Student Perspectives on Antiracist Pedagogy: A Qualitative Exploration

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: CERECG SIG Round Table 7: Critical Considerations in Teaching, Learning, and Policy (Table 3)

Abstract

This study is a qualitative study aimed at understanding the experiences of BIPOC college students regarding antiracist pedagogy. We ground this inquiry in the concept of antiracist pedagogy, with a focus on the work of Bettina L. Love, as we aim to address the following key questions through individual and student focus group discussions. The primary themes of our study organize around discussions of antiracist concepts as pedagogy, conceptualizations and definitions of social justice and equity, and witnessed characteristics of antiracist pedagogy in the higher education classroom. Data are being collected through individual and focus group interviews. Our analysis focuses on how students make meaning of antiracist pedagogy through their conscious perceptions of this phenomenon in the higher education environment.

Authors

• Marcus Johnson, Virginia Tech

• Charles L. Lowery, Virginia Tech

• Rachelle Kuehl, Virginia Tech

• Hannah Bayne, Virginia Tech