Our course development resources are designed to aid faculty as they prepare to teach Difference, Power, and Oppression courses. The academic literature included in this list is only a sample of discipline/field-specific course development resources. Please contact us if you have a resource you'd like to see added to the list.

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Redesigning Syllabi to Create Antiracist Courses

Kilgo, D. B. (2021). Radically Transforming Programs and Syllabi. Teaching Race, 1.

Lo, R. S., & Mayorga, E. (2022). Redesigning Syllabi to Create Antiracist Courses. Teaching Ethics, 22(2).

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Allan, J. (2010). The inclusive teacher educator: Spaces for civic engagement. Discourse (Abingdon, England), 31(4), 411–422. https://doi.org/10.1080/01596306.2010.504359

Applebaum, B. (2003). Social Justice, Democratic Education and the Silencing of Words that Wound. Journal of Moral Education, 32(2), 151–162. https://doi.org/10.1080/0305724032000072924

Baily, S., & Katradis, M. (2016). “Pretty Much Fear!!” Rationalizing Teacher (Dis)Engagement in Social Justice Education. Equity & Excellence in Education, 49(2), 215–227. https://doi.org/10.1080/10665684.2016.1144833

Bentley-Williams, R., & Morgan, J. (2013). Inclusive education: Pre-service teachers’ reflexive learning on diversity and their challenging role. Asia-Pacific Journal of Teacher Education, 41(2), 173–185. https://doi.org/10.1080/1359866X.2013.777024

Booth, T. (2011). The name of the rose: Inclusive values into action in teacher education. Prospects (Paris), 41(3), 303–318. https://doi.org/10.1007/s11125-011-9200-z

Flintoff, A., Dowling, F., & Fitzgerald, H. (2015). Working through whiteness, race and (anti) racism in physical education teacher education. Physical Education and Sport Pedagogy, 20(5), 559–570. https://doi.org/10.1080/17408989.2014.962017

Gorski, P. C. (2009). Cognitive dissonance as a strategy in social justice teaching. Multicultural Education, 17(1), 54. Hill-Jackson, V. (2007). Wrestling Whiteness: Three Stages of Shifting Multicultural Perspectives among White Pre-service Teachers. Multicultural Perspectives (Mahwah, N.J.), 9(2), 29–35. https://doi.org/10.1080/15210960701386285

Keesing-Styles, L. (2006). Education for Social Justice in an Uncertain World. International Journal of Learning, 13(2), 95–102. https://doi.org/10.18848/1447-9494/CGP/v13i02/44833

Lensmire, T. J., McManimon, S. K., Tierney, J. D., Lee-Nichols, M. E., Casey, Z. A., Lensmire, A., & Davis, B. M. (2013). McIntosh as Synecdoche: How Teacher Education’s Focus on White Privilege Undermines Antiracism. Harvard Educational Review, 83(3), 410–431. https://doi.org/10.17763/haer.83.3.35054h14l8230574

McDonald, M. A. (2008). The Pedagogy of Assignments in Social Justice Teacher Education. Equity & Excellence in Education, 41(2), 151–167. https://doi.org/10.1080/10665680801943949

Pearce, S. (2012). Confronting dominant whiteness in the primary classroom: Progressive student teachers’ dilemmas and constraints. Oxford Review of Education, 38(4), 455–472. https://doi.org/10.1080/03054985.2012.710546

Schmidt, S. J., Chang, S., Carolan-Silva, A., Lockhart, J., & Anagnostopoulos, D. (2012). Recognition, responsibility, and risk: Pre-service teachers’ framing and reframing of lesbian, gay, and bisexual social justice issues. Teaching and Teacher Education, 28(8), 1175–1184. https://doi.org/10.1016/j.tate.2012.07.002

Walgenbach, K., & Reher, F. (2016). Reflecting on privileges: Defensive strategies of privileged individuals in anti-oppressive education. The Review of Education/Pedagogy/Cultural Studies, 38(2), 189–210. https://doi.org/10.1080/10714413.2016.1155957

Whitehead, K. (2007). Addressing Social Difference with Prospective Teachers Who Want “To Make a Difference.” Asia-Pacific Journal of Teacher Education, 35(4), 367–385. https://doi.org/10.1080/13598660701268577