Professional and Organizational Development Network in Higher Education
ORCID IDs
Shamash https://orcid.org/0000-0001-7692-8946
Berrett-Abebe https://orcid.org/0000-0001-8533-3426
L. Smith https://orcid.org/0000-0002-2923-8085
Storms https://orcid.org/0000-0002-6225-4167
Regan https://orcid.org/0000-0002-3817-0756
Novella https://orcid.org/0000-0003-0103-5398
Grupp https://orcid.org/0000-0002-1398-4040
E. Smith https://orcid.org/0000-0002-9644-7901
Martin https://orcid.org/0000-0002-4841-3176
Date of this Version
Spring 2023
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2023) 42(1): 1
doi: 10.3998/tia.2490
Abstract
This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: whiteness, racism, race, racial equity, racial injustice/inequity, white supremacy, and anti-racism and document the reflective process by which the determination took place. Themes among the definitions and dynamics within the group process are identified and analyzed. The discussion focuses on the challenges and learning within the reflective process and the implications for faculty learning communities and for the anti-racist preparation of professionals in education and mental health contexts.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND