Abstract
There has never been a time like this in recent history. In the last year, educators have been building new paradigms as they teach. In this article, we inquire into our experiences teaching race at a PWI during the historic times of protests against the killings of Black men and women at the hands of the police and others, COVID-19, an election year, natural disasters, and changes in the Supreme Court. This article will reflect on the strategies and pedagogies used to support Faculty of Color teaching multicultural education/diversity classes at PWIs, and how the authors handled cultural taxation caused by the racial incidents that occurred during the pandemics of COVID-19 and anti-Black racism. The authors use duoethnography, a collaborative and reflective research methodology that engages both researchers in a multi-dialogical process to better understand the phenomenon under investigation. This article focuses our reflections on the following questions: How do we create supportive virtual and hybrid classrooms in diversity education classes at a PWI that do not re(center) Whiteness? How does one handle racialized experiences and not be overwhelmed by racial battle fatigue?
Recommended Citation
Ogletree, Quinita and Diaz Beltran, Ana Carolina
(2021)
"Treading Water: Faculty of Color Teaching Multicultural Classes during the Pandemic,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 5:
No.
2, Article 10.
Available at:
https://soundideas.pugetsound.edu/rpj/vol5/iss2/10
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