Anti-Racist, Inclusive Pedagogy: Introducing the Bibliography

Written By Hassana Moosa

Noha Choudhury and Fatima Khan, undergraduate students in the Department of English, King's College London, provide an introduction to their resource compilation on Anti-Racist, Inclusive Pedagogy.

The following blog provides an introduction to a list of resources on Anti-Racist, Inclusive Pedagogy, curated for educators looking to enhance learning, engage, and educate students of all backgrounds. Within a growingly diverse and globalised world, each individual's intersectionality increasingly affects how they learn and digest material, an essential factor to consider when crafting educational resources. From primary schools to university classrooms, these articles, podcasts and various mixed media aim to familiarise and guide educators on implementing inclusive pedagogy, to increase and enhance student engagement at all levels of education. Whilst this list primarily focuses on making Shakespeare’s oeuvre accessible, inviting to audiences regardless of race, sexuality, and disability, numerous materials have been gathered on how to use inclusive pedagogy in wider education. For instance, guides on how to use inclusive pedagogy to open up discussion in regard to what some may consider challenging subjects, such as immigration or sexuality, have been made available below.

The resources have been organised into three distinct categories:

  • Anti-Racist, Inclusive Pedagogy in relation to Early Modern Literature and Shakespeare

  • Anti-Racist, Inclusive Pedagogy in Wider Education (non-specific to Early Modern Literature field)

  • Anti-Racist, Inclusive Pedagogy as seen through Representation, Adaptations, and Education, both specific and non-specific to Early Modern Literature

The first list intends to guide educators on how to implement Anti-Racist Inclusive Pedagogy when teaching Early Modern Literature or Shakespeare, to engage students of all backgrounds.

The second list intends to guide educators on how to implement Anti-Racist Inclusive Pedagogy in Wider Education, non-specific to Early Modern Literature. For example, resources on how to engage and educate within the general classroom, considering students’ race and ethnicity, disability, sexuality, and religion, have been made available.

The third list oversees the fusion of both field-specific and non-specific Anti-Racist, Inclusive Pedagogy through examples of inclusion, against a backdrop of diverse cultures, lives, and identities.

“I sit with Shakespeare and he winces not.”
— W.E.B. Du Bois, The Souls of Black Folk

In the early stages of brainstorming and assembling this Anti-Racist, Inclusive Pedagogy Bibliography, Professor David Sterling Brown’s paper ‘(Early) Modern Literature: Crossing The Color-Line’, acted as an extremely insightful guide to understanding inclusive pedagogy and kick-started our investigation. Brown begins his paper echoing the aforementioned words of Du Bois, helping him create his module ‘Crossing the Colour-Line’, designed to encourage undergraduate students’ multi-layered interpretation of the poet’s texts through the lens of race and racism. His module also explores making traditional Shakespeare texts accessible and engaging to a diverse student body. The association of early modern literary culture with a white, heterosexual, male identity continues to be a point of investigation, deconstructed by scholars and academics as part of an ongoing process to ‘decolonise the curriculum’. Brown considers this history, in academia and the classroom, as occasionally deterring black and minority ethnic students from studying early modern literature, his paper providing a breakdown on how he utilised inclusive pedagogy to engage and inspire learning among students of all backgrounds. Influenced by Brown’s methodology, the following resources have been hand-picked and curated with the same intention, in hopes of creating an inclusive educational environment, fostering the confidence of students to discuss race, sexuality, and many more traditionally divided topics. As the words of Du Bois echo, all students should feel invited to sit with Shakespeare and ‘wince not’, in respect to their own personal identity.

 

Anti-Racist, Inclusive Pedagogy: Early Modern Literature and Shakespeare  

Akhimie explores the relationships between student-focused techniques and instructional strategies in the study of Shakespeare and race. She introduces the use of a glossary exercise in classes on race and early modern literature that can extend to more elaborate creations such as maps, illustrations, and genealogical charts. 

 

Avery explores why American students find it difficult to “absorb” Shakespeare's texts when presented in lecture-discussion format. Through the blending of literary criticism and learning, the author suggests a pedagogy that creates active interpreters of complex language and a collegial classroom. 

 

  • Bradbury, Jill Marie, Clark, John Lee, and others. ‘ProTactile Shakespeare: Inclusive Theater by/for the DeafBlind Authors’, Shakespeare Studies, 47 (2019), 81-99. Available at: <https://bit.ly/3zSkaV2>

Gallaudet University received a $25,000 grant from the National Endowment for the Arts in 2016 to create and document theatre models for DeafBlind individuals. The following study postulates how immersive theatre techniques may be used to produce a dramatic experience, using Romeo and Juliet as the starting point. 

 

Sterling discusses the methods of teaching “Crossing the Colour-Line”, his module designed to decentre Shakespeare from the early modern curriculum and spotlight black voices, shaped by his experience as an African American scholar in a primarily white-dominated classroom, field, and institution.  

 

Carson examines how the study of performance and the use of digital resources have transformed what was once a largely Anglo-American debate into a truly global discussion by overviewing writing on the subject of Shakespeare teaching across the past two decades. 


  • Cavanagh, Sheila T. and Steve Rowland, ‘“Those Twins of Learning”: Cognitive and Affective Learning in an Inclusive Shakespearean Curriculum’, Critical Survey, 31.4 (2019), 54–64 <https://doi.org/10.3167/cs.2019.310406> 

Cavanagh and Rowland discuss their pedagogy in teaching Shakespeare at two distinct locations in Atlanta, United States, Cavanagh to Emory University undergraduate students and Rowland at Monroe Correctional Facility. Both detail how they enable students to deepen their understanding of the poet's work while honing their analytical and literary abilities through assignments. 

  

Clement notes how Shakespeare’s oeuvre “intimidated” many of his first-generation pupils, leading him to implement an inclusive pedagogy, designed to empower their learning. The author advocates for using the assignment as a method of teaching and demystifying Shakespeare.  

 

  • Collins, Michael J., ‘For World and Stage: An Approach to Teaching Shakespeare’, Shakespeare Quarterly, 41.2 (1990), 251-261 <https://doi.org/10.2307/2870456> 

Collins reflects on the popularity of Shakespeare courses in higher education and suggests methods of teaching Shakespeare that underscore his works to the contemporary lives of students. 

  

Cooke looks at how, particularly with first-generation students, collaborative education might create the opportunity for a deeper engagement with Shakespeare. The technique can encourage levelling out the cultural capital of the author while also fostering greater connection with the work of the Bard by teaching Shakespeare alongside other authors and with other staff members 

  

  • Cull, Marisa R., ‘Place and Privilege in Shakespeare Scholarship and Pedagogy’, in Shakespeare and the 99%, (Cham: Springer International Publishing, 2019), pp. 207–24 <https://doi.org/10.1007/978-3-030-03883-0_11> 

Shakespeare's plays are replete with references to place, which has long fascinated both the playwright and critics. "Place" can also refer to a person's familial, political, or social standing. Cull examines how these meanings intersect for teacher-scholars of Shakespeare. 

 

  • Dadabhoy, Ambereen, ‘Skin in the Game: Teaching Race in Early Modern Literature’, Studies in Medieval and Renaissance Teaching, 27.2 (2020), 97–111 <https://bit.ly/3OObm6x>

Dadabhoy articulates the consequences of addressing or not addressing race in the teaching of early modern literature. She argues against treating race in Shakespeare as a topic found only in the ‘race plays’ and describes strategies for attuning students to constructions of race. 

  

Demeter discusses how he designed and curated his course "African-American Shakespeares", to push students to consider the poet's racially charged significance in modern American culture. Motivated by his own discomfort with Shakespeare's use in American education as a tool for white racial consolidation and non-white marginalisation, “African-American Shakespeares” tests whether the poet's oeuvre could be employed to carry out useful anti-racist work. 

 

  • Espinosa, Ruben, ‘Beyond The Tempest: Language, Legitimacy, and La Frontera’, in The Shakespeare User: Critical and Creative Appropriations in a Networked Culture, ed. by Valerie M. Fazel and Louise Geddes, (Cham: Palgrave Macmillan, 2017), pp. 41–61 <https://doi.org/10.1007/978-3-319-61015-3_3>  

Espinosa examines how digital technologies and YouTube enable Latinx practitioners to use Shakespeare to explore and negotiate linguistic and ethnic differences. 

  

  • Falconer, Karl, ‘Getting It on Its Feet: Exploring the Politics and Process of Shakespeare Outside the Traditional Classroom’, Critical Survey, 31.4 (2019), 42-53 <https://doi.org/10.3167/cs.2019.310405>  

Falconer investigates how Shakespeare may be taught using performance as a guide, using his own company, PurpleCoat, as a model for interrogation. He discusses how he wishes to create a more welcoming arts environment for those who are alienated by the poet's work. 

  

  • Gillen, Katherine and Lisa Jennings, ‘Decolonizing Shakespeare?: Toward an Antiracist, Culturally Sustaining Practice’, The Sundial, 26 November 2019, <https://bit.ly/3PRXOIt>

Gillen and Jennings list and describe strategies they have practiced to implement anti-racist and decolonial pedagogy when studying Shakespeare in the classroom ranging from the historical and contemporary context, appropriating the content and grading practices. 

 

  • Grady, Kyle, ‘Why Front?: Thoughts on the Importance of “Nonstandard” English in the Shakespeare Classroom’, Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture, 17.3 (2017), 533–40 <https://doi.org/10.1215/15314200-3975639> 

Grady argues that using nonstandard English in Shakespeare's texts can promote a more diverse and sharpened classroom, using the example of African American Vernacular English (AAVE) to illustrate how such language can provide nuanced ways through which to investigate and discuss Shakespeare's works. 

  

  • Hall, Kim F., Things Of Darkness: Economies Of Race And Gender In Early Modern England (Ithaca, N.Y.: Cornell University Press, 1998) <https://bit.ly/3cZVP6m>

Hall demonstrates how, between the sixteenth and seventeenth centuries, racial, sexual, economic, and nationalistic factors interacted to produce a modern (white, male) identity in English society. This book also has a helpful appendix with not readily accessible Renaissance poems on blackness. 

 

  • Hall, Kim F., ‘Beauty and the Beast of Whiteness: Teaching Race and Gender’,  Shakespeare Quarterly, 47.4 (1996), 461-75 <https://doi.org/10.2307/2870958>  

Hall asserts the significance of considering whiteness when working with race and early modern literature. Hall proposes using a focus on beauty in early modern texts as an avenue for doing this work in the classroom. 

 

  • Hall, Kim F., Hall, ‘Intelligently Organized Resistance’: Shakespeare in the Diasporic Politics of John E. Bruce’, in Teaching Social Justice Through Shakespeare, ed. by Hillary Eklund and Wendy Beth Hyman, (Edinburgh: Edinburgh University Press, 2019), pp. 85–94. Open Access: <https://www.jstor.org/stable/10.3366/j.ctvrs912p.12>

Hall draws lessons from the black writer and activist John E. Bruce to envision ways of engaging with Shakespeare without upholding white supremacism and settler colonialism. Specifically, Hall argues for organising pedagogical practises on Shakespeare around the communities' educators mean to serve, rather than to institutionalised ideas about Shakespeare and literature. Focusing particularly on how Shakespeare interrogates the ‘slippery wielding of language and power’ can serve as an avenue for examining how such strategies are used to maintain oppressive power structures in students’ own societies. 

 

  • Hansen, Adam, and Tony Prince, ‘Shakespeare Reading Groups: Education without the “Academy”?’, Transformations: The Journal of Inclusive Scholarship and Pedagogy, 29.1 (2019), 4–29 <https://doi.org/10.1353/tnf.2019.0001> 

The Shakespeare Club and Sheff's Shakespeare are two relatively new reading groups in the UK that investigate Shakespeare in light of the contemporary social, cultural, and educational contexts. Hansen and Prince reflect on what occurs in the groups' monthly meetings. The question of whether Shakespeare can be studied outside of formal education is also raised. 

 

Drawing from Emmanuel Levinas’ theories of the ‘Other’, Alice Joubin and Starks describe classroom practices for in-person and remote instruction. They discuss a series of pedagogical exercises that foster collaborative knowledge building and intersectional pedagogy in the wake of contemporary social unrest and the global COVID-19 pandemic.  

  

  • Kelly, Kathryn S., ‘Shakespeare in the Wake of #BlackLivesMatter: Teaching the Bard and Exploring Racism’, The Review: A Journal of Undergraduate Student Research, 22 (2021), 1-9. Open Access: <https://fisherpub.sjfc.edu/ur/vol22/iss1/3>

Highlighting the pedagogical methods of teaching racism in the early modern era and comparing it to racism today and in Othello, Kelly examines the ways in which teachers (specifically pre-service teachers) can approach teaching Shakespeare’s work in a culturally responsive manner. Her methods aim towards promoting anti-racism and social awareness in the classroom and school community. 

  

Karim-Cooper examines race in Shakespeare, her thoughts acting as a useful resource for teaching conceptions of light/dark and white/black used in Elizabethan England. 

 

In her PhD thesis, Mamman details ‘the importance of making Shakespeare accessible within a diverse learning environment’, presenting methods and ways secondary English teachers can employ to cater and curate Shakespeare in consideration of student identities and lives.  

 

  • Metzger, Mary Janell, ‘Shakespearean Tragedy, Ethics, and Social Justice’, in Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now, ed. by Hillary Eklund and Wendy Beth Hyman, (Edinburgh: Edinburgh University Press, 2019), pp. 115–23 <https://doi.org/10.3366/edinburgh/9781474455589.003.0011> 

Metzger describes teaching a course that yokes Shakespeare’s tragedies with ethical philosophy to encourage students to think about topics including epistemic justice. Specifically, Metzger discusses using this strategy with Othello to historicize racialization to illuminate the effects of systematised injustice. 

  

The author reflects on teaching Shakespeare with responses from canonical authors of colour and international film adaptations to first-generation university students, asking whether these responses only serve to reinforce the universalising myth of the Bard. Resisting the deficit narrative surrounding pedagogical methods for first-generation students, Miura offers practical assignments and pedagogical methods that centre student needs and access while also centring “the wealth of knowledge that first-generation students can impart to us as teachers.”. 

 

Philippian begins by examining the cultural conditions that presently define and potentially restrict the undergraduate experience of reading Shakespeare. The author then examines the merits of interweaving the biography of Shakespeare’s life into the pedagogy of his work, suggesting the practice can have particular benefit and relevance with first-generation students. 

 

In an effort towards dismantling the purpose of studying Shakespeare for cultural capital, Pietros explores the value of approaching the study through the lens of “problems” and the temporal designation “problem play”, especially for high-achieving, first-generation college students.   

 

Taub highlights their experiences running the Oberlin Children's Shakespeare Project as a case study to look at the concrete effects of Shakespeare education along racial and gender lines. By examining the effects of textual violence, image, misogyny, and racism on the students who are enacting them through performance, Taub provides insight into how to make Shakespeare education, and teaching of classics at large, empowering to girls and students of colour. 

 

Thomas examines how sharing Shakespeare in an informal voluntary reading group can encourage first-generation students in particular to engage with the Bard’s work and academic community.  

 

Thompson argues analysing Shakespeare's lesser-known play Titus Adronicus can help to level the distribution of prior knowledge in the classroom, highlighting the significance of teaching with pedagogical methods. 


‘Teaching Shakespeare with Purpose’ aims to guide teachers on how to approach Shakespeare's works as “vehicles for collaborative exploration”, to dismantle pedagogical methods that uphold Shakespeare’s works as representative of Western civilisation and universal themes. Thompson and Turchi create deliberate frameworks for learning and seek to centre student-led interests. 

 

Anti-Racist, Inclusive Pedagogy: Wider Education

  • Accurso, Kathryn, and Jason D. Mizell, ‘Toward an Antiracist Genre Pedagogy: Considerations for a North American Context’, TESOL Journal, 11.4 (2020), 1-17 <https://doi.org/10.1002/tesj.554> 

The genre pedagogy approach has grown in popularity in North America as a way to support bilingual students' reading development. By merging ideas from critical race theory and academia, this essay illustrates how K–12 English language teachers might adopt anti-racist genre-based literacy education. 

  

  • Beck, Bodur, Walker-DeVose, Town, and Smith, ‘Reading about What It Is Really like Is Eye-Opening’, Transformations The Journal of Inclusive Scholarship and Pedagogy, 28.1 (2018), 19-37              <https://doi.org/10.5325/trajincschped.28.1.0019> 

Some books are especially effective at provoking conversations about contentious issues. This article provides a model for other academics by outlining three mixed-methods research and teaching projects that are helpful for introducing critical perspectives on immigration and migrants, gender and sexual diversity, and Islam and Islamophobia into the classroom.  

  

  • Blackwell, Deanna M., ‘Sidelines And Separate Spaces: Making Education Anti‐Racist for Students of Color’, Race, Ethnicity, and Education, 13.4 (2010), 473-494  

<https://doi.org/10.1080/13613324.2010.492135> 

Centring a black feminist perspective, this article critiques how existing literature, theory, and practices can prioritise white students and marginalize students of color in anti-racist education.  

  

  • Blakeney, Alda M., ‘Antiracist Pedagogy: Definition, Theory, and Professional    Development’, Journal of Curriculum and Pedagogy, 2.1 (2005), 119–132             <https://doi.org/10.1080/15505170.2005.10411532> 

Blakeney defines anti-racist pedagogy as a paradigm located within Critical Theory utilised to explain and counteract the persistence and impact of racism. The author articulates the need to embed anti-racist pedagogy within the school curriculum alongside the necessary professional development required to implement Anti Racist Pedagogy effectively. 

  

  • Dadabhoy, Ambereen, Nedda Mehdizadeh, and Owen Williams, ‘Critical Race Conversations: Cultivating Anti-Racist Pedagogy’, 2020. 

Transcript: 

https://www.folger.edu/sites/default/files/Transcript.%20Cultivating%20Anti-Racist%20Pedagogy.pdf 

Lecture: 

https://www.youtube.com/watch?v=pJ5DSd44rhI 

In this "Critical Race Conversation," Drs. Dadabhoy and Mehdizadeh examine effective strategies for having meaningful, continuing discussions with students about race. They offer suggestions for designing courses that reflect the centrality and importance of race in American education. 

  

  • Denis, Verna St. and Carol Schick, ‘What Makes Anti-Racist Pedagogy in Teacher Education Difficult? Three Popular Ideological Assumptions’, Alberta Journal of Educational Research, 49 (2003), 55-69,               <https://doi.org/10.11575/ajer.v49i1.54959> 

This article arises from the teaching observations and struggles of two anti-racist educators who taught a required cross-cultural education course for predominantly white-identified preservice teachers in a Canadian-prairie context. The article identifies three common assumptions about the production of inequality frequently held by these students. 

  

Freire centres the lived experiences of students as a form of generating knowledge. According to Freire, oppressed people can reclaim their humanity through the liberation struggle, but only if they are the ones leading it. The book tackles the primary issue of how to develop an educational system with oppressed people, for oppressed people, that will aid in their liberation. 

  

  • Glass, Kathy, ‘Race-ing the Curriculum: Reflections on a Pedagogy of Social Change’, in Exploring Race in Predominantly White Classrooms: Scholars of Color Reflect, ed. by George Yancy and Maria del Guadalupe Davidson, (New York: Routledge, 2014), pp 50-61.  

E-book ISBN: 9780203416716 

In this chapter, Glass lists a series of questions frequently posited by white students, unpacks the assumptions behind them and describes her pedagogical strategies for responding to such questions. 

 

  • Grosland, Tanetha Jamay, ‘An Examination of the Role of Emotions in Antiracist Pedagogy: Implications, Scholarship, and Practices’, Review of Education, Pedagogy, and Cultural Studies, 35.4 (2013), 319–332 <https://doi.org/10.1080/10714413.2013.819722> 

Grosland's objective is to inform and extend the current knowledge base concerning the intersection of anti-racist pedagogy and emotions. Utilising two sources to contextualise this work, she explores and theorises the role of emotions in anti-racist education. 

 

Grosland notes the lack of research about the relationship between racism and emotions despite how it is felt acutely in higher education classrooms. The author asserts that subsequent implications for anti-racist pedagogy specifically, and anti-oppressive pedagogies broadly, include explicitly addressing the emotionality of anti-racism. 

 

Hall addresses the economic, political, and ideological aspects of race which he argues needs to be concerned about when teaching about this subject.  

  

  • Harbin, M. Brielle, Amie Thurber and Joe Bandy, ‘Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors’, Race and Pedagogy Journal: Teaching and Learning for Justice, 4.1 (2019), 1-37, Open Access: <https://soundideas.pugetsound.edu/rpj/vol4/iss1/1/>

Drawing on a systematic review of scholarship examining issues of difference within a diverse range of disciplinary settings, Harbin, Thurber, and Bandy introduce a set of five pedagogical strategies and supporting classroom practices, that will help instructors effectively manage everyday classroom interactions. 

 

  • hooks, bell, Teaching to Transgress: Education as the Practice of Freedom, (New York: Routledge, 1994)  

ISBN: 9780415908085 

hooks illustrates the significance of feminist re-thinking of pedagogical practices, in order to engage and reinvent various possibilities, creating a learning community that encourages learning from one another. 

 

  • Howell, Annie, and Frank Tuitt, eds, Race and Higher Education: Rethinking  Pedagogy in Diverse College Classrooms, (Cambridge, MA: Harvard Educational Review, 2003) 

ISBN: 0916690385 

Howell and Tuitt incorporate theory, critical study and personal reflections to advocate for inclusive pedagogies that meet the realities of growing racially diverse classrooms in America.  

 

  • Kailin, Julie, Antiracist Education: From Theory to Practice, (Lanham, MD: Rowman & Littlefield Publishers, Inc., 2002)  

ISBN: 9780742518247 

Kailin presents her curriculum along with ethnographic reports of the processes of change that teachers experience as they fully explore the realities of race relations, its history, and the lived experiences of others. Kailin shows how immersion in this exploration enables teachers to develop curricula and teaching practices that are effectively anti-racist and fully connected to students' lives. 

  

Kandaswamy argues that university approaches to the presence of multiculturalism and colourblind ideologies create challenges for racial justice movements, people of colour, and for educators seeking to employ anti-racist teaching practices. The author asserts that to combat these challenges, instructors aiming to employ anti-racist pedagogy must prioritise cultivating student critical analysis of power in its interpersonal, institutional, and systemic forms. 

  

  • Kernahan, Cyndi, Teaching about race and racism in the college classroom: Notes from a white professor, (West Virginia: West Virginia University Press, 2019)  

ISBN: 194919924X 

 Kernahan, Cyndi, ‘Teaching about Race and Racism in College Classrooms’, Nea.org. Open Access: <https://www.nea.org/advocating-for-change/new-from-nea/teaching-about-race-and-racism-college-classrooms>

According to Kernahan, it is possible to teach about racism in a direct, unapologetic manner while fostering a caring environment for students. The author’s book offers data regarding the effectiveness of learning in relation to racism and race as well as useful teaching practices based on that evidence - the supplementary article also provides a brief glimpse into Kernahan’s pedagogy. 

  

  • Kishimoto, Kyoko, ‘Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom’, Race Ethnicity and Education, 21.4 (2018), 540-554, <https://doi.org/10.1080/13613324.2016.1248824> 

Synthesis of key literature in anti-racist pedagogy. Kishimoto argues for the incorporation of three components to effectively implement anti-racist pedagogy: (1) incorporating the topics of race and inequality into course content, (2) teaching from an anti-racist pedagogical approach, and (3) anti-racist organizing within the campus and linking our efforts to the surrounding community. 

  

  • Kishimoto, Kyoko, and Mumbi Mwangi, ‘Critiquing the Rhetoric of “Safety” in Feminist Pedagogy: Women of Color Offering an Account of Ourselves’, Feminist Teacher 19.2 (2009), 87–102, <https://www.jstor.org/stable/40546084>

Kishimoto and Mwangi challenge the pedagogical practice of creating a “safe” classroom. Centering their experiences as women of colour, both authors assert that self-disclosure and vulnerability are important teaching practices that raise new ways of thinking about and doing pedagogy in the classroom and in supporting female students and practitioners of colour alike.  

  

  • Lacar, Jennelyn, ‘Inclusive Education at the Heart of Mainstream Language Pedagogy: Perspectives and Challenges’, International Journal of Linguistics, Literature and Translation, 4.3 (2021), 124–31 <https://doi.org/10.32996/ijllt.2021.4.3.14> 

Lacar aims to fill in the knowledge gaps that emerged from the insufficiency of studies on the implementation of inclusive education with regular students in the mainstream language classroom, where learners' diversity and differences exist, as well as the pedagogical practices and instructional delivery abilities of teachers. 

 

  • Luft, Rachel, ‘Intersectionality and the Risk of Flattening Difference: Gender and Race Logics, and the Strategic Use of Antiracist Singularity’, in The Intersectional Approach: Transforming the Academy through Race, Class, and Gender, ed. by Kathleen Guidroz and Michele Tracy Berger, (Chapel Hill: University of North Carolina Press, 2009) pp. 100–117. <https://muse.jhu.edu/book/44124>

Luft argues that teaching race in triangulation with gender, especially in ‘gender and race’ studies risks a loophole that frees people from resolving the dissonance with the fact that ‘race still matters, and matters for them.’ While acknowledging the significance of intersectionality in linking discrete social histories, theories and movements, Luft asserts that anti-racist pedagogical intervention is most effective as a single-pointed strategy. The author also points out that teaching race in singularity is not contrary to intersectional practice. Rather “intersectionality at its best is precisely the recognition of historical specificity.”  

  

Marrero asserts that anti-racist practitioners must account for dynamics that emerge within the classroom that enable the silencing of students of colour, encompassed in the “whatever” phrase. The author points out that educators can treat these “whatever” moments that students of colour encounter as opportunities to confront the oppressive conditions within academia. 

  

  • Mukherjee, Mousumi, ‘Educating The Heart And The Mind: Conceptualizing Inclusive Pedagogy For Sustainable Development’, Educational Philosophy And Theory, 49.5 (2016), 531-549 <https://doi.org/10.1080/00131857.2016.1185002> 

Mukherjee examines the inclusive pedagogy used at Kolkata's Delphine Hart School, situated in the former colonial capital of British India (Calcutta). Academics and experts have praised the school for conceptualising a unique, inclusive pedagogy that educates children's hearts and minds. Their teaching is motivated by the demand of the local community for social inclusion in a setting of great inequality, against a history of turbulent political and colonial strife. 

 

  • Page, Michelle L., ‘Teaching in the Cracks: Using Familiar Pedagogy to Advance LGBTQ-Inclusive Curriculum’, Journal of Adolescent & Adult Literacy: A Journal from the International Reading Association, 60.6 (2017), 677–85 <https://doi.org/10.1002/jaal.616> 

This article outlines the challenges faced by students who identify as a gender- and sexual-minority before discussing the benefits and drawbacks of a variety of tried-and-true instructional strategies that teachers can use to make curricula more inclusive, thereby reducing the isolation and invisibility of LGBTQIA students and experiences.  

 

Other helpful resources: 

The Runnymede Trust and Penguin House Books collaboration aims to support primary and secondary schools in the UK to make teaching and learning of English literature more inclusive. Many people believe this comes at the expense of removing canonical literature from the curriculum, but the project aims to allow students to read the canon through a lens of race and racism. There is a range of free resources available on the link C. for teachers and students alike. 

 

  • Schick, Carol, ‘”By Virtue of Being White”: Resistance in Anti-Racist Pedagogy’, Race, Ethnicity, & Education, 3.1 (2000), 83-101, <https://doi.org/10.1080/713693016> 

This research investigates the process by which white, racialised identities are inscribed as normative constructions in the discourses of white pre-service teachers at a Canadian university. The article questions how white pre-service teachers' desires for goodness might be thought in ways which support instability and moves against effective anti-racist pedagogy. 

 

  • St. Clair, Darlene and Kyoko Kishimoto, ‘Decolonizing Teaching: A Cross-Curricular and Collaborative Model for Teaching about Race in the University’, Multicultural Education, 18.1 (2010), 18-24, <https://eric.ed.gov/?id=EJ916842>

St. Clair and Kishimoto evaluate the strengths, challenges and opportunities of teaching their Racial Issues (RI) curriculum at St. Cloud State University. They posit their RI module in the middle of a spectrum moving from diversity and multicultural pedagogies to anti-racist and decolonial pedagogies and suggest ways in which RI could move towards the latter. This article emphasises viewing anti-racism as a lifelong, ongoing process especially in articulating the challenges of teaching anti-racism as women of colour. 

 

  • Tai, Joanna, Rola Ajjawi, and Anastasiya Umarova, "How Do Students Experience Inclusive Assessment? A Critical Review Of Contemporary Literature", International Journal Of Inclusive Education, 2021, 1-18. Open Access <https://doi.org/10.1080/13603116.2021.2011441>

This critical literature review identifies 13 research papers where outcomes of inclusive assessment were reported. Included studies focused on students with disabilities, international and linguistically diverse students.  

 

A guide to inclusive pedagogy in university context, in terms of how to include students in regards (but not limited to) race and ethnicity, disability, sexuality, and religion, by hearing from students themselves.Fr 

 

Wagner asserts that in anti-racist pedagogy, challenges and resistance must be normalised as part of the learning experience. Pointing to the skills students learn to navigate conflict and resistance to anti-racism, Wagner argues that an instructor’s subject knowledge does not equate to sufficient anti-racist practice and teaching.  

 

Inclusive Pedagogy: Representation, Adaptation, and Education (Outtakes)

Resource for teaching the concept of race, ethnography and the distribution of power in Shakespeare’s plays and early modern England. Some essays examine the ethnic implications of staging Shakespearean drama in South Africa, the Caribbean, Germany and the Arab world as well as England.  

 

  • Hobgood, Allison P., and David Houston Wood, "Early Modern Literature And Disability Studies", The Cambridge Companion To Literature And Disability, 2017, 32-46 <https://muse.jhu.edu/book/23952.>

Hobgood and Wood examine how representations of disabled people's daily experiences throughout the Renaissance served as literary devices and, furthermore, fostered distinctive aesthetic forms in early modern English texts. The chosen pages are intended to show how various representations of disability provided rich literary material for later generations. 

 

Joubin explores East-Asian adaptations of Shakespeare which re-think Shakespeare in relevance to Chinese, Japanese, Korean, Mandarin Chinese, Cantonese, Taiwanese, English, Singlish, Hokkien audiences. 

 

  • Phuong, Jennifer, Katherine DiPasquale, and Natalie Rivera, ‘“If You’re Gonna Be Inclusive, You Have to Be Inclusive on All Levels”: Ableism in Teacher Collaboration’, TESOL Quarterly, 55.3 (2021), 684–93 <https://doi.org/10.1002/tesq.3032> 

Phuong, DiPasquale, and Rivera examine how ableism arises in teacher cooperation, taking into account how schools rely on the notions that certain pupils are ‘normal’ and others are ‘not’. Due to the fragmented and segmented perceptions of pupils that come from the service delivery approach, language and disability needs are seen as separate needs. 

Noha Choudhury and Fatima Khan are undergraduate students in the Department of English, King's College London. Their research is supported by King’s College London and the King’s Undergraduate Research Fellowship scheme (KURF).

Hassana Moosa
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