Date

8-2-2022

Document Type

Thesis

Abstract

Though there have been efforts to address racism in schools, there is a lack of anti-racist pedagogy discussion and its role in changing education and therefore changing the world. Teachers often are able to grasp an understanding of racism and how that may impact their students through professional development. There is a significant lack of action in working to dismantle the racism seen in schools, however. Racism in the classroom may look like a colonized curriculum and implicit biases that influence the way students are perceived and treated in the school. Anti-racist pedagogy works to actively join the fight against racism. This report includes two parts: researched case studies and interviews conducted by the author. The researched case studies aim to amplify BIPOC students’ experiences in the classroom to provide clarity of what educators need to work on and consider when building an anti-racism classroom. The interview study aims to learn about school staff’s perspectives in a predominately BIPOC school and gather their views on what anti-racist teaching is and what it looks like. These interviews provide insight on what educators need to work on going forward in anti-racist pedagogy.

Department

Elementary and Early Childhood Education and English

Thesis Comittee

Dr. Nicole Glen, Thesis Advisor
Dr. Lisa M. Litterio Thesis Advisor
Dr. Kathryn Evans, Committee Member
Dr. Marlene Correia, Committee Member

Copyright and Permissions

Original document was submitted as an Honors Program requirement. Copyright is held by the author.

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