Spotlighting Anti-racist Pedagogical Approaches
We’ve interviewed some of the teachers in our collective that are working to implement antiracist pedagogy in their classrooms to ask them about their practices, experiences, and insights for teachers that want to follow suit. Click below to read about their pedagogical approaches and learn directly from CT educators doing the work already.
Ruth Terry Walden on encouraging students to be agents of change, using contemporary movements to bring to life historical literature, and altering curriculum to engage her students.
Westhill High School, Literature
Jennifer Gonzalez on the importance of bringing in parents and families.
John Martinez School, 2nd Grade
Samm Leska on leveraging student knowledge and the imperative for teachers not to replicate a savior complex.
Staples High School, Literature
Marco Cenabre on understanding racism as a structural problem, positioning teachers and students as co-learners, and leveraging tools of curricula and media alongside new pedagogical approaches.
New Haven Academy, High School Literature
Leslie Blatteau on giving up power in the classroom and another world being possible.
Metro Business Academy, Social Studies
Krista Bianchini on the challenges of prioritizing anti-racism as a district, the need for self-education, and how to bring historical threads into the present and let students’ interests lead the way.
Middletown Public Schools, English
Carolyn Streets on anti-racist collaboration.
Engineering & Science University Magnet School, 7th Grade English
Are you an antiracist teacher interested in being interviewed? Let us know at info@antiracistteaching.org
Teacher Voices
Writing from teachers in the Anti-Racist Teaching & Learning Collective.
If you are an educator or student interested in featuring your work on our site, contact us at info@antiracistteaching.org