Examining Undergraduates’ Initial and Evolving Interpretations of and Reflections on Racism and Antiracist Pedagogy

• In Event: Restoration, Liberation, and Antiracism With Preservice Teachers

Abstract

The mixed methods study described in this paper examines the lived experiences of undergraduate participants in an introductory antiracist pedagogy course that I created and taught. The course was designed to build participants' understanding of how to use antiracist practices to nurture and support students of color. The five-month study took place at a university in the Mid-Atlantic United States. I examined participants’ interpretations and reflections throughout the course. Participants completed a pre and a post survey and weekly reflective journaling related to the course content. Findings show evidence of the course contributing to significant shifts in participants’ understandings and conceptualizations of racism and antiracist pedagogy, in a direction that the literature says will benefit PK-12 students.

Author

• Traci Dennis, California State University - Northridge