Faculty Use Responsive Pedagogical Love to Mitigate Anti-Black Exposure of Collegians at a Hispanic-Serving Institution

• In Event: Beyond the Classroom: Pedagogy, Equity, and Responsive Teaching in Higher Education

Abstract

Previous research found that within high schools, youth of African descent encounter institutional racism as hegemonic curricula, negative academic tracking, and biased zero tolerance discipline policies. Thereafter, similar experiences are further exacerbated within college campus climates where antiblackness is ever-present. This single composite narrative inquiry, qualitative study, used pedagogical love and antiblackness theoretical frameworks conjointly to unpack the ontological perspectives of five self-identifying African American faculty who actively prepared collegians of African descent to navigate institutional, White professor performances of antiblackness at a Hispanic-serving Institution. Findings informed that responsive pedagogical love influenced the creation of two pronounced cultural love practices—trauma affirmation and trauma cathartic—each performed as responsive strategies to avert hegemonic educational ecologies.

Author

• Bryan Hotchkins, Texas Tech University