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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?

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