Examining UBC anti-racist pedagogy as it pertains to First Nations curricular content : caring for the vulnerable student ...
Existing research on institutional racism focuses on identifying the problem, not on responses to it. The purpose of this research is to determine what is being done by instructors at the University of British Columbia to respond to racism embedded in the curriculum. Interviews were conducted with t...
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| Format: | Text |
| Language: | English |
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University of British Columbia
2009
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| Online Access: | https://dx.doi.org/10.14288/1.0055778 https://doi.library.ubc.ca/10.14288/1.0055778 |
| Summary: | Existing research on institutional racism focuses on identifying the problem, not on responses to it. The purpose of this research is to determine what is being done by instructors at the University of British Columbia to respond to racism embedded in the curriculum. Interviews were conducted with ten instructors in the Faculty of Arts undergraduate program in the Departments of Anthropology & Sociology, History, and the First Nations Studies Program. The study inquires into the techniques developed to respond to embedded racism and how both Aboriginal and non-Aboriginal students are prepared to read and deconstruct these materials. The participants were selected based on their reputations as excellent educators who are proactive in dealing with equity issues. The data indicates that instructors use anti-racist pedagogical techniques, specifically: creating a safe classroom environment where all students feel comfortable participating and challenging the content; using "self as the subject to connect ... |
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