Resisting Racist Discourses with Research Methods, Active Learning, and Storytelling

Abstract

This article contributes to building anti-racist teaching resources in the scholarship of teaching and learning in sociology. We developed an active learning-based project in which students conduct and analyze an interview with someone they are close to on how their family discussed racial discourses during their childhoods. Using Latinx Critical Race Theory as a framework and through qualitative analyses of student assignments, we found that the course project developed students’ critical consciousness by helping them evaluate how biographies are shaped by race, racism, and racial discourses and identify how racism and resistance manifest in family life through storytelling.

Development of a Week-Long Mathematics Intervention for Incoming Chemistry Graduate Students

“…Within such frameworks, the learning process is understood to be aided by facilitating communication between peers and between instructors and students. Specifically, an integral part of PLTL is the sharing of individual student experiences as anecdotal stories, which can challenge hegemonic assumptions about the composition and background of the student body . However, the dynamics of autonomous group formation among students in PLTL can sometimes exacerbate the exclusion of minoritized students.…”

“…Specifically, an integral part of PLTL is the sharing of individual student experiences as anecdotal stories, which can challenge hegemonic assumptions about the composition and background of the student body. 40 However, the dynamics of autonomous group formation among students in PLTL can sometimes exacerbate the exclusion of minoritized students. Thus, a conscious effort must be made to share authority among students through transparent and flexible role assignments.…”