Critical Foundations
How can we incorporate antiracist pedagogy in teaching with Asian art?
Introduction
We all bring our prior knowledge and beliefs to our viewing of artworks. What we already know and believe informs how we interpret what we see. Our impressions depend on our worldview and how we think of people, places, and cultures—especially when they are unfamiliar or different from our own identity and experience. But how often do we take time to reflect on the assumptions we bring to an art-viewing experience?
Scholar and social theorist Patricia Hill Collins defines racism as a system of power with four domains: structural, cultural, disciplinary, and interpersonal. This means that racism is built into the systems and institutions of American life and, by extension, the culture and media we are exposed to every day. Most of us, unfortunately, have probably witnessed or experienced racist behavior—verbal or physical bullying, harassing, or mocking of someone because of their racial identity. This is interpersonal racism—racism that happens between one person and another.
When discussing art, you may encounter comments from students that strike you as harmful, dehumanizing, or untrue, or that perpetuate misunderstandings about Asian people. This is an opportunity to learn and grow as classmates and as U.S. and global citizens!
Teaching and Learning Resources
When a racist comment or microaggression occurs, remember that racism and tolerance are taught from a young age, and your students are not inherently bad people for saying/thinking racist things. Instead, engage with the student further. Unravel the comment and ask questions such as:
- Why did you say that?
- What did you mean by it?
- How do you think it might hurt others?
Empower students to have these hard conversations and “call in” (vs. “calling out,” or shaming) racism when it crops up. Remember, it’s not about who is right or wrong. It is about learning how to live with people who are different from us.
- Here’s a handy guide on how to facilitate “calling in” a member of the class.
- Ask your students: What are ways we can work to identify and counteract implicit bias in ourselves and in our everyday lives and interactions?
Antiracist pedagogy and facilitation can be challenging, even for grown-ups! It takes practice to get comfortable navigating and guiding difficult conversations. Look to our “Additional Resources” below for links to books, tool kits, articles, and podcast episodes to support you.