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description
the book is organized around a set of anti-racist community engagement principles developed by the editors as part of their shared work and dialogue with colleagues regionally and across the country. the significant number of diverse voices that have informed the creation of the principles reveal the groundswell of work underway to center anti-racist values and to pivot away from the traditional, higher education-centric, and “white savior” ways of doing community engagement teaching, research, and practice.
outline of the book
table of contents:
foreword
timothy k. eatman
acknowledgments
introduction — from guiding principles to guiding practices: making anti-racist community engagement legible and replicable
roopika risam, elaine ward, christina santana, cynthia lynch
principles for anti-racist community engagement
part i - principle 1
counteracting the persistence and impact of racism on our campuses and in our community engagement: reframing our institutional and pedagogic practices
cynthia lynch, christina santana
how to be an anti-racist researcher: an example of institutional change
alicia cooper ellis, sharrell hassell-goodman, meagan call-cummings, robert l. graham, marvin g. powell
our voices: storytelling and listening in anti-racism educational practices
raeann leblanc, lucinda canty, frankie manning, sharon latimer-mosley, gayle robinson
working with the community to re-establish trust and engage authentically and sustainably
alex henry, anita randolph, raj sethuraju
equitable scaling for social justice dialogue programs: a case study of the community engagement advocates program at tulane university
sienna abdulahad, abi mbaye
by and for latinx community members: mi libro mi espejo story time as anti-racist case study
ada vilageliu-diaz, claudia díaz, diana atenco-gonzález
part ii - principle 2
critical reflection on individual and systemic/structural racism: understanding positionality, bias and historic roots of systemic racism
elaine ward, joseph krupczynski
working against racism through cross institutional communities of practice
aaliyah baker, marisol morales, sharyn lowenstein, john reiff
campus coalitions towards indigenous futures: arce reflections on institutional and pedagogical change
meredith mccoy, sinda nichols, zia noisecat, paul dressen
addressing anti-blackness through place-based work
dresden june frazier, karin cotterman, carla trujillo
sowing seeds of justice: the roxbury community college garden
fahmil shah, nasreen latif
qi gong; (re)centering the body and community knowledge in community engagement
kathy yep
anti-racist community engagement: washington county community remembrance memorial marker
valandra, roanne elliott, lashawnda fields
strategies for dealing with racism from african american women elders to a younger generation
priscilla gibson, jessica coleman
part iii - principle 3
intentional learning/course design: developing anti-racist learning goals, course content, policies and assessment
aldo garcia-guevara, cindy vincent
sticky family and the transformative power of making together
katie price, yaroub al-obaidi
centering counterstories in anti-racist podcasting pedagogies
brooke covington, cameron bertrand
making community engagement meaningful: student & community partner perspectives
loan dao, sarah beth dempsey, teresa giacoman
the power of “no” - creating space to acknowledge and challenge power dynamics in the community engaged educator’s classroom
nicole williams, mayreni villegas, elaine ward, mona savastano
ungrading engagement: assessment practices for an anti-racist classroom
jesús hernández, carmine perrotti
part iv - principle 4
compassionate/reflective classroom: create a sense of belonging in the classroom by acknowledging student contributions and meeting students where they are
john reiff, roopika risam
“doing the work:” making space for undergraduate students to participate in anti-racist community engagement
carlea dolcine, deborah keisch, maurice powe, lindiwe sibeko
communal place, communal learning: an approach to student-centered community engagement
olga correa, kelsey ruiz, anastasia morton
the front porch gathering as a compassionate classroom
suchitra v. gururaj, jeremy d. horne, meme styles, emmett e. campos
treading on the sound of our own beat: what we learn about education from black girls
alexandria c. onuoha
"the class feels like it should be illegal:" latinx experiences and the promise of anti-racist pedagogies
aldo garcía-guevara, francisco vivoni
conclusion
the work ahead: building systemic change for liberation and justice through anti-racist community engagement
aldo garcia-guevara, joseph krupczynski, john reiff, cindy vincent