Decolonizing Research: Indigenous Storywork as Methodology by
From Oceania to North America, indigenous peoples have created storytelling traditions of incredible depth and diversity. The term 'indigenous storywork' has come to encompass the sheer breadth of ways in which indigenous storytelling serves as a historical record, as a form of teaching and learning, and as an expression of indigenous culture and identity. But such traditions have too often been relegated to the realm of myth and legend, recorded as fragmented distortions, or erased altogether. Decolonizing Research brings together indigenous researchers and activists from Canada, Australia and New Zealand to assert the unique value of indigenous storywork as a focus of research, and to develop methodologies that rectify the colonial attitudes inherent in much past and current scholarship. By bringing together their own indigenous perspectives, and by treating indigenous storywork on its own terms, the contributors illuminate valuable new avenues for research, and show how such reworked scholarship can contribute to the movement for indigenous rights and self-determination.
Decolonizing Methodologies: Research and Indigenous Peoples by
'A landmark in the process of decolonizing imperial Western knowledge.' Walter Mignolo, Duke University To the colonized, the term 'research' is conflated with European colonialism; the ways in which academic research has been implicated in the throes of imperialism remains a painful memory. This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. Now in its eagerly awaited second edition, this bestselling book has been substantially revised, with new case-studies and examples and important additions on new indigenous literature, the role of research in indigenous struggles for social justice, which brings this essential volume urgently up-to-date.
Pedagogy of the Oppressed by
First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm. With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.
Teaching to Transgress: Education as the Practice of Freedom by
Available in CalArts Library
"After reading Teaching to TransgressI am once again struck by bell hooks's never-ending, unquiet intellectual energy, an energy that makes her radical and loving." -- Paulo Freire In Teaching to Transgress,bell hooks--writer, teacher, and insurgent black intellectual--writes about a new kind of education, education as the practice of freedom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal. bell hooks speakes to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom? Full of passion and politics, Teaching to Transgress combines a practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise questions about eros and rage, grief and reconciliation, and the future of teaching itself. "To educate is the practice of freedom," writes bell hooks, "is a way of teaching anyone can learn." Teaching to Transgress is the record of one gifted teacher's struggle to make classrooms work.
On Being Included: Racism and Diversity in Institutional Life by
What does diversity do? What are we doing when we use the language of diversity? Sara Ahmed offers an account of the diversity world based on interviews with diversity practitioners in higher education, as well as her own experience of doing diversity work. Diversity is an ordinary, even unremarkable, feature of institutional life. Yet diversity practitioners often experience institutions as resistant to their work, as captured through their use of the metaphor of the "brick wall." On Being Included offers an explanation of this apparent paradox. It explores the gap between symbolic commitments to diversity and the experience of those who embody diversity. Commitments to diversity are understood as "non-performatives" that do not bring about what they name. The book provides an account of institutional whiteness and shows how racism can be obscured by the institutionalization of diversity. Diversity is used as evidence that institutions do not have a problem with racism. On Being Included offers a critique of what happens when diversity is offered as a solution. It also shows how diversity workers generate knowledge of institutions in attempting to transform them.
From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education by
A practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education.
Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) by
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner
Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future by
In ANTIRACIST WRITING ASSESSMENT ECOLOGIES, ASAO B. INOUE theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places. - ASAO B. INOUE is Director of University Writing and Associate Professor of Interdisciplinary Arts and Sciences at the University of Washington Tacoma. He has published on writing assessment, validity, and composition pedagogy in Assessing Writing, The Journal of Writing Assessment, Composition Forum, and Research in the Teaching of English, among other journals and collections. His co-edited collection Race and Writing Assessment (2012) won the CCCC's Outstanding Book Award for an edited collection.
Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom by
In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. He frames this practice by considering how Freirean problem-posing led him to experiment with grading contracts and explore the literature on grading contracts. Inoue offers a robust Marxian theory of labor that considers Hannah Arendt's theory of labor-work-action and Barbara Adam's concept of "timescapes." The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes the book by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.
Language Diversity and Academic Writing by
Capture and utilize the diversity within your own and others' language in order to strengthen your academic writing with the readings in Language Diversity and Academic Writing.
Translanguaging As Transformation: The Collaborative Construction of New Linguistic Realities by
This book examines translanguaging as a resource which can disrupt the privileging of particular voices, and a social practice which enables collaboration within and across groups of people. Addressing the themes of collaboration and transformation, the chapters critically examine how people work together to catalyse change in diverse global contexts, experiences and traditions. The authors suggest an epistemological and methodological turn to the study of translanguaging, which is particularly reflected in the collaborative, arts-based and action research/activist approaches followed in the chapters. The book will be of particular interest to scholars using ethnographic, critical and collaborative action and activist research approaches to the study of multilingualism in educational and creative arts contexts.
Looking and Learning: Visual Literacy Across the Disciplines by
In this volume, the authors focus on the importance of inclusive teaching and the role faculty can play in helping students achieve, though not necessarily in the same way. To teach with a focus on inclusion means to believe that every person has the ability to learn. It means that most individuals want to learn, to improve their ability to better understand the world in which they live, and to be able to navigate their pathways of life. This volume includes the following topics: best practices for teaching students with social, economic, gender, or ethnic differences adjustments to the teaching and learning process to focus on inclusion strategies for teaching that help learners connect what they know with the information presented environments that maximize learners' academic and social growth. The premise of inclusive teaching works to demonstrate that all people can and do learn. Educators and administrators can incorporate the techniques of inclusive learning and help learners retain more information. This is the 141st volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Pedagogies of Difference: Rethinking Education for Social Justice by
Peter Pericles Trifonas has assembled internationally acclaimed theorists and educational practitioners whose essays explore various constructions, representations, and uses of difference in educational contexts. These essays strive to bridge competing discourses of difference--for instance, feminist or anti-racist pedagogical models--to create a more inclusive education that adheres to principles of equity and social justice.
Bridges, Pathways and Transitions: International Innovations in Widening Participation by
Bridges, Pathways and Transitions: International Innovations in Widening Participation shows that widening participation initiatives and policies have had a profound impact on improving access to higher education to historically marginalized groups of students from diverse socioeconomic and cultural backgrounds. The research presented provides a source of inspiration to students who are navigating disadvantage to succeed in higher education against the odds. There are stories of success in difficult circumstances, revealing the resilience and determination of individuals and collectives to fight for a place in higher education to improve chances for securing social mobility for next generations. The book also reveals that more work and policy interventions are needed to further equalize the playing field between social groups. Governments need to address the entrenched structural inequalities, particularly the effects of poverty, that prevent more academically able disadvantaged students from participating in higher education on the basis of the circumstances of their birth. Across the globe, social reproduction is far more likely than social mobility because of policies and practices that continue to protect the privilege of those in the middle and top of social structures. With the gap between rich and poor widening at a rate previously unseen, we need radical policies to equalize the playing field in fundamental ways. Focuses on collaborations with schools, families, and communities Highlights tools and methods to aid in the creation of pathways, bridging initiatives into higher education Includes case studies that show how students are supported during the transition into high education systems
Acuff, Joni Boyd. "‘Being’ a Critical Multicultural Pedagogue in the Art Education Classroom." Critical Studies in Education 59, no. 1 (2018): 35-53.
Acuff, Joni Boyd. "(Mis)Information Highways: A Critique of Online Resources for Multicultural Art Education." International Journal of Education through Art 10, no. 3 (2014): 303-316.
Akamine Phillips, Jennifer, Nate Risdon, Matthew Lamsma, Angelica Hambrick, and Alexander Jun. "Barriers and Strategies by White Faculty Who Incorporate Anti-Racist Pedagogy." Race and Pedagogy Journal: Teaching and Learning for Justice 3, no. 2 (2019): 1.
Anderson, Luvell, and Verena Erlenbusch. "Modeling Inclusive Pedagogy: Five Approaches." Journal of Social Philosophy 48, no. 1 (2017): 6-19.
Bishop, Rudine Sims. "Mirrors, Windows, and Sliding Glass Doors." Perspectives 6, no. 3 (1990): ix-xi.
Chavez, K. and Mitchell K.M.W. “Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity.” PS: Political Science & Politics 53, no. 2 (2020): 270–74. https://doi.org/10.1017/S1049096519001744.
DiAngelo, Robin. “White Fragility.” International Journal of Critical Pedagogy 3, no. 3 (2011): 54-70.
Drew, Chris. "Problem Posing Education — 6 Key Characteristics." HelpfulProfessor.com. December 4, 2019.
Emdin, Chris. "The Three C's for Urban Science Education." Phi Delta Kappan Vol. 89, No. 10 (June 2008): 772-775.
Fong, Benjamin Y. "Teaching Racial Justice Isn’t Racial Justice." The New York Times. November 18, 2020.
Gude, Olivia. "Postmodern Principles: In Search of a 21st Century Art Education." Art Education 57, no. 1 (2004): 6-14.
Haynes, Chayla. "Dismantling the White Supremacy Embedded in Our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students." International Journal of Teaching and Learning in Higher Education 29, no. 1 (2017): 87-107.
Imad, Mays. "Leveraging the Neuroscience of Now: Seven Recommendations for Helping Students Thrive in Times of Trauma." Inside Higher Ed. June 3, 2020.
Love, Barbara J. "Developing a Liberatory Consciousness." Readings for Diversity and Social Justice 2, no. 470-474 (2000).
McKamey, Pirette. “What Anti-racist Teachers Do Differently.” The Atlantic. June 17, 2020.
Moten, Fred, and Harney Stefano. “The University and the Undercommons: Seven Theses.” Social Text 22, no. 2 (2004): 101–15.
National Association for Multicultural Education. "What is the Potential of Multiculturalism in Art?" The National Association for Multicultural Education. © 2021 The National Association for Multicultural Education.
Nicolazzo, Z. “Strategies for Creating More Trans*-Affirmative Classrooms.” Inside Higher Ed. October 12, 2018.
Ortiz, Robin, and Laura Sinko. "Responding to the Trauma of COVID-19: Individual and Community Actions." Leonard Davis Institute of Health Economics, University of Pennsylvania. July 2, 2020.
Rideau, Ryan. “Integrating Anti-Racist Teaching Practices into Your Course.” Teaching@Tufts, Tufts University. June 15, 2020.
Rockquemore, Kerry Ann. “How to be an Ally to Someone Experiencing Microaggressions.” Inside Higher Ed. April 13, 2016.
Rosler, Martha. “English and All That.” e-flux journal #45 (May 2013).
Rule, Alix, and David Levine. “International Art English.” Triple Canopy. N.D.
Sensoy, Özlem, and Robin DiAngelo. "’We Are All for Diversity, but…’: How Faculty Hiring Committees Reproduce Whiteness and Practical Suggestions for How They Can Change." Harvard Educational Review 87, no. 4 (2017): 557-580.
Steyerl, Hito. “International Disco Latin.” e-flux journal #45 (May 2013).
Takacs, David. "How Does Your Positionality Bias Your Epistemology?" Thought & Action 27 (2003): 27-38.
Tuck, Eve, and K. Wayne Yang. "Decolonization is Not a Metaphor." Decolonization: Indigeneity, Education & Society 1, no. 1 (2012): 1-40.
Wilson, Chanelle. “Revolutionizing my Syllabus: The Process.” Teaching and Learning Institute, Bryn Mawr College. Copyright © 2021.
Yang, Raymond. "How to Avoid Cultural Appropriation in Your Lessons." The Art of Education University. 2018.
"Anti-Racist & Equitable Teaching." Faculty Affairs, Office of the Provost, California Institute of the Arts. © 2021.
Borstel, John, and Pam Korza. "Aesthetic Perspectives: Attributes of Excellence in Arts for Change." Americans for the Arts 56 (2017).
Brantmeier, Ed, Andreas Broscheid, and Carl S. Moore. "Inclusion By Design: Survey Your Syllabus and Course Design." (2017).
“The Characteristics of White Supremacy Culture.” Showing up for Racial Justice (SURJ). Updated Spring 2021.
Fontenot, Andrea. "Equitable Approaches to Grading." Google Slide deck from a presentation. April 18, 2022.
Henny, Ally (@thearmchaircom). 2018. “White Fragility* Self-Test.” Twitter, October 4, 2018, 9:02 PM. https://twitter.com/thearmchaircom/status/1048060815780323330?lang=en.
“Inclusive Teaching Practices Chart.” The Fletcher School, Tufts University. March 8, 2019.
“Keele’s Manifesto for Decolonising the Curriculum.” Keele Student Union (SU), Keele Postgraduate Association (KPA), Keele's University College Union (KUCU), Keele University. May 23, 2018.
“Microaggressions in the Classroom.” Tufts University, N.D.
Project Implicit [Harvard University]
“Questions to Ask Yourself as You Review or Build Your Syllabus.” Office of the Provost and Senior Vice President, Tufts University. N.D.
"Speak Up at School." Learning for Justice. A Project of the Southern Poverty Law Center. ©1991-2021.
“White Dominant Culture & Something Different: A Worksheet.” Adapted for ACCE from adaptation by Partners for Collaborative Change based on “White Supremacy Culture” By Tema Okun and Kenneth Jones.
Yasukawa, Allison. "Languaging Art & Design." © 2020 Allison Yasukawa. https://languagingart.design/
Blog Posts + Other Informal Writings
Hammond, Zaretta. Culturally Responsive Teaching and the Brain. Website. Copyright © Zaretta Hammond, 2016 – 2022.
Films, Videos, + Webinars
Carello, Janice. "Trauma-Informed Teaching & Learning in Times of Crisis." YouTube video, 1:02:53. April 6, 2020.
"Five Approaches to Diversifying Your Syllabus." Office of Faculty Affairs, California Institute of the Arts. 2020.
Fontenot, Andrea. "Approaches to Equitable Assessment." Zoom webinar / video recording, California Institute of the Arts. 2022.
Mernick, Alisha. "Decentering Whiteness in Arts Education." Zoom webinar / video recording, California Institute of the Arts. 2021.
Sherrid, Eloise. “The Room of Silence.” Filmed 2016. Vimeo video, 19:53. https://vimeo.com/161259012
The video documentary Writing Across Borders — written and directed by Wayne Robertson, and produced by the Writing Intensive Curriculum and the Center for Writing & Learning at Oregon State University — provides context for students’ unique experiences of adapting to American academic rhetoric:
“Webinars.” Center for Urban Education, University of Southern California. 2018.
Organizations + Initiatives
Center for the Enhancement of Learning and Teaching (CELT) [Office of the Provost and Senior Vice President, Tufts University]
Decolonizing the Imagination [Rhode Island School of Design (RISD)]
Teaching Strategies:
Student Identity Project [CalArts]
Reading + Resource Lists
Anti-Oppression: Anti-Racism [Simmons University Library]
Anti-Racism and Black Liberation [Duke University Libraries]
Anti-Racism Guide: Resources for Education and Action [The Library, University of California, San Diego]
Anti-Racist Teaching Resources [Center for the Enhancement of Learning and Teaching (CELT), Tufts University]
Diversify Your Syllabus: Resources and Readings for Your Syllabus [University of Minnesota Libraries]
Diversifying Course Materials [Tufts University Libraries]
Diversity Readings [John M. Flaxman Library, School of the Art Institute of Chicago (SAIC)]
Martini, Beatrice. “Decolonizing technology: A reading list.” Beatrice Martini – blog: On tech and tools for justice and rights. May 10, 2017.
Quick-Start Guide + Recommended Resources [Equity, Diversity, and Inclusion Commission; California Art Education Association (CAEA)]
Reading List [Radical Pedagogy Research & Reading Group]
Resources [Center for Social Equity & Inclusion (SEI), Rhode Island School of Design (RISD)]
Resources [National Women's Studies Association (NWSA)]
Resources [EduColor]
Syllabi + Other Ideas / Examples
#AtlantaSyllabus: An Asian American Studies Perspective on Anti-Asian Violence in 2021 [Asian American Studies Program, University of Wisconsin-Madison]
Black Lives Matter Syllabus. Copyright © 2020 Frank Leon Roberts.
Inclusive Teaching [Harriet W. Sheridan Center for Teaching and Learning, Brown University]
"Speak Up at School." Learning for Justice. A Project of the Southern Poverty Law Center. ©1991-2021.
Syllabus Collection [Consortium on Gender, Security & Human Rights]
Teaching International Students: Pedagogical Issues and Strategies [Center for Research on Learning & Teaching (CRLT), University of Michigan]
