Exploring the experiences of faculty who practice anti-racist pedagogy in a college setting

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Thesis type
(Project) M.Ed.
Date created
Diversity is a word we are hearing more and more often in Canada. Racism is on the rise; all you need to do is turn on the news or open social media and it is impossible not to see a headline about systemic racism, racial inequity, or senseless racially motivated violence. If you are tired of hearing about racism, imagine how tired people are of experiencing it. This research report explores the experiences of three college faculty who practice anti-racist pedagogy using a phased interview approach (O'Leary, 2017). Learning about what motivates and sustains these faculty in their efforts may earnestly encourage other instructors to become allies of anti-racist work. I identified three themes using qualitative thematic analysis: critical and self-reflection, creating a personal framework for anti-racist education, and unpacking our biases. The participants shared stories of incorporating anti-racist content into their teaching practice. Through their interviews, it became clearer that sustaining antiracist pedagogical practices requires self-reflection with the intention of improving their practice. Participants also provided recommendations to support other faculty around diversity. These recommendations include providing open-minded, safe spaces where faculty can question, support, and encourage each other to acknowledge their personal biases to disrupt the status quo of the system of oppression in post-secondary education.
35 pages.
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Copyright is held by the author(s).
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Thesis advisor: Pidgeon, Michelle
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