Robinson Oral
Department of Sociology, University of British Columbia, Vancouver, British Columbia, Canada.
Can Rev Sociol. 2022 Nov;59(4):451-469. doi: 10.1111/cars.12400. Epub 2022 Oct 26.
Antiblackness, anti-Black racism and other oppressions work within systems such as capitalism, white supremacy and globalization. As a system, Canadian higher education institutions are complicit with the oppression of Black, Indigenous and racialized peoples. Anti-oppressive and antiracist pedagogies attempt to challenge institutional power and oppression but face resistance within the academy and wider society. This paper articulates Black Affirming Pedagogy as an additional anticolonial, antiracist, pro-Black teaching praxis aimed at furthering educators' resiliencies and capacities for cultivating transformations and social change. Pro-Black affirmations of Blackness, allyship/solidarity, humanity, diverse knowledge, and action are discussed alongside strategies for praxis. Risks of engaging in Black Affirming Pedagogy and suggestions for overcoming them are also highlighted.
反黑人主义、反黑人种族主义和其他压迫在资本主义、白人至上主义和全球化等体系中发挥作用。作为一个体系，加拿大的高等教育机构参与了对黑人、原住民和有色人种的压迫。反压迫和反种族主义教学法试图挑战制度权力和压迫，但在学术界和更广泛的社会中面临阻力。本文阐述了黑人肯定教学法，这是一种额外的反殖民、反种族主义、亲黑人的教学实践，旨在增强教育工作者的适应能力以及培养变革和社会变革的能力。文中讨论了对黑人的亲黑人肯定、盟友关系/团结、人性、多元知识和行动，以及实践策略。还强调了采用黑人肯定教学法的风险以及克服这些风险的建议。
