Danelle Adeniji and Marquita Foster
The purpose of this study is to describe the authors’ experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors.
Abstract
Purpose
The purpose of this study is to describe the authors’ experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors.
Design/methodology/approach
The authors draw from Black feminist approach to provide authentic, liberatory anti-racist pedagogy, ensuring that the identities and cultural knowledge of Black, indigenous and people of color (BIPOC) pre-service teachers (PSTs) are given space in anti-racist education and social studies courses.
Findings
The study’s findings show that creating systems for (re)constructing performative anti-racist courses disrupt whiteness and whitewashed pedagogy in teacher preparation programs.
Originality/value
The implications of the authors’ experiences reflect that centering abolitionist teaching methods can bolster BIPOC PSTs anti-racist identities and future practices in diverse classrooms.