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"You can't love what you don't know" is the premise of '68 tongues, 68 hearts', an animated project aimed at preserving and sharing the indigenous languages of Mexico.

The project aims to promote pride, respect, and encourage the use of the indigenous languages of Mexico, through a series of animated stories narrated in these languages and subtitled in Spanish.

An example of the project is the video below. The story is based on the traditional storytelling of the Yaqui people. El Chapulín Brujo (The Sorcerer Cricket) tells how the Yaqui people survived the attack of a ferocious monster, thanks to a divine tree and the Sorcerer Cricket who managed to defeat the beast.

The animation is narrated in Yaqui, a language of the Mexican state of Sonora.

The name of the project alludes to the 68 indigenous languages of Mexico which, according to the National Indigenous Languages Institute (NILA), are currently spoken in the country. According to the project's Vimeo channel:

Las lenguas indígenas engloban una visión única de la vida y del mundo. Al desaparecer, se pierde la cosmovisión y cosmogonía única de cada pueblo, perdiéndose una parte importante de la humanidad.

The indigenous languages encompass a unique vision of life and of the world. Their disappearance would imply a loss of the unique world view and existence of each community; an important part of humanity.

In this sense, the project recognises the indigenous languages as visions of the world and seeks to avoid their extinction.

This is illustrated by the following animation, based on the poem "Cuando muere una lengua" (When a tongue dies) by Mexican historian and anthropologist Miguel León Portilla, a prime authority on Nahuatl thought and literature.

The story is narrated in Nahuatl, more specifically in the Huasteca variation of the language.

Cuando muere una lengua [...]

Entonces se cierra a todos los pueblos del mundo, una puerta, una ventana.

Un asomarse de modo distinto a las cosas divinas y humanas, a cuanto es ser y vida en tierra.

When a tongue dies [...]

A door or a window is then closed on all people of the world

A glimpse at all things divine and human from a different angle; life on Earth and our existence.

This first series has successfully brought to life certain stories of popular tradition and selected works of indigenous poets and artists, as well as historians and philosophers, experts in thinking and indigenous languages. The page of the project reads as follows:

En esta [primera] serie se retratan siete de estas 68 visiones del mundo: huasteco, maya, mixteco, náhuatl, totonaco, yaqui y zapoteco, a través de la visión de siete escritores y siete ilustradores gráficos.

In this [first] series, seven of these 68 world views are portrayed: Huastec, Mayan, Mixtec, Nahuatl, Totonacan, Yaqui and Zapotec, through the vision of seven writers and seven graphic illustrators.

The following video is based on the story "La última danza" (The last dance) by Mayan writer Isaac Esau Carrillo Can. The story focuses on the story of a woman who recalls a conversation with her father, who has bid farewell to this earthly world to be reunited with her mother. Her father bids her farewell, assuring her that 'the great seed of the dances' has been sown in her and she will have to go forth and spread these in the world.

The language of narration is Yucatán Maya.

In an interview with Global Voices, creator and director of the project Gabriela Badillo stated that they are currently working very closely with NILA, and also with speakers of the indigenous languages in order to cover, one by one, each of the 68 indigenous languages of the country, above all those at greatest risk of extinction.

Badillo reiterated that the project is the product of collaboration between contemporary authors, translators and interpreters of indigenous languages, illustrators, animators, audio and musical designers, as well as a research and adaptation team. He stressed the importance of participation of the indigenous people and communities that have shared their stories of popular tradition.

When asked about the reception of the project, Gabriela shared with us the following:

En general, las comunidades con las que nos hemos acercado lo han recibido con emoción, por ver en un video parte de su historia, tradición, cultura. No mostrada como una "cultura estática" y antigua de museo sino [como] algo vivo que va cambiando y creciendo con el tiempo y con las nuevas generaciones; sin caer en los "clichés" de lo indígena sino incluyendo a los jóvenes de las comunidades, así como a artistas mexicanos que aportan un grano de arena. Sobre todo, en aulas de enseñanza nos han comentado que las y los niños se muestran muy emocionados.

In general, the communities that we have approached have received [the project] with emotion, eager to see part of their history, tradition and culture in a video. They are not shown as a 'static culture' or a museum exhibit, but rather [shown as] something living that is evolving and growing with the times and the new generations; avoiding the usual 'clichés' of indigenous people and including the youth of the communities, as well as contributing Mexican artists. Above all, in classrooms we have been told that children have been particularly touched [by the project].

The 68 Tongues Vimeo Channel contains all information about the project, as well as the credits corresponding to each video and their descriptions in English. Some animations can also be watched with English subtitles on the YouTube channel.

More information and updates about the project are available on the Facebook page and on the page of the Hola Combo creative team.

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Series of Animated Stories Revitalise Indigenous Languages in Mexico

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"You can't love what you don't know" is the premise of '68 tongues, 68 hearts ' , an animated project aimed at preserving and sharing the indigenous languages of Mexico. The project aims to promote pride, respect, and encourage the use of the indigenous languages of Mexico, through a series of animated stories narrated in these languages and subtitled in Spanish.

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Visibilizar otras lenguas, otras culturas

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Visibilizar otras lenguas, otras culturas

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Dar cabida, mención y espacio pedagógico a otras voces de lenguas en contacto con el español

desarrollar el pensamiento crítico de lxs estudiantes a través del estudio lingüístico o cultural de otras lenguas minoritarias del contexto hispanohablante

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Pedagogía antirracista desde Columbia University

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Pedagogía antirracista desde Columbia University

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El Center for Teaching and Learning de Columbia tiene publicadas algunas recomendaciones pedagógicas para trabajar el antirracismo en las aulas (en cualquier disciplina)

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Our goal in creating this resource is to provide a synthesis of anti-racist pedagogy research for Columbia University faculty and graduate instructors who strive to incorporate an anti-racist pedagogy into their personal teaching practice. We offer this guide as a point of entry for instructors from a variety of backgrounds, disciplines, identity positions, and levels of teaching experience who wish to engage in this work. The strategies, summaries, and additional links provide instructors with a theoretical framework upon which to make meaningful, intentional choices in their classrooms.

Cite this resource: Columbia Center for Teaching and Learning (2020). Anti-Racist Pedagogy in Action. Columbia University. Retrieved [today's date] from https://ctl.columbia.edu/resources-and-technology/resources/anti-racist-pedagogy/

"The only way to undo racism is to consistently identify it and describe it-and then dismantle it." -Dr. Ibram X. Kendi, How to Be an Antiracist (2019)

The current moment in higher education requires an interrogation and deep reckoning with the academy's role in upholding an inequitable system. At the same time, this moment presents an opportunity to both envision and create a more equitable and just future. While this requires a broader examination of the systems and structures of higher education, it is also about considering the teaching and learning at an institution. It is about considering the classroom spaces and enacted pedagogies therein: are they equitable? Are they anti-racist? Do they seek to remove barriers for learners?

Anti-racist pedagogical practices are in a constant state of "becoming," meaning there is no one single stopping point. Cultivating an anti-racist pedagogical practice requires a commitment to ongoing critical self-reflection, lifetime learning, and improvement. Anti-racist pedagogy is both a framework and a process. As defined in Kyoko Kishimoto's (2018) article, "Anti-Racist Pedagogy: From Faculty's Self-Reflection to Organizing Within and Beyond the Classroom,"

Anti-racist pedagogy is not about simply incorporating racial content into courses, curriculum, and discipline. It is also about how one teaches, even in courses where race is not the subject matter. It begins with the faculty's awareness and self-reflection of their social position and leads to application of this analysis in their teaching, but also in their discipline, research, and departmental, university, and community work. In other words, anti-racist pedagogy is an organizing effort for institutional and social change that is much broader than teaching in the classroom. (p. 540)

This specific definition offers an expanded conception of anti-racist pedagogy, one that includes not just course content or material, but an emphasis about how one teaches, and the importance of self-reflection. Additionally, Kishimoto's definition highlights the various social spheres where anti-racist pedagogy might be engaged, including not only the classroom but more broadly within one's own discipline, department, institution, and beyond.

Anti-Racist Pedagogy: Process for Action

This resource presents five actions for developing an anti-racist pedagogical practice; these actions illustrate themes distilled from the literature on anti-racist pedagogy. Each action is accompanied by individual reflection questions, additional resources, and further reading. Although presented as individual actions, these things happen simultaneously, and often, without any linearity; all that to say, they do not happen in a vacuum. For example, you might find yourself continuously returning to action two: interrogate your positionality and (un)conscious biases; and, in fact, you should! Developing and fostering an anti-racist pedagogical practice is an ongoing and iterative process. It is a journey that one embarks on both as an individual and with a larger community.

The following resource is meant to help guide the Columbia teaching community into discussions about anti-racist pedagogies and teaching practices. This resource is by no means exhaustive but rather acts as a starting point to engage in much more complex and larger discussions. Classrooms serve as microcosms of the larger society, and the resources offered here, while focused on pedagogical practices, support broader commitments to anti-racist actions in higher education. In what follows, you will find suggested resources and further reading associated with each of these actions, as well as reflective prompts to help guide your own journey toward developing an anti-racist pedgoagical practice.

Read on to:

Access initial strategies and reflective prompts for engaging in anti-racist pedagogical practice

Engage with the literature on anti-racist pedagogies

Acquire sources for further development, research, and self-education

1. Self-Educate and Acknowledge Racial Trauma

Essential first steps in this process are to self-educate about anti-racist pedagogical practices and begin an iterative cycle of self-reflection and continuous learning. It's important to understand the racial trauma that students may carry and bring into the classroom. It can help to think broadly about anti-racism, to think of it as a cultural and societal necessity, before making connections to a personal pedagogical and teaching context.

Reflective prompts:

What identities do your students bring to the classroom?

How might your students be impacted by events outside of the classroom?

How might racial trauma affect your learners (and you)?

Related Sources:

The books by authors like Kendi and Tatum present a broader view of what it means to be anti-racist and situate (anti-)racism within larger historical and sociocultural contexts. While this offers a framework for beginning conversations, Freire and hooks offer more direct teaching support, as their work is explicitly about pedagogy that transforms the classroom into a liberatory space. Lastly, for those looking to critically examine their teaching practices, the related sources listed below can help. The National Museum of African American History and Culture's "Talking About Race" webpage offers different starting points depending upon an individual's perspective (e.g.: "I am an educator" or "I am a parent/caregiver" etc.).

Pedagogy of the Oppressed is most known for its critique of the "banking model of education," which Freire describes as mere recitation and memorization of facts. In this model, students "bank" information and facts given to them from the instructor. Instead of the bank model, Freire suggests that educators think about their students as co-creators of knowledge, as critical and reflective participants in the learning process where they construct and reconstruct meaning in their own terms; in doing so, the classroom is transformed into a liberatory and anti-oppressive space.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. National Museum of African American History and Culture. (n.d.). Talking about Race Tatum, B.D. (2017). Why are all the Black kids sitting together in the cafeteria: And other conversations about race. Basic Books. .
In this collection of essays, directed at both teachers and students, hooks writes about a new pedagogy, one that transforms the classroom into a transgressive space, which is the only way in which education becomes the practice of freedom. hooks writes of helping students transgress the everyday racial, sexual, or class barriers they may face. In doing so, hooks reimagines education as a democratic act and a practice of freedom.

Kendi offers a clear definition of what it means to be racist and, more importantly, anti-racist, arguing that racist policy often hides behind the guise of neutrality. In each chapter throughout this book, Kendi delves into the layers of systemic racism, drawing out the history and connections across identities and positionalities. Reading like a narrative journey, a reflection of Kendi's own anti-racist development and transformation, this book provides an entry into intersectional identities and understanding what it means and what is required to be anti-racist in 21st-century America.

This online guide offers different pathways for talking about race, based on the user's positionality (e.g.: parent, educator, activist, etc.). While the topics and resources included are the same across positionalities, this guide offers different framing and rationales for each perspective, with an understanding that talking about race as an educator is quite different from, albeit just as important as, talking about race as a parent or caregiver.

Tatum's book, first published in 1997, offers important sociocultural context about race and racism in the U.S. She demonstrates the impact that decades of racist police y and decision-making have had on the educational and developmental experiences of people, especially children, of color. This 20th anniversary, 2017 edition cited here offers commentary on post-Obama America and offers signs of hope for the future, despite an acknowledgement that not much has changed since this book's original publication in 1997.

2. Interrogate Your Positionality and (Un)conscious Biases

Reflective prompts:

Related Sources:

The related sources below offer different approaches to this self-interrogation. Adichie's TED talk challenges people to rethink the single stories they may hold about different groups of people, and the harm that those single (and often false) narratives cause. Ahmed, along with Ash et al., offer a wider administrative perspective, which can help with interrogating positionalities within a larger institutional context. Kernahan's chapter, along with the Wheaton College Center for Collaborative Teaching and Learning's resource, offer specific strategies and actions to take during the critical self-reflection process. Lastly, LinkedIn Learning (available to all Columbia faculty, students, and staff) has courses related to unconscious bias and more that could be used personally or in the classroom.

Describing her experience coming to the U.S. for college, Adichie underscores the importance of cultural awareness, and the critical risks that arise when people have single conceptions (or stories) about other groups of people.
Ahmed, S. (2012). Speaking about racism Ash, A. Hill, R., Risdon, S.N., & Jun, A. (2020). Anti-racism in higher education: A model for change Brookfield, S. (2017). Becoming a critically reflective teacher, second edition. Kernahan, C. (2019). Getting yourself together: Developing a secure teacher identity. In C. Kernahan Teaching about race and racism in the college classroom: Notes from a white professor Wheaton College Center for Collaborative Teaching and Learning. (2020). Becoming an anti-racist educator. (pp. 71-98). West Virginia U.P. Jossey-Bass. . Race and Pedagogy Journal, 4(3), 1-35. . In S. Ahmed On being included: Racism and diversity in institutional life (pp. 141-71). Duke U.P.
Ahmed highlights the rhetorical construction of diversity and inclusion initiatives in organizational structures. Ahmed argues that the diversity initiatives of most institutions actually harm those reporting racist incidents, as they necessitate a "we don't have a racism problem" response. In doing so, Ahmed argues, those who report these incidents become "the problem" rather than racism or the racist acts themselves.

In their article, Ash et al. (2020) propose a model for changing the demographics of institutional leadership. They suggest a top-down model requiring White higher administration to participate in critical self-reflection of their own whiteness and privilege, and the conscious and unconscious impact that has on their decision-making. They also envision a future where all the members of a campus community have been educated on racial inequity, and can work together to interrogate and dismantle the systemic racial inequity and inequality in higher education.

Brookfield offers instructors a framework for developing their own critical reflective lens. Interrogating one's own biases and becoming more critically self-reflective is no easy task. Thus, Brookfield's framework of lenses through which one might reflect can help. Whether starting a new reflective process, or sustaining an ongoing one, Brookfield's book will help instructors dig deeper into their own reflective processes.

All Columbia students, faculty, and staff have access to online courses through LinkedIn Learning. While much of the focus of these courses is on business and other technological skills, there are some courses, like "Unconscious Bias" by Stacey Gordon or "Confronting Bias: Thriving Across Our Differences" by Vernā Myers and Arianna Huffington, related to developing awareness of unconscious biases and how to confront those.

Kernahan's book (which is wholly cited under item 3 below) offers concrete strategies and recommendations for teaching about race in higher education. Speaking from her own experience as a White professor, Kernahan notes the most common points of resistance, challenge, and difficulty. This particular chapter stresses the importance of individual teacher identity prior to classroom discussions. Kernahan highlights the need for critical and ongoing self-reflection and self-interrogation, while offering specific ways of doing this work.

Drawing from much of the same literature cited here, this page from Wheaton College's Center for Collaborative Teaching and Learning presents "practices that help us become anti-racist." These practices are further divided into individual practices focused on worldview and perspective, and more specific practices that educators can enact in their classrooms. Much like this current guide, the webpage supports these practices with further reading and resources for ongoing self-education.

3. Address Curricular Gaps with Intentional Course Design

Moving beyond critical self-reflection, it is important to review course materials and content to ensure that your course design is intentionally and explicitly anti-racist. For a course where race is a content or curricular focus, whiteness should be decentered and multiple perspectives and voices should be represented throughout the course. For a course where race is the content or curricular focus, there is an opportunity for disciplinary interrogation: what counts as valuable knowledge or ways of knowing in the discipline? Who makes those decisions? And, because of that, whose voices are left out of the discipline?

Reflective prompts:

material do you assign in your course? (Consider representation across authors and perspectives, but also modes, media, and ways of knowing [e.g., academic journal, narrative].)

What opportunities do students have to address, confront, or discuss system inequity in the field of discipline?

Related Sources:

The related sources below offer support at different stages of the course design process. Though not organized by stages of course design, "Anti-Racism and Allyship in the Classroom" provides further resources categorized by disciplinary focus. The work by Kernahan, Kishimoto, and Smith et al. offer strategies to be implemented throughout course design, as well as within the classroom itself. For instructors interested in enacting anti-racist policies at the university and beyond, Taylor et al.'s social justice syllabus tool offers three principles to apply to a syllabus as a both manageable, yet impactful, starting point.
Brown University Harriet W. Sheridan Center for Teaching and Learning. (n.d.).Effective teaching is anti-racist teaching.
This webpage offers five "starting points" for enacting anti-racist teaching. These starting points connect to the Center's conceptualization of what it means to be an anti-racist teacher. Some of the areas identified include: course goals, content, discussions, and assessments. Related to these areas, this resource offers sample language and examples from Brown's teaching community.

The assessment of student learning is an important aspect of any course. The diversity of learners and course contexts necessitates that we question whether our current assessment practices are serving us: do they meet the needs of all of our students? Do they align with our course learning objectives and promote learning for all students? Through a process of reflection on our assessment approaches, we can recognize and remove barriers to student success and work toward more equitable learning experiences for all students.
Kernahan, C. (2019). Kishimoto, K. (2018). Anti-racist pedagogy: From faculty's self-reflection to organizing within and beyond the classroom Taylor, S.D., Veri, M.J., Eliason, M., Hermoso, J.C.R., Bolter, N.D., & Van Olphen, J.E. (2019). The social justice syllabus design tool: A first step in doing social justice pedagogy. Journal Committed to Social Change on Race and Ethnicity (JCSCORE), 5(2), 133-66. . Race Ethnicity and Education, 21(4), 540-554. Teaching about race and racism in the college classroom: Notes from a white professor. West Virginia U.P.
This document offers further support for anti-racism and allyship. Although not a single source itself, this document categorizes the resources by general topics (social justice, anti-racism, etc.) and then offers resources categorized by disciplinary focus (e.g.: Anthropology, Art, Economics, Health, etc.).

Kishimoto offers a comprehensible definition of anti-racist pedagogy-specifically one that includes classrooms where "race is not the subject matter" (pp. 540). Kishimoto's article provides a five-step overview of an anti-racist approach to teaching and course delivery that instructors can interpret and take up in their own contexts. Most importantly, Kishimoto offers a view of anti-racist pedagogy apart from course content, empashizing that this approach is all about one teaches.

4. Foster a Compassionate Class Community and Meet Students Where They Are

It's important to include opportunities for students to consider their own positionalities and biases to help foster their critical awareness; you may even choose to share your own experience with this critical reflection as a model for the process (see action 2 above). Related to these opportunities, it is likewise important to foster a classroom environment that makes such reflection and interrogation possible. Students come from a variety of perspectives and experiences, with a wide range of beliefs and understanding of a particular topic. No matter the content of the course, when bringing an explicitly anti-racist framework, consider starting by meeting your students where they're at, and work from there. This may mean embracing difficult conversations and student resistance in the classroom. One way to start this process, and to navigate resistance is by engaging students in metacognitive or contemplative practices as it can help students identify their own starting points in the process.

Reflective prompts:

Related Sources:

The related sources included below offer strategies to create a classroom environment that is conducive to engaging in and navigating these discussions. From helping instructors respond to potential bias and microaggressions (specifically in the online environment), to sharing strategies for other challenging classroom moments, these sources are applicable across contexts.
Columbia University Center for Teaching and Learning. (2022). Navigating heated, offensive, and tense (HOT) moments in the classroom.
This resource provides strategies that can be implemented in any course context. ​Regardless of course topic or content, challenging conversations, moments of rupture or disruption, and heated encounters may occur in the classroom. Though they are complicated and can be difficult to respond to, there are steps instructors can take to anticipate and navigate HOT-heated, offensive, or tense-moments before, during, and after they occur.

Cora Learning. (2020, April 28). Responding to racial bias and microaggressions in the online environment [Video]. Youtube.
Harbin, M.B., Thurber, A., & Bandy, J. (2019). Teaching race, racism, and racial justice: Pedagogical principles and classroom strategies for course instructors. Race and Pedagogy Journal, 4(1), 1-37.
This webinar, offered by Cora Learning and facilitated by Drs. Frank Harris III and J. Luke Wood, presents strategies for navigating racial bias and microaggressions in the online space. By establishing shared definitions and understanding and using specific case study examples, the webinar underscores the important role of instructors in addressing these acts in an appropriate and timely fashion. It also underscores the uniqueness of the online environment and the new considerations that such a space requires.

Harbin et al. open their article with an acknowledgement about the challenges and complexities of teaching about race, racism, and racial justice in the college classroom. Following this acknowledgement, Harbin et al. identify of the most common challenges, and potential strategies for addressing these challenges across college classrooms. They balance the focus of these challenges, recognizing that they can arise from the student and instructor perspectives.

Smith, L., Kashubeck-West, S., Payton, G., & Adams, E. (2017). White professors teaching about racism: Challenges and rewards. The Counseling Psychologist, 45(5), 651-68.

In their article, Smith et al. address the challenges that White professors may face when teaching about race and racism. While a number of the challenges identified relate to the process of critical self-reflection, Smith et al. offer strategies for navigating these challenges within the classroom. They further underscore the importance of White professors participating in multicultural initiatives broadly, and teaching about racism specifically, despite potential challenges or concerns.

Supiano, B. (2020). Teaching: When students resist learning about racism. Chronicle of Higher Education.

5. Engage the Wider Campus Community and Commit to Action Beyond the Classroom

When engaging in anti-racist pedgaogy, one important step is to work with students to identify "everyday things [they] can do" (Kishimoto, 2018, pp. 545). While engaging in classroom discussion and activities is certainly impactful for students, it's equally important to help them identify the actions they can take in their lives beyond the classroom. One potential space for engagement beyond the classroom is the wider campus and institutional community. Connect students with available information and resources across campus to help them get involved more broadly; you may even engage these campus initiatives and resources to help students make connections with their in-class discussions and reflections.

Reflective prompts:

What other opportunities or initiatives do you know of, and might you engage in?

Related Sources:

In July 2020, President Bollinger underscored Columbia's commitment to anti-racism , calling upon the campus community to get involved . This commitment is reinforced by several initiatives across campus such as the Voices for Change Columbia News series, the Columbia University Life Racial Justice Mini-Grant Program , and the Office of the Provost Addressing Racism seed grant opportunities .

In addition to these commitments, the related sources below are Columbia-specific and offer just a few available pathways for members of the campus community to commit to anti-racist action beyond the classroom.
Columbia Office of University Life. (n.d.). Resources for Promoting Racial Justice and Eliminating Anti-Black Violence.
Columbia's Office of University Life has curated a list of multimedia resources with the explicit purpose of eliminating anti-Black violence and engaging in anti-racist practice. This collection is ongoing and continuously growing, and the Office actively encourages recommendations for additions. On the list, you will find suggested books, films, articles, podcasts, and more.

Members of Columbia's School of Social Work (CSSW) are actively engaging in racial justice initiatives. This page offers a summary of some of these initiatives, as well as access to videos and further reading to learn more about the work being done.

This website, created by Columbia campus community members, offers information about Columbia's history with slavery. The site itself is broken down by historical periods, historical figures, and student research.

The Gottesman Libraries at Teachers College has a digital book display centered on anti-racism and creating an equitable and just society. From the introduction of the digital book display, "This display embraces a call for wider respect, acceptance, and appreciation of diversity in all its forms, particularly in educational settings, with race as a prime example in teaching for a diverse democracy."

References

Ahmed, S. (2012). Speaking about racism . In S. Ahmed On being included: Racism and diversity in institutional life (pp. 141-71). Duke U.P.

Ash, A. Hill, R., Risdon, S.N., & Jun, A. (2020). Anti-racism in higher education: A model for change . Race and Pedagogy Journal, 4 (3), 1-35.

Blakeney, A.M. (2011). Antiracist pedagogy: Definition, theory, purpose, and professional development. Journal of Curriculum & Pedagogy 2 (1), 119-32.

Brookfield, S. (2017). Becoming a critically reflective teacher, second edition Jossey-Bass.
Teaching is Anti-Racist Teaching.
Cora Learning. (2020, April 28). Responding to racial bias and microaggressions in the online

Teaching Anti-Racism - Gottesman Libraries .

Pedagogical principles and classroom strategies for course instructors .

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom . Routledge.

Kishimoto, K. (2018). Anti-racist pedagogy: From faculty's self-reflection to organizing within and beyond the classroom . Race Ethnicity and Education , (4), 540-554.

National Museum of African American History and Culture. (n.d.). Talking about Race

Smith, L., Kashubeck-West, S., Payton, G., & Adams, E. (2017). White professors teaching about racism: Challenges and rewards. The Counseling Psychologist, 45 (5), 651-68.

Supiano, B. (2020). Teaching: When students resist learning about racism. Chronicle of Higher Education .

Tatum, B.D. (2017). Why are all the black kids sitting together in the cafeteria: And other conversations about race. Basic Books.

Taylor, S.D., Veri, M.J., Eliason, M., Hermoso, J.C.R., Bolter, N.D., & Van Olphen, J.E. (2019). The social justice syllabus design tool: A first step in doing social justice pedagogy . Journal Committed to Social Change on Race and Ethnicity (JCSCORE), 5 (2), 133-66.

Wheaton College Center for Collaborative Teaching and Learning. (2020). Becoming an anti-racist educator

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Anti-Racist Pedagogy in Action: First Steps

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Classrooms serve as microcosms of the larger society, and the resources offered here, while focused on pedagogical practices, support broader commitments to anti-racist actions in higher education. This resource centers on citing the experts in this field, synthesizing their work to encourage furthe…

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- Destacar el español como una lengua pluricéntrica
- Escuchar las muy diversas voces del mundo hispanoahablante