Contributing a chapter to a book was a labour of love for Teresa Holden, a PhD candidate in educational studies.

She co-authored with education professor Clayton Smith the chapter “A Systematized Review of Anti-Racist Pedagogical Strategies” in Interrogating Race and Racism in Postsecondary Language Classrooms, published earlier this year by IGI Global.

“The process required persistence and discipline,” Holden recalls. “Understanding that there are multiple rounds of revision — it took almost one full year.”

In addition, there were very few sources specifically addressing higher education. But in the end, she says, she got the satisfaction of having a goal and seeing it come to fruition.

The publication sets out an approach to teaching that aims to create inclusive and equitable learning spaces.

“There are racist and colonial underpinnings not just in Canada, but globally,” Holden says. “How do we as educators attack these power structures so students feel comfortable in their learning?”

She notes that teachers may not even be aware that they are perpetuating patterns of white privilege.

“I found it intriguing that maybe some teachers do it unconsciously. They may not understand the intricacies of the power dynamic,” says Holden. “You have to ask yourself: am I conveying a dominant cultural perspective? Am I undermining my students?”

Fortunately, she concludes, there are ways to address these challenges.

“You can combat it by having open dialogue with your students. We really can change it if we want to,” Holden says. “A lot of people don’t like talking about the subject, but teachers are the key people who can facilitate honest discussion.”

And she believes the project will make her a better educator.

“This process allowed me to open my eyes to what I’m doing in the classroom. I have become more sensitive to how I am conveying information,” she says.