Abstract
This study focused on the experiences of White faculty who incorporate an anti-racist framework into their college classrooms. The participants shared about the challenges of incorporating anti-racist pedagogy into their classrooms due to both perceived personal and institutional barriers. These participants perceived personal barriers stemming from an internalized struggle of understanding their own White identity while also struggling to be viewed as anti-racist educators by colleagues of color. These faculty participants also shared about perceived professional barriers which included the pressure to obtain tenure, perceived loss of control in the classroom by the students, and anti-racist work being disregarded by individuals in positions of institutional power. Through the use of narrative inquiry, five researchersexploredthe personal and professional barriers faced by White faculty engaging in anti-racist educational practices in the college classroom. The study included17 faculty participants teaching at predominately White private and public colleges and universities throughout the United States who teach in various academic disciplines. Findings revealed the ongoingbarriers in teaching anti-racism ideals and the discussion provides strategies and an emerging modelforincorporating intentional anti-racist pedagogy into the classroom.
Recommended Citation
Akamine Phillips, Jennifer; Risdon, Nate; Lamsma, Matthew; Hambrick, Angelica; and Jun, Alexander
(2019)
"Barriers and Strategies by White Faculty Who Incorporate Anti-Racist Pedagogy,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 3:
No.
2, Article 1.
Available at:
https://soundideas.pugetsound.edu/rpj/vol3/iss2/1
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Race, Ethnicity and Post-Colonial Studies Commons, Scholarship of Teaching and Learning Commons, Social and Behavioral Sciences Commons