Reflections on operationalizing an anti-racism pedagogy: teaching as regional storytelling

References

• Alderman, D. H. (2018, February). Time for a radical geographic literacy in Trump America. Newsletter of the American Association of Geographers. Retrieved from http://news.aag.org/2018/02/time-for-a-radical-geographic-literacy-in-trump-america/
   Google Scholar
• Alderman, D. H., & Inwood, J. (2014). Toward a pedagogy of Jim Crow: A geographic reading of the green book. In L. E. Estaville, E. J. Montalvo, & F. A. Akiwumi (Eds.), Teaching ethnic geography in the 21st century (pp. 68–78). Washington, DC: National Council for Geographic Education.
   Google Scholar
• Bledsoe, A., Eaves, L. E., & Williams, B. (2017). Introduction: Black geographies in and of the United States South. Southeastern Geographer, 57(1), 6–11.
   Web of Science ®Google Scholar
• Cameron, E. (2012). New geographies of story and storytelling. Progress in Human Geography, 36(5), 573–592.
   Web of Science ®Google Scholar
• De Genova, N. (2017). The incorrible subject: Mobilizing a critical geography of (Latin) America through the autonomy of migration. Journal of Latin America Geography, 16(1), 17–41.
   Web of Science ®Google Scholar
• Esson, J. (2018). “The why and the white”: Racism and curriculum reform in British geography. Area.
   Web of Science ®Google Scholar
• Giroux, H. (2004). Critical pedagogy and the postmodern/modern divide: Towards a pedagogy of democratization. Teacher Education Quarterly, 31(1), 31–47.
   Google Scholar
• Guerin, B. (2003). Combating prejudice and racism: New interventions from a functional analysis of racist language. Journal of Community and Applied Social Psychology, 13, 29–45.
   Web of Science ®Google Scholar
• Hankins, K. B., & Yarbrough, R. A. (2009). Positionality and active learning: Confronting privilege in field-exercise design. Journal of Geography, 107(4–5), 186–193.
   Web of Science ®Google Scholar
• Harrowell, E., Davies, T., & Disney, T. (2018). Making space for failure in geographic research. The Professional Geographer, 70(2), 230–238.
   Web of Science ®Google Scholar
• Hill, A. D., Dunn, J. M., & Klein, P. (1995). “Memo to the teacher from the GIGI staff,” overview to teacher’s guide in geographic inquiry into global issues (20 modules for secondary schools). Chicago: Encyclopedia Britannica Educational Corp. Retrieved from https://www.unco.edu/hss/geography-gis/pdf/gigi/gigi-inquiry-overview.PDF
   Google Scholar
• Kanngieser, A. (2012). A sonic geography of voice: Towards an affective politics. Progress in Human Geography, 36(3), 336–353.
   Web of Science ®Google Scholar
• Keane, M., & Villanueva, M. (Eds.). (2009). Thinking European(s): New geographies of place, cultures and identities. Newcastle-upon-Tyne: Cambridge Scholars Publishing.
   Google Scholar
• King, L. J., & Chandler, P. T. (2016). From non-racism to anti-racism in social studies teacher education: Social studies and racial pedagogical content knowledge. In A. R. Crowe & A. Cuenca (Eds.), Rethinking social studies teacher education in the twenty-first century (pp. 3–21). Cham, Switzerland: Springer.
   Google Scholar
• Kishimoto, K. (2018). Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom. Race Ethnicity and Education, 21(4), 540–554.
   Web of Science ®Google Scholar
• Kobayashi, A. (2014). The dialectic of race and the discipline of geography. Annals of the Association of American Geographers, 104(6), 1101–1115.
   Web of Science ®Google Scholar
• Mahtani, M. (2014). Toxic geographies: Absences in critical race thought and practice in social and cultural geography. Social & Cultural Geography, 15(4), 359–367.
   Web of Science ®Google Scholar
• McGuinness, M. (2009). Putting themselves in the picture: Using reflective diaries in the teaching of feminist geography. Journal of Geography in Higher Education, 22(3), 339–349.
   Web of Science ®Google Scholar
• McKittrick, K. (2011). On plantations, prisons, and a black sense of place. Social & Cultural Geography, 12(8), 947–963.
   Web of Science ®Google Scholar
• McKittrick, K., & Woods, C. A. (Eds.). (2007). Black geographies and the politics of place. Toronto: Between the Lines.
   Google Scholar
• Merrett, C. D. (2004). Social justice: What is it? Why teach it? Journal of Geography, 103(3), 93–101.
   Web of Science ®Google Scholar
• Misco, T., & Shiveley, J. (2016). Operationalizing social justice in social studies education. The Social Studies, 107(6), 186–193.
   Google Scholar
• Onuki, J., Mouron, F., & Urdinez, F. (2016). Latin American perceptions of regional identity and leadership in comparative perspective. Contexto Internacional, 38(1), 433–465.
   Google Scholar
• Ortiz, L., & Jani, J. (2010). Critical race theory: A transformational model for teaching diversity. Journal of Social Work Education, 46(2), 175–193.
   Web of Science ®Google Scholar
• Pierce, J., & Widen, H. (2017). Visceral pedagogy: Teaching challenging topics emotionally as well as cognitively. Journal of Geography, 116(2), 47–56.
   Web of Science ®Google Scholar
• Radcliffe, S. A. (2017). Decolonising geographical knowledges. Transactions of the Institute of British Geographers, 42(3), 329–333.
   Web of Science ®Google Scholar
• Rees, P. W., & Legates, M. (2013). Returning “region” to world regional geography. Journal of Geography in Higher Education, 37(3), 327–349.
   Web of Science ®Google Scholar
• Sanders, R. (2013). The complexities of teaching simple geographic concepts: A guide to connecting critical geography to the classroom. In T. Kenreich (Ed.), Geography and social justice in the classroom (pp. 81–102). New York: Routledge.
   Google Scholar
• Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal? An introduction to key concepts in social justice education. New York, NY: Teachers College Press.
   Google Scholar
• Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44.
   Google Scholar
• Statistics Canada. (2017, November 29). Census profile. 2016 census. Statistics Canada catalogue no. 98-316-X2016001. Ottawa.
   Google Scholar
• Troyna, B. (1987). Beyond multiculturalism: Towards the enactment of anti-racist education in policy, provision and pedagogy. Oxford Review of Education, 13(3), 307–320.
   Web of Science ®Google Scholar
• Warf, B. (2015). Injecting cosmopolitanism into the geography classroom. Journal of Geography in Higher Education, 39(1), 37–50.
   Web of Science ®Google Scholar
• Wellens, J., Berardi, A., Chalkley, B., Chambers, B., Healey, R., Monk, J., & Vender, J. (2006). Teaching geography for social transformation. Journal of Geography in Higher Education, 30(1), 117–131.
   Web of Science ®Google Scholar
• Zembylas, M. (2012). Pedagogies of strategic empathy: Navigating through the emotional complexities of anti-racism in higher education. Teaching in Higher Education, 17(2), 113–125.
   Web of Science ®Google Scholar