Authors: Rodrigo Alberto Narro Pérez*, School of Earth, Environment & Society, McMaster University
Topics: Latin America, Geography Education, Regional Geography
Keywords: Anti-Racism Pedagogy, Latin America, Regional Geography, Critical Race Theory, Reflections,
Session Type: Virtual Paper
Start / End Time: 4:40 PM / 5:55 PM
Room: Virtual 11
Presentation File: No File Uploaded
This paper will discuss the application of anti-racism pedagogies in a third-year regional Latin American geography class in a Canadian University. Anti-racism pedagogies within the study of geography undermine the long history of the discipline and its engagement with colonialism, imperialism and the creation of spatial inequities. Anti-racism pedagogies where implemented in this course to critically deconstruct the way in which race, gender, history, identity, and geography have intersected and constructed “Latin America” as a region. Positionality of the instructor and student also shaped the way in which racial pedagogies was enacted. In addition, the inclusion and amplification of Black and Indigenous voices, experiences and identifies were integrated throughout the course as part of the curriculum material (readings, videos and guest lectures).
To assess the impact of these anti-racism pedagogies in this course, a qualitative analysis of two student reflection assignments were completed. The first was assigned at the start of the course with the final reflection occurring at the end of the term. Analysis of these reflections include the understanding and knowledge of Latin America as well as the perceptions and predispositions that students had before the start of the course and if any changes had occurred once the course was over.
A summary of the results from the analysis of these reflections will be shared as well as what lessons the instructor had from teaching this course, how anti-racism pedagogies can be applied by other geography educators in their respective geography courses.