Leadership, 22(2), 85–98. https://doi.org/10.1177/1555458919829845
  • hooks, b. (1994) Teaching to transgress: Education as the practice of freedom. New York: Routledge.
  • Howell, A. & Tuitt, F. (2003) Race and higher education: rethinking pedagogy in diverse college classrooms. Cambridge: Harvard Educational Review
  • Inoue, A. B. (2015). Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future. Fort Collins: Parlor Press/WAC Clearinghouse
  • Inoue, A. B. (2019). Ccccc chair’s address: how do we language so people stop killing each other, or what do we do about white language supremacy. CCC 71.2
  • Jenkins, C. (2016). Addressing white privilege in higher education. Academic Exchange Quarterly, 20(4), 121-126. Retrieved from http://hdl.handle.net/1969.1/158792
  • Jenkins, C. M. (2018). Educators, question your level of cultural responsiveness. Journal on Empowering Teaching Excellence, 2(2), 15-23. https://digitalcommons.usu.edu/jete/vol2/iss2/4
  • Jenkins, C. (2018). Intersectional considerations in teaching diversity. In Carter, N & Vavrus, M. (Eds.), Intersectionalities of Race, Class, and Gender with Teaching and Teacher Education: Movement Toward Equity in Education. Leiden. The Netherlands: Brill/Sense. DOI: https://doi.org/10.1163/9789004365209_003
  • Jenkins, C., & Alfred, M. (2018). Understanding the motivation and transformation of White culturally responsive professors. Journal of Adult and Continuing Education, 24(1), 81-99. https://doi.org/10.1177/1477971417738793
  • Joseph, N. M., Haynes, C., Cobb, F. (Eds.). (2016). Interrogating whiteness and relinquishing power: White faculty’s commitment to racial consciousness STEM classrooms New York: Peter Lang Publishing.
  • Kailin, J. (2002). Antiracist education: From theory to practice. New York: Rowman & Littlefield Publishers, Inc
  • Kandaswamy, P. (2007). Beyond colorblindness and multiculturalism: Rethinking antiracist pedagogy in the university classroom. Radical Teacher, 80(6)
  • Kendi, I.X. (2019). How to Be an Antiracist. New York: One World
  • Kendi, I.X. (2017). Stamped from the beginning: The definitive history of racist ideas in America. New York: Bold Type Books
  • Kishimoto, K. (2018) Antiracist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom. Race Ethnicity and Education, 2(4), pp.540-554, DOI: 10.1080/13613324.2016.1248824
  • Lawrence, S. M. & Tatum, B. (1997). Teachers in transition: The impact of antiracist professional development on classroom practice. Teachers College Record, 99, 162–180
  • Milagros Castillo-Montoya, Joshua Abreu & Abdul Abad (2019) Racially liberatory pedagogy: A Black Lives Matter approach to education. International Journal of Qualitative Studies in Education, 32(9), pp., 1125-1145, DOI: 10.1080/09518398.2019.1645904
  • Oluo, I. (2019). So you want to talk about race? New York: Seal Press.
  • Phillips, C.B. & Derman-Sparks, L. (1997). Teaching/learning anti-racism: A developmental approach. New York: Teachers College Press.
  • Picower, B. (2009) The unexamined Whiteness of teaching: How White teachers maintain and enact dominant racial ideologies, Race Ethnicity and Education, 12:2, 197-215, DOI: 10.1080/13613320902995475
  • Pierce, Andrew J. J. (2016). Interest Convergence: An alternative to white privilege models of antiracist pedagogy and practice. Teaching Philosophy, 39(4), pp. 507–530
  • Saad, L.F. (2020). Me and white supremacy: Combat racism, change the world, and become a good ancestor. Naperville: Sourcebooks
  • Schick, C. (2000) ‘By Virtue of Being White’: Resistance in Anti-Racist Pedagogy. Race Ethnicity and Education, 3(1) pp. 83–101.
  • Sue, D. W. (2015) Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. Hoboken, NJ: Wiley
  • Tatum, B.D. (2017). Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race. New York: Basic Books.
  • Torino, G. C. (2015) Examining biases and white privilege: Classroom teaching strategies that promote cultural competence. Women & Therapy, 38(3-4) pp. 295–307
  • Tuitt, F. (2003b). Afterword: Realizing a more inclusive pedagogy. In A. Howell, & F. Tuitt (Eds.), Race and higher education: Rethinking pedagogy in diverse college classrooms (pp. 243–268). Cambridge, MA: Harvard Educational Review.
  • Tuitt, F., Haynes, C. & Stewart, S. (Eds.), (2016). Race, equity, and the learning environment: The global relevance of critical and inclusive pedagogies in higher education. Sterling, VA: Stylus
  • Tuitt, F., Haynes, C. & Stewart, S. (2018), Transforming the Classroom at Traditionally White Institutions to Make Black Lives Matter. To Improve the Academy, 37, pp. 63-76. doi:10.1002/tia2.20071
  • Wagner, A. (2005). Unsettling the academy: Working through the challenges of antiracist pedagogy. Race Ethnicity and Education, 8(3), 261-275.

 

Comments

Leave a Reply