Antiracist pedagogy


Practicing antiracist pedagogy begins with an understanding of antiracism. As Ibram X. Kendi says:

“An antiracist idea is any idea that suggests the racial groups are equals in all their apparent differences – that there is nothing right or wrong with any racial group. Antiracist ideas argue that racist policies are the cause of racial inequities” (Ibram X. Kendi, How To Be An Antiracist, p. 20).

This emphasis on policy reflects core teachings in sociology that larger social and structural forces are at work, and that history matters.

Sociologist Alda Blakeney defines antiracist pedagogy as "a paradigm located within Critical Theory utilized to explain and counteract the persistence and impact of racism using praxis as its focus to promote social justice for the creation of a democratic society in every respect" (in "Antiracist Pedagogy: Definition, Theory, Purpose and Professional Development").

Similarly, Brown University's Harriet W. Sheridan's Center for Teaching and Learning defines antiracist teaching as "intentional syllabus design, class content, or pedagogy that creates or develops racial equity."

“To surmount the situation of oppression, people must first critically recognize its causes, so that through transforming action they can create a new situation, one which makes possible the pursuit of a fuller humanity.” (Paulo Freire, Pedagogy of the Oppressed, p. 47)


“Anti-racist work is not self-improvement for white people.” (activist Rachel Cargle)


“An anti-racist pedagogy not only uses the classroom to explore the effects of racism, but also recognizes the role of educational institutions, practices, and practitioners in producing and reproducing racial inequality.” (Derek Alderman et al. 2021)




Though there is a separate tab for Key Readings on antiracism (click here), the following are a small selection of foundational and contemporary texts on antiracist learning and teaching.

"Education as the practice of freedom"

In his influential book Pedagogy of the Oppressed, originally published in 1970, Brazilian educator Paulo Freire identifies the dehumanization that affects both oppressed and oppressor. He argues that the goal is regaining humanity, but that this can only be done when the oppressed develop critical consciousness and then actively seek their liberation. For Freire, this is done through praxis, or the combination of critical reflection on systems of oppression and action to transform the situation.

In We Want To Do More Than Survive, Professor Love says, "Abolitionist teaching is the practice of working in solidarity with communities of color while drawing on the imagination, creativity, refusal, (re)membering, visionary thinking, healing, rebellious spirit, boldness, determination, and subversiveness of abolitionists to eradicate injustice in and outside of schools" (p. 2).

In Teaching to Transgress, hooks advocates for an engaged pedagogy that empowers students.

"To teach in a manner that respects and cares for the souls of our students is essential" (p. 13).

Through close readings of student texts, the author of Mapping Racial Literacies spotlights antiracist writing pedagogy.

"I believe my whiteness is a shield around me when I stand up to start these conversations in class, one I have to make an effort to see" (p. 165).

Inoue outlines a theory of antiracism writing assessment for the college classroom in the open access book Antiracist Writing Assessment Ecologies.

"We live in a racist society, one that recreates well-known, well-understood, racial hierarchies in populations" (p. 6).

Additional resources on antiracist pedagogy