Going beyond Anti-Racist Pedagogical Practices: Co-Constructing a Pro-Black Classroom

Autor/inn/en	Parks, Siettah; Bell, Jordan; Ellwood, Sydoni; Deckman, Sherry L.
Titel	Going beyond Anti-Racist Pedagogical Practices: Co-Constructing a Pro-Black Classroom
Quelle	In: Journal for Multicultural Education, 16 (2022) 3, S.259-271 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-10-2021-0193
Schlagwörter	Higher Education; Educational Practices; Racism; Social Justice; African American Students; Culturally Relevant Education; Graduate Students; African American Education; Equal Education; Student Attitudes; Autobiographies; Ethnography + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Rassismus; Soziale Gerechtigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Schülerverhalten; Autobiography; Autobiografie; Autobiographie; Ethnografie
Abstract	Purpose: The purpose of this study is to explore the means, rationale, challenges and opportunities of shifting focus from anti-racist to pro-Black educational practice. The authors argue that while anti-racism is necessary, it is insufficient in addressing the deeply entrenched anti-Blackness in US society. The instructor and three student members of a graduate course on Black girlhoods reflect on their time together to better understand the process of developing a classroom specifically for Black students. Design/methodology/approach: Through a process of collaborative autoethnography, the authors used their reflections as data to identify the practices that served to establish their space as pro-Black and consider how these practices may apply to other contexts. Findings: The data presented indicate that co-construction, intentionality and care and love are integral to developing a pro-Black classroom. The implementation of these practices in the authors' graduate course allowed the students to feel seen and affirmed, which contrasts with their previous experiences in higher education. Originality/value: This paper introduces the concept of the pro-Black classroom space as a pedagogical transformation aimed at preserving Black lives. The authors' insights demonstrate how concrete practices that not only constitute anti-racist practice, but further challenge anti-Black bias, help to dismantle structural and systemic inequities in academia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01