This Ain't Yo' Mama's Composition Class: Addressing Anti-Blackness by Implementing Anti-Racist Pedagogy

Kyoko Kishimoto writes that those who practice anti-racist pedagogical practices are not only required to teach about race, but instead "teach race and racism in a way fosters critical analytical skills, which reveal the power relations behind how has been institutionalized U.S. society create justify inequalities" (541). This is work. And I have chosen do it. Steeped pedagogy “This Ain’t Yo’ Mama’s Composition Course” aims explore ways writing classrooms can affirm students’ autonomy while simultaneously equipping them with skills equate “cultural capital.” Anti-racist challenges "embedded Eurocentrism male privilege" what taught, subjects taught (Kishimoto 541). Integrating anti-racism into teacher training should be mandatory, we consistently find unaware educators navigating complex leave students uninterested disembodied. issue transcends K-12 environment; many composition face difficulties when implementing content and/or strategies. In composing college course designed around antiracism— approach— came disturbing realization: spaces dire need of antiracist often most resistant. Students coming from institutions whose curriculums misrepresent history feeling attacked they merely confronted historical realities upon entering college. An absence comprehensive national results flawed rhetoric classroom. disservice nation, sinisterly, it these students. While would like glorify our current distance racial aggressions, as black woman, cannot afford overestimate positive qualities diversity/integration. Because audacity hold degrees grant me access privileged both my mere presence shifts dynamics It suddenly becomes raced. Language-use literally put on battlefield where micro-aggressions serve swords shield an English degree forces coddle non-Black students, also defending instructional choices. Through personal experiences, this essay use freshman point advocacy for classrooms, thus programs train nation’s teachers. Yo explores student’s resistance discomfort such strategies,