Short Reading Discussion Series: Developing Anti-racist Pedagogies

NOTE: This announcement was sent out via email on Sept. 22. 2020, by Drexel University's Teaching and Learning Center.

Join Drexel University's Teaching and Learning Center for this new monthly series examining the intersection of race, identity, teaching, and learning. Each month participants will be provided with a short article, chapter, or excerpt to read*. Together through semi-structured and small group discussion, participants will explore concepts proposed in the readings and reflect on ways they may be implemented within their teaching. These materials will address a number of topics such as how social identities impact classroom dynamics, how to practice culturally relevant pedagogies, how to create inclusive classroom environments, and how to promote honest and productive discussion. This series is co-sponsored by the Office of Equality and Diversity.

Register for one session or all three!

*Participants will be sent the discussion materials upon registration.



Tuesday, Oct. 6, 2:30-4 p.m. OR Wednesday, Oct. 7, 9-10:30 a.m.

In this first session, we will discuss an excerpt from From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education by Tia Brown McNair, Estela Mara Bensimon, and Lindsey Malcom-Piqueux. This book offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. The excerpt we will use for our first discussion provides examples of how faculty seeking to increase their own equity-mindedness may begin this process through activities such as examining course data, scrutinizing and adjusting teaching practices, and making adjustments to syllabi.


Tuesday, Nov. 10, 2:30-4 p.m. OR Wednesday, Nov. 11, 9-10:30 a.m.

In session two, we will discuss the article Faculty Accountability for Culturally Inclusive Pedagogy and Curricula by Stephen John Quaye and Shaun R. Harper. While research points to the value of diversity in college curricula and student experiences, many courses still lack explicit value for multiculturalism. This reading explores opportunities for faculty to make more culturally informed pedagogical choices and how these can benefit students — particularly those from historically marginalized groups.


Tuesday, Dec. 8, 2:30-4 p.m. OR Wednesday, Dec. 9, 9-10:30 a.m.

In session three, we will discuss the reading Responding to Microaggressions in the Classroom: Taking ACTION by Tasha Souza alongside the video Microaggressions in the Classroom. These two resources provide perspective on the experiences that many students have in their higher ed careers and how we can respond to microaggressions in the moment. We will also consider what to do if we ourselves are perpetuating microaggressions.

Looking for more TLC workshops? Check out a list of all of the workshops offered through the Teaching and Learning Center this fall!