Arcadia University’s Center for Teaching, Learning, and Mentoring (CTLM) and the Center for Antiracist Scholarship, Advocacy, and Action (CASAA) are officially launching the Praxis for Teaching Race (PTR) program, the product of a collaboration to develop a series of flexible learning modules that bring antiracist pedagogy to life in Arcadia classrooms across all departments and divisions. 

Thanks to the support of a two-year grant from the W. K. Kellogg Foundation, a team of architects from CTLM, CASAA, community experts, and faculty and staff from across Arcadia spent the last two years researching and developing a robust program designed to detail ways to talk about and teach race in the classroom, within departments, and interpersonally.

The program will present modules including the DIY Starter Kit, Peer-to-Peer Learning, and Consultation Team, as well as resources such as live workshops, drop-in hours, and a digital and physical Equity Lab. The Equity Lab and the space in CTLM are accessible to all, but because full-time and part-time faculty and adjuncts are compensated for their participation, those who have formally enrolled and participated in the program get priority access to the resources. Check out the PTR program map here. 

“The implementation of the combating anti-Black racism initiatives on campus and the addition of two required CABR courses as part of the Arcadia undergraduate curriculum were landmark moments in the antiracist journey of the University,” said Dr. Christopher Allen Varlack, executive director of CASAA, director of Pan African Studies, and assistant professor of English. “The Praxis for Teaching Race Program then became a necessary vehicle to provide additional resources and training on how to infuse antiracist content and pedagogy into their courses. The different modules that comprise PTR offer access to foundational knowledge on antiracist teaching practices, opportunities to learn from peers also working on their pedagogical approaches, and a wealth of resources, including consultations, to further support that important work.”

“We were so fortunate to be able to spend the time, and have access to both people power as well as resources, to create a program that suits where we are as a community, and what we need to fulfill the vision and goals of our CABR initiatives,” said lead coordinator for PTR Monica Day, who also serves as an adjunct faculty member and the Inclusive Excellence Programs Support Specialist working closely with the CTLM and Gateway to Success/ACT101. “Of course, there are many tools and resources out there on this topic – so many that it becomes overwhelming. We just keep asking the question, ‘Where do you want to start?’ We find this really helps our colleagues to focus and take the kinds of small steps that can add up to substantive change over time.”

In a session during May Workshops, members of the PTR pilot shared how instrumental the elements of the program were for them. 

“I will confess,” said Adjunct Professor Adam DePaul, “that I usually shy away from the kinds of activities we did in our live workshops, such as role playing. But this was different. It felt authentic and highly applicable to our experiences with students and in the classroom.” 

“I was surprised at how much it improved my capacity to have meaningful – and sometimes challenging – exchanges about race after having had the space and time to practice and discuss the topic with colleagues. My confidence really got a boost,” agreed Assistant Professor of English Daniel Schall.

Two PTR learning modules are launching this semester: DIY Starter Kit and Peer-to-Peer Learning. The DIY Starter Kit offers a simplified pathway to pedagogical resources as well as engaging exercises and practices individuals can do at their own pace, and the Peer-to-Peer Learning module, a framework for real-time reflection, observation, and support for implementing antiracist pedagogies in current and future courses. Participants enrolled in these modules also have access to a series of live workshops, drop-in hours, and a robust Equity Lab to support their efforts and guide them along the way. 

Over time, as more and more individuals participate in the PTR program, they will be invited to complete a rotation on the Consultation Team to mentor their colleagues, share their experiences and best practices, and consult on ways to incorporate antiracist pedagogies and practices in their classes. This final module will help the program become self-sustaining and ensure that the practices and principles become part of the fabric of Arcadia’s learning environment. The program also includes multiple points of data collection, feedback, and reflection to reinforce learning for its participants and also to monitor its effectiveness.  

Live workshops allow participants to experiment with their teaching practices in a safe space without the risk of causing harm to their students or colleagues. This is possible through role-play scenarios, small group discussions, and sharing information on how to best face challenging interactions. Once a month a member of the PTR planning team or consultation team will host drop-in hours for any participants to discuss progress with the program. 

Housed in Taylor Hall room 109, the Equity Lab serves as the hub for many antiracist scholarship and pedagogical resources that are available on campus. The lab houses both physical and digital materials, such as academic and popular books, discussion cards to prompt dialogue, and a growing collection of video resources and articles, as well as a space to sit with colleagues to engage with one another around this material.

As the program pivots from the research and development phases into offering these resources on a larger scale, the PTR planning team will host an information session on Sept. 20 from noon to 1 p.m. via Zoom. Here, attendees will learn more about the program’s offerings and how they can get involved.

“Looking holistically at what we need as a community was really important for us over the past couple of years,” shared Dr. Ellen Skilton, professor of Education and faculty director of CTLM. “When it comes to race, one size doesn’t fit all. People are at different places in their antiracist journeys and also have different strengths and challenges in the ways they think about their pedagogical practice. This program is designed to meet each person where they are – and accompany them along their journey. We feel this has the potential to transform us as a teaching and learning community.” 

Faculty and teaching staff interested in enrolling in the program can do so by completing this form.