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Foreword by Timothy K. Eatman
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240 pp., 6" x 9"
Language: English
Anti-racist Community Engagement: Principles and Practices centers anti-racist community-engaged traditions that BIPOC academics and community members have created through more than a century of collaboration across university and community. It demonstrates both the progress and the work that still needs to be done.
The book is organized around a set of Anti-racist Community Engagement Principles developed by the editors as part of their shared work and dialogue with colleagues regionally and across the country. The significant number of diverse voices that have informed the creation of the principles reveal the groundswell of work underway to center anti-racist values and to pivot away from the traditional, higher education-centric, and “white savior” ways of doing community engagement teaching, research, and practice.
The chapters in this book are organized into four sections, each focused on one of the four Anti-racist Community Engagement Principles. The first section explores the various ways in which reframing our institutional and pedagogical practices can help counteract the persistence and impact of racism on our campuses and in our community engagement work. In the second section, authors share practices that promote critical reflection on individual and systemic/structural racism through examinations of positionality, bias, and historical roots of systemic racism. The third section examines intentional learning and course design through anti-racist learning goals, course content, policies, and assessment. Finally, the fourth section shows how authors have developed compassionate and reflective classrooms by creating a sense of belonging that acknowledges student cultural assets and contributions and meets students where they are to co-create a supportive anti-racist learning environment.
Each chapter in the book introduces a specific example of anti-racist community engagement, with authors providing unique, situated insights into the nature and complexity of the factors at play. This is followed by a “Practice” section where authors reflect on their engagement, and the lessons learned through it, thus leaving readers with detailed insights and roadmaps for adapting or replicating the work. Finally, a “Connections” section places the case and its practices into broader contexts of pedagogical, curricular, institutional, and community change.
There is an open access digital companion to the volume, where authors have shared materials that will help shed further light on their compelling practices, including syllabi, agendas, handouts, worksheets, and additional resources.
Foreword—Timothy K. Eatman
Acknowledgements
Introduction — From Guiding Principles to Guiding Practices: Making Anti-racist Community Engagement Legible and Replicable—Roopika Risam, Elaine Ward, Christina Santana, Cynthia Lynch
Principles for Anti-racist Community Engagement
PART I - Principle 1
Counteracting the Persistence and Impact of Racism on our Campuses and in our Community Engagement: Reframing our institutional and pedagogic practices—Cynthia Lynch, Christina Santana
How to Be an Anti-racist Researcher: An Example of Institutional Change—Alicia Cooper Ellis, Sharrell Hassell-Goodman, Meagan Call-Cummings, Robert L. Graham, Marvin G. Powell
Our Voices: Storytelling and Listening in Anti-racism Educational Practices—Raeann LeBlanc, Lucinda Canty, Frankie Manning, Sharon Latimer-Mosley, Gayle Robinson
Working with the Community to Re-establish Trust and Engage Authentically and Sustainably—Alex Henry, Anita Randolph, raj sethuraju
Equitable Scaling for Social Justice Dialogue Programs: A Case Study of the Community Engagement Advocates Program at Tulane University—Sienna Abdulahad, Abi Mbaye
By and for Latinx Community Members: Mi Libro Mi Espejo Story Time as Anti-racist Case Study—Ada Vilageliu-Diaz, Claudia Díaz, Diana Atenco-González
PART II - Principle 2
Critical Reflection on Individual and Systemic/Structural Racism: Understanding positionality, bias and historic roots of systemic racism—Elaine Ward, Joseph Krupczynski
Working Against Racism through Cross Institutional Communities of Practice—Aaliyah Baker, Marisol Morales, Sharyn Lowenstein, John Reiff
Campus Coalitions Towards Indigenous Futures: ARCE Reflections on Institutional and Pedagogical Change—Meredith McCoy, Sinda Nichols, Zia NoiseCat, Paul Dressen
Addressing Anti-Blackness through Place-Based Work—Dresden June Frazier, Karin Cotterman, Carla Trujillo
Sowing Seeds of Justice: The Roxbury Community College Garden—Fahmil Shah, Nasreen Latif
Qi Gong; (Re)centering the Body and Community Knowledge in Community Engagement—athy Yep
Anti-racist Community Engagement: Washington County Community Remembrance Memorial Marker—Valandra, RoAnne Elliott, LaShawnda Fields
Strategies for dealing with racism from African American Women Elders to a Younger Generation—Priscilla Gibson, Jessica Coleman
PART III - Principle 3
Intentional Learning/Course Design: Developing anti-racist learning goals, course content, policies and assessment—Aldo Garcia-Guevara, Cindy Vincent
Sticky Family and the Transformative Power of Making Together—Katie Price, Yaroub Al-Obaidi
Centering Counterstories in Anti-racist Podcasting Pedagogies—Brooke Covington, Cameron Bertrand
Making Community Engagement Meaningful: Student & Community Partner Perspectives—Loan Dao, Sarah Beth Dempsey, Teresa Giacoman
The Power of “No” - Creating space to acknowledge and challenge power dynamics in the community engaged educator’s classroom—Nicole Williams, Mayreni Villegas, Elaine Ward, Mona Savastano
Ungrading Engagement: Assessment Practices for an Anti-racist Classroom—jesús hernández, Carmine Perrotti
PART IV - Principle 4
Compassionate/Reflective Classroom: Create a sense of belonging in the classroom by acknowledging student contributions and meeting students where they are—John Reiff, Roopika Risam
“Doing the Work:” Making Space for Undergraduate Students to Participate in Anti-racist Community Engagement—Carlea Dolcine, Deborah Keisch, Maurice Powe, Lindiwe Sibeko
Communal Place, Communal Learning: An Approach to Student-Centered Community Engagement—Olga Correa, Kelsey Ruiz, Anastasia Morton
The Front Porch Gathering as a Compassionate Classroom—Suchitra V. Gururaj, Jeremy D. Horne, Meme Styles, Emmett E. Campos
Treading on the Sound of Our Own Beat: What We Learn about Education from Black Girls—Alexandria C. Onuoha
"The Class Feels Like It Should Be Illegal:" Latinx Experiences and the Promise of Anti-racist Pedagogies—Aldo García-Guevara, Francisco Vivoni
Conclusion — The Work Ahead: Building Systemic Change for Liberation and Justice through Anti-racist Community Engagement—Aldo Garcia-Guevara, Joseph Krupczynski, John Reiff, Cindy Vincent
