Associate Professor of Second Language Acquisition, Department of Modern Languages, Carnegie Mellon University
Critical Race Pedagogy for Antiracist, Equity-Minded, and Inclusive Language Teaching
This presentation will be realized in two parts. In the first, participants will examine research on experiences of Black and other minoritized students in world language classrooms. They will discuss anti-Black racism and inequity in access, treatment, representation, and experiences in classes, texts, and teaching materials, and they will learn how the theoretical framework of critical race theory (CRT) facilitates a clearer understanding of these problems. In the second part, attendees will be asked to consider how different groups of minoritized students can authentically and effectively participate in language learning and how teachers can contribute to their success. They will be introduced to a CRT-informed protocol to examine instructional materials (e.g., lesson plans, textbooks, online learning platforms) they bring to the presentation and make proposals for immediate-, short-, and long-term change. Attendees will also learn how to enact a critical race pedagogy for language teaching to promote antiracist, equity-minded, and inclusive practices that help Black and other minoritized students succeed in world language studies.
Please remember to select a classroom artifact (textbook, lesson plan, etc.)
to examine and discuss together in the workshop.
Friday, April 8, 2022
via Zoom (registration required), 3-5pm
If you require an accommodation for effective communication (ASL interpreting/CART captioning, alternative media formats, etc.) to fully participate in this event, please contact Victoria Williams at 510-877-4002 x19, firstname.lastname@example.org, with as much advance notice as possible and at least 7-10 days in advance of the event.