Add to ORKGResearch indicates that minority students are underrepresented in our classroom curriculum (Churchill, 1995; Delpit, 1995; Ladson-Billings, 1994). Our schools are often entrenched in the Eurocentric model of education from content to methodology. In this paper, I discuss antiracist pedagogy and whiteness studies, offer a justification for utilizing antiracist pedagogy with work in whiteness studies in the communication classroom, and provide one model for incorporating antiracist pedagogical practice with graduate teaching assistants. This essay is intended to help create a dialogue with GTAs, basic course directors, and communication faculty about antiracist practices in the communication classroom
This special Issue of the Race and Pedagogy Journal features artist statements and images of project...
Many White, middle-class educators experience challenges as they attempt to teach in racially divers...
This article explores the dynamic of the Silenced Dialogue within a graduate-level, teacher preparat...
As we have found in our experience as communication educators and scholars, there is a need for educ...
In this paper, I explore the evolution of antiracist pedagogy. This paper helps to answer for commun...
This paper evaluates students\u27 arguments for a color-blind society to avoid discussions related t...
Research indicates that students of color often experience marginalization in their academic pursuit...
Norms of whiteness are pervasive throughout schooling in the United States (Tanner, 2017). Critical ...
This study focused on the experiences of White faculty who incorporate an anti-racist framework into...
I conduct a conceptual and empirical inquiry into some of the ways enactments of Whiteness in the pe...
This qualitative research study draws from James P. Gee's theory of discourse analysis, from critica...
In this article, I examine the institutional discrimination against immigrant students that exists w...
Within the current kairotic moment where political attacks against Critical Race Theory and “woke” c...
Teaching diversity is no longer segregated to ethnic studies departments or to intercultural communi...
How are faculty of color retained once they are recruited? More importantly, how do factors such as ...
This special Issue of the Race and Pedagogy Journal features artist statements and images of project...
Many White, middle-class educators experience challenges as they attempt to teach in racially divers...
This article explores the dynamic of the Silenced Dialogue within a graduate-level, teacher preparat...
As we have found in our experience as communication educators and scholars, there is a need for educ...
In this paper, I explore the evolution of antiracist pedagogy. This paper helps to answer for commun...
This paper evaluates students\u27 arguments for a color-blind society to avoid discussions related t...
Research indicates that students of color often experience marginalization in their academic pursuit...
Norms of whiteness are pervasive throughout schooling in the United States (Tanner, 2017). Critical ...
This study focused on the experiences of White faculty who incorporate an anti-racist framework into...
I conduct a conceptual and empirical inquiry into some of the ways enactments of Whiteness in the pe...
This qualitative research study draws from James P. Gee's theory of discourse analysis, from critica...
In this article, I examine the institutional discrimination against immigrant students that exists w...
Within the current kairotic moment where political attacks against Critical Race Theory and “woke” c...
Teaching diversity is no longer segregated to ethnic studies departments or to intercultural communi...
How are faculty of color retained once they are recruited? More importantly, how do factors such as ...
This special Issue of the Race and Pedagogy Journal features artist statements and images of project...
Many White, middle-class educators experience challenges as they attempt to teach in racially divers...
This article explores the dynamic of the Silenced Dialogue within a graduate-level, teacher preparat...