Transforming the Classroom at Traditionally White Institutions to Make Black Lives Matter

Transforming the Classroom at Traditionally White Institutions to Make Black Lives Matter

Frank Tuitt, Chayla Haynes, Saran Stewart
In recent years, many college campuses across the United States witnessed a significant increase in campus activism regarding the range of experiences and conditions facing racially minoritized communities in higher education. As critical and inclusive pedagogues and scholars, we embrace the belief that a focus on making Black Lives Matter in the classrooms of traditionally White institutions (TWIs) provides educators with the best chance to improve the educational outcomes of all students. In this essay, we examine seven principles of critical and inclusive pedagogies that have the potential to make Black Lives Matter in TWI classrooms and identify several implications they have for creating racially inclusive, affirming, and equitable learning environments for all students. We do this in order to share our collective understanding of the “one thing” that drives our work, which is our continued pursuit to realize education as the practice of freedom.

POD Diversity Committee White Paper: Responding to Micro-aggressions with Micro-resistance

POD Diversity Committee White Paper: Responding to Microaggressions with Microresistance

Cynthia Ganote, Floyd Cheung, Tasha Souza
Microaggressions are “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative…slights and insults” (Sue et al., 2007, p. 273). Microresistance provides us with positive steps we can use to defend ourselves and/or take a stand in solidarity with our colleagues who are facing microaggressions. In this way, we can take positive action to do or say something when we or our colleagues face the effects of systemic oppression such as racism, sexism, heterosexism, and/or class inequalities. Make no mistake: microaggressions, though they occur in smaller interactions, are firmly situated within broader systems of oppression; they are micro-level manifestations of these systems. Hence, we believe that employing microresistance to counter microaggressions can not only contribute to individual well-being, but also serve as one part of a systemic approach to transforming racism, sexism, classism, ableism, and heterosexism on our campuses.