Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
ZSR Library

Anti-Racist Pedagogy: Articles

Below is a non-exhaustive list of articles related to anti-racist pedagogy. We'd love to hear your suggestions or help you find more articles! 

Please direct feedback and suggestions here. Schedule a research session here

Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom. (2018). Kyoko Kishimoto. Race Ethnicity and Education, 21:4, 540-554, DOI: 10.1080/13613324.2016.1248824

"This article is a synthesis of [Kishimoto's] own work as well as a critical reading of the key literature in anti-racist pedagogy. Its purpose is to define anti-racist pedagogy and what applying this to courses and the fullness of our professional lives entails."

Barriers and strategies by white faculty who incorporate anti-racist pedagogy. (2019). Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, & Alexander Jun. Race and Pedagogy Journal: Teaching and Learning for Justice, Vol. 3: No. 2. (NOTE: Click "Download" in the upper right corner to access the free PDF.)

"Through the use of narrative inquiry, five researchers explored the personal and professional barriers faced by White faculty engaging in anti-racist educational practices in the college classroom. ... Findings revealed the ongoing barriers in teaching anti-racism ideals and the discussion provides strategies and an emerging model for incorporating intentional anti-racist pedagogy into the classroom."

Becoming queerly responsive: Culturally responsive pedagogy for Black and Latino urban queer youth. (2016). Ed Brockenbrough. Urban Education51(2), 170–196.

"Drawing upon an ethnographic study of an HIV/AIDS prevention and supports center, this article describes the center’s culturally responsive pedagogical work with Black and Latino urban queer youth, and it identifies several implications for how educational and community stakeholders who work with urban youth might engage this particular population in a culturally responsive manner."

Beyond colorblindness and multiculturalism: Rethinking anti-racist pedagogy in the university classroom. (2007). P. Kandaswamy. Radical Teacher, Vol.80 (80), p.6-11.

"An essay is presented on the possibilities of anti-racist teaching in the university classroom in the U.S. It outlines the alternatives of pulling apart assumptions of race and class privilege in the school environment. According to the author, educators must apply the idea of colorblind discourse to decenter racism, sexism and classism."

Culturally responsive, antiracist, or anti-oppressive? How language matters for school change efforts. (2019). Mollie K. Galloway, Petra Callin, Shay James, Harriette Vimegnon, & Lisa McCall. Equity & Excellence in Education, 52:4, 485-501.

"This qualitative study explored how 18 educators, participating on inquiry teams designed to counter persistent inequities among minoritized students, described culturally responsive pedagogy and practice compared to antiracist or anti-oppressive pedagogy."

Culturally sustaining pedagogy in higher education: Teaching so that Black lives matter. (2017). C. E. Cole. Equality, Diversity and Inclusion: An International Journal, 36 (8) pp. 736–750.

"The purpose of this paper is to show how the principles of Black Lives Matter can be used to enact a culturally sustaining pedagogy (CSP) in higher education settings, particularly in small colleges that serve significant populations of students who are underrepresented in higher education."

From racial resistance to racial consciousness: Engaging white STEM faculty in pedagogical transformation. (2019). Chayla Haynes & Lori D. Patton. The Journal of Cases in Educational Leadership22(2), 85–98. 

"In this case, the authors use the White Racial Consciousness and Faculty Behavior model to illustrate how racially minoritized students can experience the classrooms of White STEM faculty who fail to see connections between their teaching, course content, and racial justice."

Racially liberatory pedagogy: A Black Lives Matter approach to education. (2019). Milagros Castillo-Montoya, Joshua Abreu, & Abdul Abad. International Journal of Qualitative Studies in Education, 32:9, 1125-1145, DOI: 10.1080/09518398.2019.1645904

"In this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students."

Reading is only a step on the path to anti-racism. (2020). Nicole A. Cooke. Publisher's Weekly.

In this article, Cooke explains why reading and engaging in other passive forms of "activism" are not enough to become anti-racist. Instead, she emphasizes the importance of action. 

Spectacles of race and pedagogies of denial: Anti-Black racist pedagogy under the reign of neoliberalism. (2003). Henry A. Giroux. Communication Education, 52, (191-4), p.191-211.

"In this article, [Giroux] examine[s] briefly the changing nature of the new racism by analyzing how some of its central assumptions evade notions of race, racial justice, equity, and democracy altogether. [His] analysis focuses especially on the discourse of color blindness and neoliberal racism." 

When pedagogy is painful: Teaching in tumultuous times. (2018). Marisela Martinez-Cola, Rocco English, Jennifer Min, Jonathan Peraza, Jamesetta Tambah, & Christina Yebuah. Teaching Sociology46(2), 97–111.

"What happens, however, when pedagogy is painful for both the student and the teacher? Several articles address the teacher’s experience and others the student experience. This article is dedicated to synthesizing and discussing both experiences from one course, Race and Ethnicity, at a height of racial tensions in the United States and on campus and providing the personal and pedagogical strategies that developed from the course."

Need help? Chat with us