Antiracist Education in an Asynchronous Online Class: A Learning Module

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Location: La Nouvelle Ballroom, Table 11
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Participate and share : Poster

Dr. Elizabeth Uzzell  
Dr. Peter Hessling  

This poster demonstrates an asynchronous module we created for preservice teachers in a foundations of education class. We will share our introduction to antiracist practices, describe the tools that we used with students, provide resources for instructors and share some lessons learned.

Audience: Teachers, Teacher education/higher ed faculty
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Teacher education
Grade level: Community college/university
ISTE Standards: For Educators:
  • Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
  • Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
For Students:
Knowledge Constructor
  • Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Proposal summary

Purpose & objective

-Explore an approach to teaching antiracist education in an asynchronous online class.
-Discuss the resources we used to help students understand structural inequalities in schools.
-Share ideas for implementing antiracist education across subjects and classes as well as our lessons learned.

We introduced this module to students early in the spring 2021 semester, via the Moodle Learning Management System. Over the course of the semester students referred to what they had learned through class projects and discussion forums on other related topics, like inclusion, multicultural education, and the opportunity gap. As part of the final course assessment, students choose their favorite journal entry, justify why they made this choice, and state how it is consistent with their philosophy of education. Many of the students in two online sections chose their journal from the antiracist module, stating that it impacted their thinking for the entire semester. While the current semester (Fall, 2021) is not yet over, we have been getting similar reactions from our students after they experienced the module.

Supporting research

Black and Latino students shut out of advanced coursework opportunities. (2020, January 9).
The Education Trust. Retrieved from,in%20AP%20courses%20are%20Latino
Carter, P.L. and Welner, K.G. (2013). Closing the opportunity gap: What America must do to
give every child an even chance. New York, NY: Oxford University Press.
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence
against women of color. Stanford Law Review, 43(6), 1241-1299.
Darby, F. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education,
53(2), 106-116.
Gregory, A., Skiba, R.J., and Noguera, P. A. (2010). The achievement gap and the discipline
gap: two sides of the same coin? Educational Researcher, 39(1), 59-68.
Hobson, M. (2014, May 5). Color blind or color brave? [Video]. YouTube. Retrieved from
Husband, T. (2016). But I don’t see color: The perils, practices, and possibilities of antiracist
education. Sense Publishers.
Kendi, I.X. (2019). How to be an antiracist. One World.
Ladson-Billings, G. (1995a). Toward a theory of culturally relevant pedagogy. American
Educational Research Journal, 32(3), 465-491.
Ladson-Billings, G. (1995b). But that’s just good teaching! The case for culturally relevant
pedagogy. Theory Into Practice, 34(3), 159-165.
Losen, D.J. (2011). Discipline policies, successful schools, and racial justice. National Education
Policy Center. Retrieved from
Martinez, E. (n.d). Race: The U.S. creation myth and its premise keepers. Retrieved from
National Center for Education Statistics. (2017). Status and trends in the education of racial and
ethnic groups. Retrieved from
Nilson, L.B. & Goodson, L.A. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. Jossey-Bass.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and
practice. Educational Researcher, 41(3), 93-97.
Southern Coalition for Social Justice. (2020). Racial equity report card. Retrieved from
Tatum, B.D. (1997). Why are all the Black kids sitting together in the cafeteria?: And other
conversations about race. Basic Books.
Verschelden, C. (2017). Bandwidth recovery: Helping students reclaim cognitive resources lost to poverty, racism, and social marginalization. Stylus.

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Dr. Elizabeth Uzzell, North Carolina State University

Elizabeth M. Uzzell is a PhD candidate and graduate research assistant in Educational Evaluation and Policy Analysis at North Carolina State University. She has also taught middle school English language arts. Her research interests include antiracist education, program evaluation, and inequities in K-12 education.

Dr. Peter Hessling, North Carolina State University

I’ve been teaching at North Carolina State University for over 25 years, including almost 15 years of teaching online in some form or another. My Ph.D. is in Foundations of Education from UNC Chapel Hill, so I come at technology entirely from the humanities. My research is in the history of education, online teaching and collaboration, and pre-service teacher beliefs. I’ve been on the ISTE TEN leadership team for several years, usually participating heavily in the ISTE TEN Playground. Occasionally, I like to make short class videos using puppets.

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