(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 16 December 2022
Issue publication date: 16 May 2023
Abstract
Purpose
The purpose of this study is to describe the authors’ experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors.
Design/methodology/approach
The authors draw from Black feminist approach to provide authentic, liberatory anti-racist pedagogy, ensuring that the identities and cultural knowledge of Black, indigenous and people of color (BIPOC) pre-service teachers (PSTs) are given space in anti-racist education and social studies courses.
Findings
The study’s findings show that creating systems for (re)constructing performative anti-racist courses disrupt whiteness and whitewashed pedagogy in teacher preparation programs.
Originality/value
The implications of the authors’ experiences reflect that centering abolitionist teaching methods can bolster BIPOC PSTs anti-racist identities and future practices in diverse classrooms.
Keywords
Acknowledgements
The authors would like to thank Dr. Amanda E. Vickery (University of North Texas) for being a valuable thought partner and mentor in the writing of this manuscript.
Citation
Adeniji, D. and Foster, M. (2023), "(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants", Social Studies Research and Practice, Vol. 18 No. 1, pp. 1-17. https://doi.org/10.1108/SSRP-10-2022-0025
Publisher
:Emerald Publishing Limited
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