This webinar will focus on how to integrate anti-racist pedagogy into your course both through classroom practices and the selection and updating of instructional materials. Professor Alisa Cooper, co-author, of the Anti-racist Discussion Pedagogy Guide, will share how instructors can prepare themselves and their students to conduct authentic discussions that support perspectives from traditionally underrepresented voices. Professor Shawna Brandle, author of It’s (Not) in The Reading: American Government Textbooks’ Limited Representation of Historically Marginalized Groups will share her research on why and how to evaluate and update openly licensed instructional materials to be anti-racist. Speakers: Dr. Alisa Cooper, English Professor, Glendale Community College, Maricopa College District, Arizona Dr. Shawna M. Brandle, Political Science Professor, Kingsborough Community College, City University of New York. When: Jan 22, 2021 12:00 PM Pacific Time (US and Canada)

1. January 22, 2021
Noon PST
Open For Anti-Racism
Unless otherwise indicated, this
presentation is licensed CC-BY 4.0
Integrating Anti-racist Pedagogy into Your
Classroom
Image credit: Clay Banks/Unsplash

2. Agenda
• CCCOER overview
• OFAR overview
• Dr. Shawna M. Brandle
• Dr. Alisa Cooper
• Calendar
• Questions
OFAR Program: Thanks to their
generous support.

3. CCCOER Mission
● Expand adoption of high-quality OER
● Support faculty choice & development
● Foster regional OER leadership
● Improve student equity & success
Founded 2007

4. Open for Anti-racism (OFAR)
First cohort: 17 California community college faculty regionally dispersed
Disciplines: AOJ, Biology, Business, Chemistry, College Success, Early
Childhood Education, EMT, English, ESL, History, Math, Social Work, Sociology
One-year program to explore how faculty can use OER and open pedagogy to
make instructional materials and their teaching more anti-racist. Participating
faculty will learn about Anti-Racism, OER, and Open Pedagogy in a newly
developed course entitled Open for Anti-Racism (OFAR). Participants will
subsequently implement plans in their classrooms in collaboration with students.

5. Speakers
Dr. Shawna M. Brandle
Political Science Professor
Kingsborough Community College
City University of New York
Dr. Alisa Cooper
English Professor,
Glendale Community College
Maricopa Community College District
Arizona

6. Dr. Shawna M. Brandle
Political Science Professor
Kingsborough Community College
City University of New York

7. It All Started At This Conference
Building a Practice of Evaluating and
Revising Texts for Anti-Racism in
Political Science
Dr. Shawna M. Brandle
Kingsborough Community College
@ProfBrandle
These slides are licensed under a Creative Commons Attribution-
NonCommercial 4.0 International License.

8. Who am I? Who are my students?

9. Poli Sci books are Prohibitively Expensive
$0
$11
3
vs

10. Tolley, Erin. 2020. “Hidden in Plain Sight: The Representation of Immigrants and Minorities in Political Science Textbooks.” International Journal of
Canadian Studies
Ashley, Jeffrey S., and Jarratt-Ziemski, Karen. 1999. “Superficiality and Bias: The (Mis)Treatment of Native Americans in U.S. Government
Textbooks.” American Indian Quarterly 23 (3/4): 49–62.
Novkov, Julie, and Gossett, Charles. 2007. “Survey of Textbooks for Teaching Introduction to U.S. Politics: (How) Do They See Us?” PS: Political
Science & Politics 40 (2): 393–98
Wallace, Sherri L., and Allen, Marcus D.. 2008. “Survey of African American Portrayal in Introductory Textbooks in American Government/Politics: A
Report of the APSA Standing Committee on the Status of Blacks in the Profession.” PS: Political Science & Politics 41 (1): 153–60.
Monforti, Jessica L., and McGlynn, Adam. 2010. “Aquí Estamos? A Survey of Latino Portrayal in Introductory U.S. Government and Politics
Textbooks.” PS: Political Science & Politics 43 (2): 309–16.
Olivo, Christiane. 2012. “Bringing Women In: Gender and American Government and Politics Textbooks.” Journal of Political Science Education 8
(2): 131–46.
Cassese, Erin C., Bos, Angela L., and Schneider, Monica C.. 2014. “Whose American Government? A Quantitative Analysis of Gender and
Authorship in American Politics Texts.” Journal of Political Science Education 10 (3): 253–72.
Takeda, Okiyoshi. 2015. “A Forgotten Minority? A Content Analysis of Asian Pacific Americans in Introductory American Government Textbooks.”
PS: Political Science & Politics 48 (3): 430–39.

12. Brandle, S. (2020). It’s (Not) in
The Reading: American
Government Textbooks’ Limited
Representation of Historically
Marginalized Groups. PS:
Political Science & Politics,
53(4), 734-740.

13. Frequency per 10,000 words of words referring to Historically
Marginalized Groups in American Government Textbooks
Brandle, 2020. It’s (Not) in The Reading: American Government Textbooks’ Limited
Representation of Historically Marginalized Groups

14. Political Science

15. So What Now?
● Continuing to educate myself, revise my reading lists, and refocus my courses
● Sharing these results as widely as possible- especially in discipline-specific settings
● Encouraging others to replicate/expand these studies in their own fields.
● Evaluating all course materials with this framework in mind
● Getting into that last R- time to revise, because supplementing is not enough
● Exploring Open Pedagogy Approaches- if I want my students to see themselves in
their reading and in US Government, then why not give them the chance to write it?

16. Dr. Alisa Cooper
English Professor,
Glendale Community College
Maricopa College District
Arizona

17. Anti-Racist Pedagogy in the
Classroom
Dr. Alisa Cooper, Glendale Community College ( Maricopa )

18. The heart of an anti-racist pedagogy is the intent to
actively acknowledge and oppose racism in all
aspects of a course from the design to the content
choices made. This session will discuss a number of
tools and strategies to help build a more inclusive
environment in your course, including using
discussion to examine and oppose the forces of
racism. In addition, this session will include
examination of the challenges many instructors
face when cultivating an actively anti-racist
curriculum in the classroom.
Introduction
This Photo by Unknown Author is licensed under CC BY
“The times may be
frightening but we live in a
teachable moment.”
(Fox, 2017, p.
xvii)

19. Agenda
Why is this important? Is it our
job?
The difference between what we
teach (curriculum) and how we teach
(pedagogy)
Practice Intentional course design
Anti-Racist Pedagogy Strategies
Introduction to The Anti-Racist
Guides This Photo by Unknown Author is licensed under CC BY-SA
Challenges Instructors Face

20. Why is this
important? Is
it our job?
Educate to Liberate
Teachers must recognize and empower students with
backgrounds different from their own, including their
voices in the conversation and validating their
experiences and perspectives (Block, 2015)
Anti-racism is the “active process of
identifying and eliminating racism by
changing systems, organizational
structures, policies and practices and
attitudes, so that power is redistributed
and shared equitably.”

21. Curriculum vs
Pedagogy
Curriculum is the content
you teach, while pedagogy
is seen as the way in which
you teach it.
Pedagogy and curriculum
thus blend together as the
understanding between
how to teach and why you
teach in a certain way.

22. Practice Intentional Course
Design

23. Strategies
for Anti-
Racist
Pedagogy
Utilize Classroom
Discussions to talk about
race
Address and Welcome the
Challenges
Encourage Reflexivity
Provide Equitable Access
to course texts and
materials

24. Address
the
Challenges
Teaching Race: Pedagogy and Practice
Thurber, A., Harbin, M.B., & Bandy, J. (2019). Teaching
Race: Pedagogy and Practice. Vanderbilt University
Center for Teaching. Retrieved Sept. 11, 2020 from
https://cft.vanderbilt.edu/teaching-race/.

25. Utilize
Classroom
Discussions to
talk about race
Use facilitation strategies
such as classroom
discussion guidelines,
active engagement in
checking microaggressions
and amplifying
microaffirmations, and
calling students “in” to a
discussion

26. Examples of
Microaggressions
https://www.theedadvocate.org/33-microaggressions-
that-educators-commit-daily/
• Expecting students of any particular group to
‘represent’ the perspectives of others of their
race, gender, etc. in class discussions or
debates.
• Using heteronormative metaphors or examples
in class.
• Failing to learn to pronounce or continuing to mispronounce the names of students after they
have corrected you.
• Setting low expectations for students from particular groups, neighborhoods, or feeder patterns.
• Calling on, engaging and validating one gender, class, or race of students while ignoring
other students during class.
• Expressing racially charged political opinions in class assuming that the targets of those
opinions do not exist in class.
• Hosting debates in class that place students from groups who may represent a minority opinion
in class in a difficult position.

27. Reflexivity is broadly understood as
the ability to consider one’s own
feelings, reactions, and motives and
how they impact behaviors.
Reflexivity suggests the ability to critically
evaluate one’s own social location and
racial socialization, to become
increasingly aware of racial biases, and
to be willing to investigate the ways
internal perspectives about race inform
our interactions and relationships.
Encourage
Reflexivity

28. The Anti-Racist
Discussion Pedagogy
Guide
Becoming an
Anti- Racist
Educator
Anti-Racist
Guides
• The Anti-Racist
Discussion
Pedagogy Guide
• Becoming an
Anti- Racist
Educator

31. Questions?
Contact info: Dr.Coop@freshmancomp.com–
http://freshmancomp.com

32. Sources
Thurber, A., Harbin, M.B., & Bandy, J. (2019). Teaching Race:
Pedagogy and Practice. Vanderbilt University Center for
Teaching. Retrieved Sept. 11, 2020 from
https://cft.vanderbilt.edu/teaching-race/.
Harriet W. Sheridan Center for Teaching and Learning (2020).
Effective Teaching Is Anti-Racist Teaching. Brown University.
Retrieved Sept. 11, 2020 from
https://www.brown.edu/sheridan/teaching-learning-
resources/inclusive-teaching/effective-teaching-anti-racist-
teaching

33. Calendar
Monthly Webinars
Fridays at 12pm PT
● January 22: Integrating Anti-racist Pedagogy into Your Classroom
● February 19: Math Equity Toolkit from Education Trust
● March 19: African American Male Education & Network Development
(A2MEND)
● April 16: Community College Equity Assessment Lab (CCEAL)
● May 21: TBA
● June 18: OFAR Cohort Showcase Celebration
Calendar Icon by Samuel1983 from Pixabay

34. Feb 19: Math Equity Toolkit
This webinar will introduce A Pathway to Equitable Math Instruction, a toolkit of
resources that were developed by math teachers, coaches, professional
development providers, and language development specialists to support teachers
in their journey towards anti-racist instruction. Stride 1, Dismantling Racism in
Mathematics Instruction, is the focus which provides educators with a framework
and a learning cycle to transform traditional approaches to anti-racist practices.
Speakers:
Dani Wadlington, Master Math and West African Dance Teacher, Quetzal
Consulting
Rachel Ruffalo, Director of Educator Engagement at Education Trust-West

35. Learn about Open Education
● CCCOER - https://www.cccoer.org
OER Tutorials, licensing, webinars
● ASCCC OERi - https://www.asccc-oeri.org
○ OER textbooks, ancillaries, etc.
● Join the CCCOER Advisory national email list
○ https://www.cccoer.org/community-email/
Image by Wokandapix from Pixabay

36. Image by Gerd Altmann from Pixabay

37. Contact Info:
Una Daly-- unatdaly@oeglobal.org
Liz Yata -- lizyata@oeglobal.org
James Glapa-Grossklag -- James.Glapa-Grossklag@canyons.edu
Thank you!