#staywoke: Digital Engagement and Literacies in Antiracist Pedagogy

Yao, Xine

doi:10.1353/aq.2018.0030

Cited by 4 publications

(1 citation statement)

References 8 publications

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“…For example, YouTube videos of historical events (Deepak & Biggs, 2011), commercials (Matias & Mackey, 2016), experiences of racism (Tisman & Clarendon, 2018), and racial comedy (Fulmer & Makepeace, 2015) were suggested as helpful in exposing learners to content about racism. Similarly, other forms of media, including podcasts such as This American Life (Episode 347, “Babies Buying Babies”; Teel, 2014), music videos (Deepak & Biggs, 2011), and social media (Matias & Mackey, 2016; Yao, 2018), provided opportunities for natural and productive conversations about racism, how racism is a learned behavior, and the living history of antiracist work. Films including “Race: The Power of an Illusion” (Pieterse, 2009), “The Color of Fear” (Ambrosio, 2014), and “Jungle Fever,” “Mississippi Masala,” “Watermelon Woman,” “Crash,” and “The Life and Times of Sara Baartman” (Gnanadass, 2014) were also used to generate discussions about racism and the language of race.…”

Section: Resultsmentioning

confidence: 99%

ART Praxis: Evidence-Based Strategies for Antiracist Teaching in Nursing

Sumpter,

Thurman,

Wright

et al. 2023

Nurs Educ Perspect

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AIM This integrative review seeks to provide effective teaching and learning strategies for teaching about racism and advancing health equity. BACKGROUND Most faculty preparation remains devoid of an exploration of racism and the skills to critique how historical events and socialization create and reinforce the biases that influence how we teach and provide care. It is difficult to teach what we do not know. METHOD Using Whittmore and Knafl’s approach, we conducted an integrative review of multidisciplinary literature from 2009 to 2021 to uncover best practices for teaching about racism. Seven databases yielded 55 relevant articles from 18 disciplines. RESULTS Four themes emerged illuminating effective strategies for teaching and learning about systemic racism: encounter education, reflection, discussion, and activism. CONCLUSION Findings of this review align with Mezirow’s transformative learning theory and highlight the importance of not just “doing” antiracist activities in a course but “becoming” an antiracist educator.

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Section: Resultsmentioning

confidence: 99%

ART Praxis: Evidence-Based Strategies for Antiracist Teaching in Nursing

Sumpter,

Thurman,

Wright

et al. 2023

Nurs Educ Perspect

View full text Add to dashboard Cite

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How ethnic studies faculty use streaming video: Instructional needs, applications, and challenges

Prelitz

Szydlowski

Roy

et al. 2023

The Journal of Academic Librarianship

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The Colonial Constitution ofPolyas a Racial and Linguistic Category through Policing, Gentrification, and an Ideology of Oppressionlessness

Wong

2022

J Linguistic Anthropol

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This article examines the historical, institutional, and interactional processes by which “Poly” (i.e., Polynesian) has come to be understood as a race and language within a context in the California Bay Area. Rather than understanding “races” as discrete categories—as well as sociolinguistic features as permanently attributable and patterned to specific racialized groups—I argue that racialization is ever‐changing and rooted in power relations that are (re)produced from interaction to interaction, and moment to moment. I primarily draw upon a semi‐structured interview with a Tongan young woman (“Maklea”), and more broadly ethnographic research conducted within her local language context, and argue that a racialized Polyness (i.e., Polynesianness) is becoming raciolinguistically enregistered due to experiences with White supremacy and processes of colonialism. That is, Polyness is in the process of being rendered mutually perceivable as a racial category and coherent set of semiotic practices as Polynesian diasporic peoples in this community are confronting policing, gentrification, and an ideology of oppressionlessness. The raciolinguistic enregisterment of Polyness is occurring as Maklea, and more broadly Polynesian young people, are grappling with and challenging the ways White supremacist institutions and systems are seeking to violently structure their lives and ways of knowing, being, valuing, and speaking.

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#staywoke: Digital Engagement and Literacies in Antiracist Pedagogy

Cited by 4 publications

References 8 publications

ART Praxis: Evidence-Based Strategies for Antiracist Teaching in Nursing

ART Praxis: Evidence-Based Strategies for Antiracist Teaching in Nursing

How ethnic studies faculty use streaming video: Instructional needs, applications, and challenges

The Colonial Constitution ofPolyas a Racial and Linguistic Category through Policing, Gentrification, and an Ideology of Oppressionlessness

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