ABSTRACT
This chapter describes the origin, institutional context, and faculty participants of the antiracist praxis group. It conceptualizes antiracist pedagogy as an approach to teaching and learning that challenges ways of knowing that are colorblind, highlights the situatedness of teachers and students, and works to build more horizontal relationships between faculty and students. Finally, it argues that faculty development and building an antiracist teaching practice can best happen in a community with not only supportive colleagues but equity-centric documentation and reflection protocols. At the heart of this edited volume are rich accounts of antiracism in action – or the action plans designed and implemented by faculty across disciplinary and interdisciplinary settings. The last section of the chapter offers a general overview of the action plans, categorizing them by their goal and the pedagogical practice(s) supporting that goal.
