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

 

How 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.

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.

Register here for Deconstructing Privilege book group

---

Selected Additional Resources

• 11 Ways White America Avoids Taking Responsibility for its Racism — Includes discussion on structural racism
• The 1619 Project — Reframing the country’s history by placing the consequences of slavery and the contributions of black Americans at the center of our narrative
• Black Lives Matter Syllabus — Professor Frank Leon Roberts, New York University, Fall 2016
• The Danger of a Single Story — Novelist Chimamanda Adichie’s story, with cautions that extrapolating from a single story risks critical misunderstanding (video)
• A Guide to Coded Language in Education — Offered as food for thought: How do others interpret the phrases you may be using?
• Harvard Implicit Bias Test
• Is Your University Racist? — Inside Higher Ed article by University of Richmond Assoc. Professor of Sociology Bedelia Nicola Richards
• White Supremacy Culture in Organizations — by Tema Okun, Educational Leadership faculty at National Louis University
• 2019 interview between Beverly Daniel Tatum and Robin D’Angelo on race and racism in higher ed — Plenary session from 2019 American Council on Education Convening, featuring a conversation between ACE Vice President and the author of White Fragility (video)
• 3 Things You Should Not Say to Your Black Colleagues Right Now — Forbes Magazine, June 1, 2020
• Leading Conversations about Racism on Predominantly White Campuses — September 2015, from Elon University Professor & Dean
• When black people are in pain, white people just join book clubs — Washington Post, by Tre Johnson
• This Is What I Want To Tell My White Professors When They Ask, ‘How Are You Today? —Huff Post, by LaShyra “Lash” Nolen (Harvard Medical School student)

• How to support your Black coworkers without adding more stress during this incredibly difficult time — Business Insider, by Mr. Tatyana Bellamy Walker and Marguerite Ward

• 10 Books About Race To Read Instead Of Asking A Person Of Color To Explain Things To You — Bustle, by Sadie Trombetta
• The History of Tulsa’s ‘Black Wall Street’ Massacre — Greenwood Cultural Center
• Black Wall Street: The African American Haven That Burned and Then Rose From the Ashes — The Ringer, by Victor Luckerson
• Tulsa Still Faces Historical Trauma from 1921 Riot That Left 300 Dead on Black Wall Street — YouTube, Democracy Now!
• Authors Robin DiAngelo and Ibram X. Kendi on how to become aware of privilege — YouTube, Interview on CBS This Morning June 5, 2020
• Robin DiAngelo on “White Fragility” – EXTENDED CONVERSATION | Amanpour and Company — YouTube, Interview on PBS
• Ibram X. Kendi (author of How to Be an Antiracist) at the FYE® Conference 2020 — YouTube, FYE® Conference 2020
• An Argument Between Racist and Anti-Racist Ideas – Dr. Ibram X. Kendi — YouTube, Presentation at UnboundEdu Summer 2019 Standards Institute
• Dr. Robin DiAngelo discusses ‘White Fragility’ — YouTube, Seattle Channel
• Ijeoma Oluo On Talking About Race And Racism — YouTube, New York State Writer’s institute, Univ. of at Albany, SUNY
• Ijeoma Oluo: “So You Want to Talk About Race” | Talks at Google — YouTube, Talks at Google
• Public Presentation with Ijeoma Oluo — YouTube, University of Washington School of Public Health
• Our Turn To Dream • with Michelle Alexander, author of “The New Jim Crow” • BRAVE NEW FILMS — YouTube, Brave New Films
• “The New Jim Crow” – Author Michelle Alexander, George E. Kent Lecture — YouTube, Lecture at University of Chicago
• What is Owed: If true justice and equality are ever to be achieved in the United States, the country must finally take seriously what it owes black Americans. — June, 24, 2020, New York Times Magazine essay by Nikole Hannah-Jones, creator of The 1619 Project
• Together and Alone? The Challenge of Talking about Racism on Campus by Beverly Daniel Tatum, President Emerita, Spelman College ― This is an article from the Fall 2019 issue of Dædalus.
• Inclusive Teaching: Supporting All Students in the College Classroom ― MOOC offered by Columbia University via edX that addresses minimizing implicit bias and many other relevant topics. The self-paced 6-week course is free to complete.
• Mitigating the “powder keg”: The experiences of faculty of color teaching multicultural competence. ― Article in Teaching of Psychology published 2019.
• NPR Code Switch Podcast (2020). The Code Switch Guide to Race and Policing. ― Weekly podcast examining race and racism.
• Of course there are protests. The state is failing Black people. ― “The collapse of politics and governance leaves no other option,” writes Keeanga-Yamahtta Taylor in a 2020 opinion piece for The New York Times.
• Teaching about Race and Racism in the College Classroom: Notes from a White Professor ― 2019 book by University of Wisconsin River Falls psychology professor Cyndi Kernahan.
• Performing Anitracist Pedagogy in Rhetoric, Writing, and Communication ― Edited title published 2017 from the Writing Across the Curriculum Clearinghouse’s free digital distribution.

Inclusive Reading List in Political Science (with thanks to Victor Asal, Journal of Political Science Education Editor in Chief and the JPSE editorial team for the help organizing this list)

• Hard Truths: The Importance of Teaching Race in Introductory American Government and Politics for Undergraduates by Rongal D. Watson, Dec. 2019
• Seeing White through Rap: A classroom exercise for examining race using a hip-hop video by Robert Stein, 2011
• Review of Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race by Michelle Deardorff, Nov. 2017
• Teaching and Social Justice at a Predominately White Institution by Kelly Bauer & Kelly Clancy, Sept. 2017
• The Continuing Significance of History: An Active-Learning Simulation to Teach about the Origins of Inequality by Vanessa Stout, Kelsey Kretschmer, & Christopher Stout, Jan. 2015
• The Professor, Pluralism, and Pedagogy: A Reflection by Michelle Deardorff, June 2013
• Towards an Intersectional Political Science Pedagogy by Amy Cabrera Rasmussen, Jan. 2014
• “You Hafta Push”: Using Sapphire’s Novel to Teach Introduction to American Government by Christine Pappas, Feb. 2007
• Teaching Community Organizing and the Practice of Democracy by Jyl Josephson, Feb. 2018
• Teaching the Arab World and the West…As an Arab in the West by Samar Abboud, May 2015
• What’s in a Name…Or a Face? Student Perceptions of Faculty Race by Jeanette Morehouse Mendez & Jesse Perez Mendez, Jan. 2018
• A Model Minority? A Misrepresentation and Underrepresentation of Asian Americans in Introductory Textbooks by Okiyoshi Takeda, Apr. 2016

Documentaries to Watch

• 13^th, 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.

---

Past/Current/Future CETTL-21CPI-STLR-ELA Activities

Still to Come Book Groups

• Oklahomo: Lessons in Unqueering America by C. Mason, several facilitators and groups, Jessica Appleby (Modern Languages) and others. This book is a collaboration with the Gender and Sexualities Conference sponsored by the BGLTQ+ Student Center;
• Against Common Sense:  Teaching and Learning Toward Social Justice, by K. K. Kumashiro, facilitator J. David Macey (English)

Related Past Book Groups and Workshops

• White Fragility by Robin DiAngelo
• ain’t i a woman: black women and feminism by bell hooks
• Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future by Asao B. Inoue
• Teaching Queer: Radical Possibilities for Writing and Knowing by Stacey Waite
• Bandwidth Recovery: Helping Students Reclaim Resources Lost to Poverty, Racism, and Social Marginalization by Cia Verschelden (author is formerly of UCO)
• Generative Knowledge Institute and Embodied Reflection by Melissa Peet
• Intercultural Development Inventory by IDI, LLC in Collaboration with the Center for Global Competency
• Beyond the Asterisk: Understanding Native Students in Higher Education, edited by Heather Shotton et al.
• Allyship to Advocacy: Sexuality, Gender, and Transformative Learning in Collaboration with the Office of Cultural Competency
• Teaching the Whole Student: Engaged Learning With Heart, Mind, and Spirit by David Schoem
• Grit: The Power of Passion and Perseverance by Angela Duckworth
• Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead by Brené Brown
• Trans* on Campus: Opportunities for Inclusion in Collaboration with SAFE and the Office of Cultural Competency
• Cultural Competence in the Classroom Series in Collaboration with the Office of Diversity and Inclusion, SAFE, and the Center for Global Competency
• Connecting Students with Global Opportunities

Past and Ongoing Global Cultural Competencies Campus Support

• Iraqi Scholar Visitors (each year 5-6 visiting faculty since 2014)
• Transformative Learning Scholar Post-Doctoral Faculty Research from Universidade Presbiteriana Mackenzie, São Paulo, Brazil
• Student Transformative Learning Record (STLR) Faculty Staff Training on How to Incorporate and Assess the Central 6 Tenets (including Global and Cultural Competencies; STLR staff have facilitated training for 775+ faculty and staff in completing a 6-hour workshop and additional sessions)
• STLR Financial and Overall Support to Black Male Initiative & Black Male Summit, Hispanic Success Initiative & Primeros Pasos, Native American Success Initiative, and LGBTQ+ Success Initiative (in Collaboration with the Office of Diversity and Inclusion and BGLTQ+ Student Center)
• STLR-tagged Credit and Campus-Wide Partnerships for Global and Cultural Competencies Assignments, Events, Student Groups, Projects, and Campus Locations
• International Transformative Learning Collaborative Working Partnerships with:
  • • • Universidade Presbiteriana Mackenzie | Sao Paulo, Brazil
      • University of the Free State | Bloemfontein, South Africa
      • Durban University of Technology | Durban, South Africa
      • University Of Eldoret | Eldoret, Kenya
      • Koya University | Koy Sanjaq, Iraq
      • Kathmandu University | Dhulikhel, Nepal
      • Methodist College Kuala Lumpur | Kuala Lumpur, Malaysia
      • Singapore Management University | Singapore
      • Murdoch University | Murdoch, Australia
      • Massey University | Manawatu,  New Zealand with Māori Cultural Education
      • Technological University of Dublin | Dublin, Ireland
      • Collège La Cité | Ottawa, Canada