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(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants

Danelle Adeniji (College of Education, University of North Texas, Denton, Texas, USA)
Marquita Foster (School of Education, Baylor University, Waco, Texas, USA)

Social Studies Research and Practice

ISSN: 1933-5415

Article publication date: 16 December 2022

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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.

Keywords

Acknowledgements

The authors would like to thank Dr. Amanda E. Vickery (University of North Texas) for being a valuable thought partner and mentor in the writing of this manuscript.

Citation

Adeniji, D. and Foster, M. (2022), "(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants", Social Studies Research and Practice, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/SSRP-10-2022-0025

Publisher

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Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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