Critical Race Theory as Innovative Pedagogy in LIS: SIG: Innovative Pedagogy

Anthony Dunbar; Hassan Zamir; Renate Chancellor; Siobahn  Day Grady; Anthony Dunbar; LaVerne  Gray; Kafi Kumasi

doi:10.21900/j.alise.2022.1114

Authors

Anthony Dunbar Dominican University
Hassan Zamir Dominican University
Renate Chancellor Syracuse University https://orcid.org/0000-0002-6266-9768
Siobahn Day Grady North Carolina Central University https://orcid.org/0000-0001-5453-5324
Anthony Dunbar Dominican University https://orcid.org/0000-0002-6042-0651
LaVerne Gray Syracuse University
Kafi Kumasi Wayne State University https://orcid.org/0000-0002-5853-0501

DOI:

https://doi.org/10.21900/j.alise.2022.1114

Keywords:

Critical Race Theory, Racial Battle Fatigue, Black Feminist/Womanist Thought, Critical Pedagogy, Innovative Pedagogy, Storytelling as Pedagogy, Critical race Pedagogy, Social Justice, Racial Justice

Abstract

The wake of the racial awakening summer of 2020, which led to an interest convergence for racial justice along with the subsequent chilling of racial justice progress serves as the context for this engaging and thought provoking panel. Further contributing to the significance of this panel has been the misinformation, dog whistling, and weaponizing tactics related to critical race theory. While library and information studies has incorporated diversity and cultural based pedagogies into some of the LIS curriculum; critical race theory specific praxes remain anomalies in the discipline. The panel will discuss CRT specific courses currently taught in LIS accredited programs, the racial battle fatigue that highly impacts LIS faculty who teach and research within CRT frameworks, as well as some of the future technological possibilities related to CRT pedagogical frameworks.

Critical Race Theory as Innovative Pedagogy in LIS

SIG: Innovative Pedagogy

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