For our last look as asset pedagogies, read the following:
- Introduction from Culturally Sustaining Pedagogies by Paris & Alim (sent by email)
- Anti-racist Pedagogy in Action: First Steps
Think about and respond to the following questions by posting in the comments below:
- What are one or two ways you currently incorporate culturally sustaining pedagogies (CSP) in your courses?
- How might you apply CSP as you redesign your course with no-cost materials?
- Reviewing strategy 3 in the anti-racist pedagogy article, think about no-cost materials you currently use and those you are considering:
- What material do you assign in your course? (Consider representation across authors and perspectives, but also modes, media, and ways of knowing [e.g., academic journal, narrative].)
- What role does critical reflection and/or vulnerability play in the course? How are students guided through the process of critical reflection?
- What do you take away or what resonates for you in the five strategies for anti-racist pedagogy presented in the article?
Respond to the questions above as a comment below.
21 thoughts on “Culturally Sustaining and Anti-racist Pedagogies”
I acknowledge the necessity for the educational system to counteract racism and actively advocate for equity and inclusion in the learning environment. I work towards this goal by critically examining power structures, especially my own, recognizing how power struggles can contribute to or perpetuate racial inequalities. Additionally, I promote cultural competence by valuing students’ diverse backgrounds, experiences, and perspectives. This discussion invariably comes up when we discuss skin pigmentation in my biology class.
In the redesign of my course with no-cost materials, I am committed to applying Culturally Sustaining Pedagogies (CSP) by ensuring that the selected materials reflect diverse cultural perspectives and experiences. This involves the ongoing incorporation of content that resonates with the backgrounds of my students, such as discussing differences in pigmentation—exploring the pros and cons to demystify confusion. The aim is to foster a learning environment that values and respects the cultural identities of all students.
Furthermore, I am dedicated to providing opportunities for students to contribute their own cultural knowledge and experiences to the learning process. This is particularly evident in my human biology course, where discussions about foods as medicine or poison create spaces for students to share their cultural differences.
Materials Assigned in the Course:
In my course, If available, I will select no-cost materials that align with the principles of anti-racist pedagogy. The materials that reflect a diversity of authors and perspectives, would ensure that multiple voices are represented. I would provide various sources to present the material including readings, videos, discussion boards, narratives, and various forms of media to provide a comprehensive and inclusive learning experience.
Critical Reflection and Vulnerability:
My goal this year is to implement some of the pedagogies I have learned during this course. One of which is critical ‘reflection’ strategies which will foster an environment where students engage in thoughtful examination of the content. Vulnerability will be encouraged as students will be guided through the process of critical reflection. I intend to design activities and discussions that prompt students to question assumptions, consider different perspectives, and confront biases. This process will involve open and honest dialogue where students feel safe to share their thoughts and experiences.
I like your idea of designing activities and discussions that prompt students to confront biases and considering different perspectives. I would like to work on designing, and incorporating these activities/discussions, for future iterations of this course.
I would also like to incorporate more personal reflection in my course prep, as well as in my classroom. I just need to better link it to a purpose for students. Sometimes I think that they think I just assign busywork, especially when a specific task is not graded, like an din class free write.
The Anti-Racist Pedagogy strategy that particularly resonates with me is strategy #4: Fostering A Compassionate Class Community and Meeting Students Where They Are. I see this approach as both a challenge and a crucial necessity for effective implementation in my teaching. Building a compassionate class community requires an intentional effort to understand and respond to the unique needs, experiences, and perspectives of each student. While challenging to do in an in-person class, I recognize the significant impact it can have on creating an inclusive learning environment where all students feel valued and supported, and I would like to learn more to apply this more effectively for an online course.
Anti-Racist Pedagogy/CSP Reflection:
1. I currently incorporate CSP in my courses by aiming to foster a compassionate class community where students of all identities feel safe and free to engage in discussion and share thoughts with the class.
2. In future iteration of this course I’d like to ensure that diverse researchers/psychologists are highlighted (e.g., more women, more POC) in an effort to showcase multiple perspectives and be more explicitly anti-racist. I’d also like to become better at addressing how students are impacted by events outside of the classroom.
3. My biggest takeaways are that I need to pay more attention that I am considering diversity and representation in my course material, and I hope to learn more about how to guide students through the process of critical reflection as I feel that this is an area where I am lacking training.
As I posted in the Open Pedagogy conversations, here is my Culturally Sustaining Pedagogy and Anti – Racist Pedagogy comments:
By informing students ahead of time through the posting of the course syllabus informing students of their contribution and participation:
Lectures and class discussions as well as on-campus experiential business events are based on the materials found in the Learning Resources. As such, students will be expected to read the assigned chapters before the class for which that material is discussed. I will also inform students to be prepared to be called upon to answer questions and discuss their ideas.
Since the Intro to Business course is planned as an experiential learning course, students will be reminded that neither attendance nor disruptive behavior or incessant questioning amount to the same thing as active participation, and penalties can be assigned.
Attendance/participation in this course is an important part of the learning experience, since much of the materials we cover in class through lectures and exercises cannot be made up through reading materials and, therefore, the materials are essentially lost.
Further, if students are not attending class meetings, they cannot contribute to the learning experience in the class. A set of questions will be posted for students to respond to on BB for responses and reflections on business and marketing plans. For weeks where there are no questions, students will post a general reflection and feedback on the course learning resources or topic for that week to their colleagues.
Thank you for the reminder of on campus events. I am usually no the lead on these, but I do try promote and encourage attendance and participation at any event that even tangentially touches on a justice related issue.
Incorporate (CSP): Each semester, I make every effort to find a new sources of content that are as current as possible, and present the most honest/accurate picture of criminal justice historically and presently, in the U.S. – particularly in policing, as that is the course I most frequently teach. I also ask students to offer links to news items or available resources they come across that offer cases to explore in class.
CSP & OER Redesign: Make sure that my materials depict a wide array of social groups in all positions of example – as CJ practitioners, leaders, those who critique the CJ system and those who have changed it. One’s that center those experiences and voices as real and important to the discipline of CRJ. I think it is also helpful for me not to assume that there is one experience with CRJ as a “system” and really work towards drawing out student experiences more – providing a space for student dialogue – as I have noticed there is a divide among students and their experiences of CRJ .
3. Address Curricular Gaps with Intentional Course Design
Regarding this, for the new course I am designing, I am definitely trying to follow the UDL approach. I have access to video and audio files (podcasts, news shows) that present Constitutional cases via discussion with leading legal theorists – who do represent culturally and socially diverse interpretations of the case. The constitutional issues that are covered in the course definitely invite an exploration of experiences that I have been able to bring in via video op eds (in my Policing class), but I could invite students to write their own stories -experience with a specific practice being challenged or explored in the S.C. Case. I am not sure if the latter idea is clear. I think this is also the part where critical reflection can occur in a setting where they can first ask questions, as these are in class free flow writing moments, that they can later build upon for an assignment. The student has a context for testing out critical thinking, by first allowing a space for them to explore concepts without a grade hanging over the process.
ASP Takeaways: I have been asking myself this question over the last 10 years – What is the purpose of schooling in pluralistic societies? (CSP article, p 1), but I have been actively engaged in strategies 1 & 2 for myself, and I have made some room in the class for students to explore these ideas in the classroom, particularly when teaching a course on Policing to students living in a city with a police department historically challenged on its racist and xenophobic practices. (Example here: https://ccrjustice.org/home/what-we-do/our-cases/floyd-et-al-v-city-new-york-et-al). I do think that I could do a better job of fostering a compassionate class community, meeting students where they are. Sometimes I am not sure how far to go with this, as I worry that I may enable a victimhood or confirm some self-identified and self-fulfilling prophecy that life it just too hard to succeed.
One way I consider and practice CSP in my courses is choosing texts that are both mirror and window for students, readings that might echo their cultures or experiences, and introduce them to other perspectives, experiences, and places.
Since the start of this workshop, I’ve been scanning the online list provided of OER materials for English Lit and found a PDF of student narratives (an anthology created at Lehman College) that I will have my students select an essay from to respond to in writing and share in class.
For my English Composition course, I provide a free course packet that I’ve assembled of various nonfiction texts by diverse authors. At the start of each class, students respond to a prompt with guided questions I provide them on a specific theme or topic and write their responses in their writer’s notebooks (required for credit). This provides a ritual and intended space for both creative and critical reflection. The prompts allow students to connect to their own experiences and can clarify, inspire, and/or challenge their thinking. Critical reflection and vulnerability are crucial in my classes for a welcoming and inclusive learning space.
This line from the anti-racist pedagogy article echoes my practice as I consider each class syllabus and materials and as my students and I enter the learning spaces together each semester: “Self-education is an iterative and ongoing process.”
What are one or two ways you currently incorporate culturally sustaining pedagogies (CSP) in your courses?
I teach culturally relevant materials in my Introduction to Literature (ENG-201) courses by implementing a diverse, literature selection. I even do this down to the textbook that I use which has a visual image of a quilt on the cover. I often ask my students what do they see on the cover of the textbook and a lot of the students do not get it right. This is where I get the opportunity to go in and explain what a quilt is and how it infuses different cultures, heritage and traditions. By choosing a wide range of authors from various ethnic backgrounds (i.e., different countries, minority communities and indigenous cultures) students get exposed to diverse perspectives and learn all about different cultural experiences.
How might you apply CSP as you redesign your course with no-cost materials?
When planning my curriculum, my lesson plan has a distinctive section on it for cultural diversity. This helps me to be aligned with my students abilities to examine a wealth of material that is not only diverse, but also incorporates different perspectives from around the world. I plan on applying CSP when redesigning my curriculum with no-cost materials by using The Schomburg Center for Research in Black Culture in Harlem which is one of the New York Public Libraries renowned research libraries and “is a world-leading cultural institution devoted to the research, preservation, and exhibition of materials focused on African American, African Diaspora, and African experiences (NYPL).”
During the fall semester of 2023, I attended an event with The Schomburg Center for Research in Black Culture in Harlem called: “Defense of Teaching Black Studies: Reading, Writing & Justice” about book banning across the world. The event was a space for educators like myself, to discuss and bring attention to cutting-edge ideas and resources in the field of Black Studies—which is especially critical at a time when nearly half of all students attend schools in states where Black History is, in some form, censored by law. These books that are being banned are books from African-American writers and silencing the history. I plan on using this information to teach in my Children’s Literature (ENG-334) class. The free no-cost materials that I plan to use are some of the free books that I received from attending this seminar. I chose some children’s books that were banned so that I can use them in my class for my students and this will be no-cost to them because they can actually use the books for a project that I want to compose on book banning Black authors, or other writers of color. I also used an article from the New York Times and I linked that for free which talks about diversity and children’s books. I love using the OP-ED article, “Where Are the People of Color in Children’s Books?” Here is the link if you are interested: Opinion | Where Are the People of Color in Children’s Books? https://www.nytimes.com/2014/03/16/opinion/sunday/where-are-the-people-of-color-in-childrens-books.html
Reviewing strategy 3 in the anti-racist pedagogy article, think about no-cost materials you currently use and those you are considering:
* What material do you assign in your course? (Consider representation across authors and perspectives, but also modes, media, and ways of knowing [e.g., academic journal, narrative].)
The materials that I assigned in my course always support an anti-racist pedagogy. As I stated above, I include an array of authors from various cultural backgrounds, so that my students are well-versed and educated in different situations and scenarios. For example, I like to incorporate James Baldwin’s “Sonny’s Blues” because he is an affluent writer of the times where not only was it difficult to be a Black man, but it was difficult to be Black, gay, and growing up in a religious environment. He also speaks a lot about Harlem and how his neighborhood during that time influenced his lifestyle. There’s so many psychological critiques, as well as gender/racial critiques you could derive from an author like James Baldwin.
Other media I use in my courses are DVDs that I have brought in the classroom where the films are complex and have a theme that relate to what we are reading. One of the plays that I like to use is called Doubt: A Parable. I like to incorporate the film because students can get a different perspective from reading the actual play. Again, this play does not just talk about the Catholic church, but it also talks about the racism that existed during that time and the key character who was the only Black child to be in a all private educational institution during the 1950s in the Bronx. Students not only get a racial perspective, but they also can debate on other critiques, such as cultural/religion , feminism/gender roles, and psychological issues.
Lastly, academic journals are used for research. I will find one primary source and model it for students and then I will assign them to find two secondary sources using BMCC’s library database to find qualified researched articles.
* What role does critical reflection and/or vulnerability play in the course? How are students guided through the process of critical reflection?
In my Introduction to Literature 201 course, critical reflection and vulnerability play significant roles in guiding students through the learning process. I am a firm believer in higher order thinking, and I like to follow the theory from Blooms Taxonomy. Critical reflection encourages students to examine and question the literature they encounter, helping them develop a deeper understanding of the texts and their underlying themes. I will use selective quotes from the reading which prompts students to think critically about the social, cultural, and historical contexts in which the literature was written and the impact it has on different communities. By fostering vulnerability, students are encouraged to engage authentically with the texts and express their thoughts, ideas, and emotions openly. I also tell my students that there is no right or wrong way to interpret a piece of literary text. This creates a safe space for students to share their personal interpretations, explore their own biases, and challenge their preconceived notions. Through critical reflection and vulnerability, students are guided towards a more nuanced understanding of literature and its relevance to their own lives and the world around them.
What do you take away or what resonates for you in the five strategies for anti-racist pedagogy presented in the article?
The key strategy that resonates the most for anti-racist pedagogy presented in the article for me is : “Foster a Compassionate Class Community and Meet Students Where They Are.” I find this strategy to be essential because many students often come in with preconceived notions of what they think a situation, character, or a story is about and hearing others express their opinions can also help change various perspectives. However, I do agree that it is important to have compassion when we are learning about different cultures. Metacognition is important because it helps students monitor their own learning and this is a strategy that I use and would like to incorporate more.
What are one or two ways you currently incorporate culturally sustaining pedagogies (CSP) in your courses?
The reading felt familiar as I taught our new Intro to Hip Hop courses over the past couple of years. I quickly learned that asset-based pedagogy was going to be the most fruitful way to teach that course. Sure, I lectured on the development of the style but after that it became more about students sharing their hip hop stories and bringing in music to talk about. It was a great way to get into social justice, appropriation and all kinds of topics. I did, like the reading, come up against the issue of misogyny in hip hop and tried to deal with it head on, aware that there were only two women in my class of 25. The fear was isolating them and not addressing their feelings so I did try to combat that but bringing them in to the conversation.
How might you apply CSP as you redesign your course with no-cost materials?
I try in my Music Business and Theory courses to look at materials from all musical backgrounds. For example I am not generally including materials on how to land an orchestra job as that is becoming increasingly irrelevant, instead focusing on popular music and musics outside of the traditional conservatory white practice.
Reviewing strategy 3 in the anti-racist pedagogy article, think about no-cost materials you currently use and those you are considering:
I currently am inserting podcast and youtube videos into my curriculum, and would like to look closer at the backgrounds of the people I’m including here as I admit my own bias and did not consider this fully.
What material do you assign in your course? (Consider representation across authors and perspectives, but also modes, media, and ways of knowing [e.g., academic journal, narrative].)
I only include materials not behind a paywall at the moment, though I would like to include more library material and will attempt to do so.
What role does critical reflection and/or vulnerability play in the course? How are students guided through the process of critical reflection?
In my performance based class I generally ask students how they feel about their own performance before I ask the class for feedback, or I’ll try the opposite. I’m constantly asking them to tell us what they hope to improve on and what they think they already do well, trying to keep it all in a positive constructive space.
What do you take away or what resonates for you in the five strategies for anti-racist pedagogy presented in the article?
Number 4 is my number one goal. To foster a caring community in the classroom. I have heard too many students talk about teachers that don’t seem to care about them, and I don’t want to be one of them.
Brief note: I must admit that I was confused when this prompt came up, as I had already completed it in the Open Pedagogy Assignment seminar, which I have been attending in the mornings during this winter term. I will include some parts of my response that I had submitted already, and add new thoughts that more specifically pertain to reviewing Strategy #3.
I LOVED both readings! Culturally sustaining pedagogies complement anti-racist pedagogies and vice versa, as their goal is to strengthen the cultural identities, languages, and ways of knowing of diverse groups of students, while consciously fighting multifaceted racism, marginalization, and/or underhanded discrimination. As an educator in social and political sciences, fortunately my courses offer plenty of opportunities to recognize these problems and encourage conversations around cultural diversity.
For example, when we discuss the third branch of government, the Judicial branch, in my American Government course, I prompt students to compare intermediate scrutiny and strict scrutiny as legal standards of review that courts apply in discrimination cases. To explain a bit more, discrimination based on sex and gender is frequently examined with intermediate scrutiny, while strict scrutiny is the legal standard for reviewing discrimination based on race, ethnicity, or religion. Is this fair? It’s a question I often ask students. According to Larry Ferlazzo, students’ ways of being should be seen as facets of students’ selves that must be centered meaningfully in classroom learning, across units and projects. In this regard, analyzing the courts’ legal standards in reviewing discrimination cases, must be seen and deliberated through the students’ individualized lenses and experiential knowledges. As a white, cis-gender male, I have little to offer in contextualizing these legal standards in discrimination cases. These aspects that constitute my positionality inevitably hinder my capacity to speak from a position of authority. My perspective is unavoidably limited. As an immigrant, however, I am in a better position of offering perhaps more contextualized knowledge that might be familiar, or not necessarily so, for the students.
Reflecting on strategy #3 in the anti-racist pedagogy article, I would say that I see the task of addressing curricular gaps (through intentional course design) is our duty, or rather the moral responsibility we have as educators. First, we need to identify those gaps, and relate them, whenever possible, to the learning objectives of the course. Second is to question the voice of the author: who is talking. Do they communicate diversity and consideration of various positionalities?
Interdisciplinary approaches best foster these strategies, so to offer a more holistic learning experience. While this requires an ethos of flexible teaching, curricular gaps usually are best addressed by integrating diverse perspectives (through interdisciplinarity) and voices into the curriculum to provide a well-rounded understanding of a specific topic. This can easily be accomplished by including readings, case studies, and examples from different cultures and backgrounds. Furthermore, providing opportunities for students to apply theoretical knowledge in practical scenarios is another useful approach. It is something that I have been doing quite diligently in my courses.
What really resonated for me in the five strategies is that self-education must be a constant process in developing my teaching strategies, while acknowledging trauma, interrogating my own positionality, and identifying gaps of knowledge or better yet unconscious biases. It is a process that I only have the power to initiate, out of a conscious desire and decision to overcome monolithic or static approaches in passing knowledge. The conscious and unconscious impact of this decision cannot be underestimated.
Ways by which I have incorporated culturally sustaining pedagogies into my course:
In my speech course students are allowed to choose their own topics. In addition, I offer an extra credit option: They are offered an option to choose a topic that aligns with their individual culture; such as cuisine, art, literature, music, etc.
The very first assignment/speech of the semester, students present a short speech where they choose to answer prompts from (4) areas that reflect their individuality; such as values, nationality, culture, language , etc.
How might you apply CSP as you redesign your course with no-cost materials?
One idea that I have been entertaining is to have the students partner up in class and both agree to choose the same topic for a short speech, that reflects their partner’s culture. And possibly adding in the mix, it must include (3) items from various media sources; videos, images of art and literature.
One takeaway: Moving forward, as we continue to support the individual representations that language, literacy and cultural practices offer, we might also benefit by keeping an eye out for any areas where we could encourage and guide students to reflect on where they might unintentionally be reproducing a narrative that directly or indirectly marginalizes members of our communities; one example can be found in certain types of Rap Music. And lastly, I can appreciate what H. Samy Alim stated in the article, What is Culturally Sustaining Pedagogy and Why Does it Matter? “CSP must extend the previous visions of asset pedagogies by demanding explicitly pluralist outcomes that are not centered on White middle-class, monolingual/monocultural norms and notions of educational achievement.”
And do my best to support the efforts we all are making, along our journeys to remain open-minded as we continue to support our journey toward having Culturally Sustaining Pedagogies. “Pluralist Outcomes”
What are one or two ways you currently incorporate culturally sustaining pedagogies (CSP) in your courses? Since I teach an African American History course, my courses already de-center the “white voice/narrative.” The literature that we read in my class are primarily written by African Americans speaking upon the black experience in the US throughout different points in time.
How might you apply CSP as you redesign your course with no-cost materials? I am contemplating adding more zero cost pieces of literature and videos of more contemporary black voices using more contemporary black vernacular to reflect on historical readings we engage in the classroom.
Reviewing strategy 3 in the anti-racist pedagogy article, think about no-cost materials you currently use and those you are considering:
What material do you assign in your course? (Consider representation across authors and perspectives, but also modes, media, and ways of knowing [e.g., academic journal, narrative].) I currently use videos created by and about African Americans. I am now considering adding podcast singular episodes to further expose students to different modes of learning using technology.
What role does critical reflection and/or vulnerability play in the course? How are students guided through the process of critical reflection? I often ask students to be honest with themselves before asking them a tough question that would expose their biases. I also make sure to let them know to keep the answer to themselves. For instance, I ask students to think of negative stereotypes they have held or have heard about African Americans, but to also consider all that they’ve learned in class and refute those stereotypes using historical events.
What do you take away or what resonates for you in the five strategies for anti-racist pedagogy presented in the article? I honestly have to take more time with my students to pause and reflect on certain assignments. Sometimes I cram too many things into a lecture and focus so much on lecturing that I end up ignoring them learning the material in other ways.
In assigning final projects, I offer a selection of perhaps a dozen Supreme Court cases covering a variety of topics (eminent domain, criminal forfeiture, environment, war crimes, church and state). I stress that I would rather students write about that which interests them, than that which interests me. A remarkable number ask to pursue questions of birthright citizenship, voting rights, same sex marriage or, most recently, the internment of Japanese citizens during WW ll. These “identity issues” bring forth a level of both work and passion, seldom matched by less personal inquiries.
As a college student in the sixties (that’s the 1960S) I confidently predicted that, once the old folks died off, racism, and every other “ism” would disappear. Certainly, great progress was made. As pharmaceutical commercials remind us, an ugly sleeping virus can always reappear. I shall certainly bring a laser like focus to racism, and antisemitism, over the next semesters. The NAACP Office of the General Counsel, the Anti Defamation League, and the ACLU all provide educational material which I shall include.
The Anti Racial Pedagogy was a serious reading that made me think of my students in a more complex way. A lot is happening in my classroom that allows students to express themselves and analyze behaviors and social practices. The support I get from this reading is that we should be very aware while we assign sensitive prompts to our students. I also like other faculty support freedom in selecting a topic for a speech based on ethnicity or past experiences. I also support sharing, exploration, and feedback. What I struggle with is one of the important aspects that the article brings forth, specifically to elevate the discussions to larger community issues, engaging in larger conversation. I use the list of social movements list created by moveme.berkeley as a conversation starter, however, I have to admit my students are reluctant to get into a heated discussion, especially in regards to the course of actions or other suggestions.
Currently I have an assignment in Speech 102 in which students give a speech/presentation about something that they have inherited. This addresses culture, values family history, and for those who came to the US with the clothes on their backs, they present on their names or maybe a recipe.
I want to incorporate more activities like the one above for students to have choice and bring themselves into the classroom. I also want to take them our of the classroom more and visit nearby museums in which they are represented like the Museum of Chinese in America and the Rubin Museum. There are museums uptown on HIspanic heritage… I have to think about what’s possible. I also want more opportunties for individual and group reflection.
I currently use the text that Speech 102 has been using for years. I am finding it somewhat useful but dated. I am considering more videos with corresponding readings so that the text is reinforced orally. I also want to look for videos and recordings with accompnying transcripts so that students can hear and read the same text for reinforcement of the language.
Learning to present to a class is scary enough when you know the language and even harder when you are learning it so reminding everyone in the class that we are all experiencing fear to some degree is repeated. Also, creatign community and opportunities for building relationships.
I need to create more opportunities for reflection and creative reflection throughout the semester.
In the five strategies, the one that resonates, especially given our in workshop conversations, is REFLECTING FORWARD: WHERE WE ARE AND WHERE WE NEED TO GO. The topic has me revisiting UDL and scaffolding. UDL is starting from the goal and working backwards while also thinking about construction. These concepts seem to fit together and I need more time to refelct and think about this. Thanks for the opportunity!
In my college math class, I incorporate culturally sustaining pedagogies (CSP) in several ways to create an inclusive and supportive learning environment. One approach is to diversify the selection of course materials, ensuring representation across authors and perspectives. For example, I include math problems and examples that relate to real-world situations from various cultural backgrounds. This not only makes the content more relatable for students but also demonstrates the universality of mathematical principles across different contexts.
Another way I integrate CSP is by incorporating different modes and media in the learning materials. I include a mix of academic journal articles, narratives, and multimedia resources to cater to diverse learning styles and preferences. This helps in accommodating students with various ways of knowing and fosters a more inclusive learning experience.
As I consider redesigning my course with no-cost materials, I plan to be mindful of the accessibility and affordability of resources for all students. By leveraging open educational resources (OER) and other freely available materials, I aim to reduce financial barriers to education. Additionally, I will continue to prioritize diverse representation and multiple perspectives in the selection of these materials.
In terms of the anti-racist pedagogy article’s strategy 3, I reflect on the materials I currently assign in my course. I evaluate whether they sufficiently represent diverse voices and perspectives. I also consider the role of critical reflection and vulnerability in my course. I encourage students to critically reflect on the mathematical concepts they are learning and how these concepts relate to societal issues. This process involves fostering a classroom environment where students feel comfortable expressing vulnerability and engaging in open discussions.
The five strategies for anti-racist pedagogy outlined in the article resonate with me as they emphasize the importance of creating an inclusive and equitable learning environment. I find the emphasis on critical reflection, representation, and the incorporation of diverse perspectives particularly relevant to my math class. As I continue to refine my teaching practices, I am committed to implementing these strategies to promote anti-racist pedagogy and enhance the overall learning experience for my students.
1) i am sustaining the topic in the way of showing equal approach to the students of different races
on all steps of teaching: activities of the students in the course, attendance, particioation, exam scheduling p- taking in mind nationalitis and races holidays -, proctoring exams and quizzes, grading exams, calculating final scores.
2) I use various no cost material,mainly videos, provided by math department
3) I appreciate when students use their country methods solving math problems, methods, that differs from american educational standards, for example japanese multiplication
4) i hope, that my strong anti-racist position during lecturing help students to improve their political positions
5) students guided for critical reflection through math teaching, mainly mathematical reasoning as a part of problem solving
6) the article is very good, no negative comments I providing