The Antiracist World Language Classroom

239 Pages·2022·20.959 MB·

by  Krishauna Hines-Gaither, Cécile Accilien

The Antiracist World
Language Classroom
How can you incorporate antiracist practices into specific
subject areas? This essential book finally answers that question
and offers a clear roadmap for introducing antiracism into the
world language classroom.
Drawing on foundational and cutting- edge knowledge of
antiracism, authors Hines- Gaither and Accilien address the fol-
lowing questions: what does antiracism look like in the world
language classroom; why is it vital to implement antiracist prac-
tices relevant to your classroom or school; and how can you enact
antiracist pedagogies and practices that enrich and benefit your
classroom or school?
Aligned with the American Council on the Teaching of For-
eign Languages standards, the book is filled with hands- on anti-
racist activities, strategies and lesson plans. The book covers all
necessary topics, including designing antiracist units of study,
teaching across proficiency levels, advocacy and collaboration in
the community and how to facilitate self- reflection to become an
active antiracist educator. The tools, prompts and resources in
this book are essential for any world language teacher, depart-
ment chair, or school leader.
Krishauna Hines- Gaither is the owner of Hines-G aither Con-
sulting, a firm dedicated to diversity and inclusion, and Vice
President for Equity, Diversity and Justice at Mount Saint Mary’s
University, Los Angeles, CA.
Cécile Accilien is former Chair of the Interdisciplinary Studies
Department and current Professor of African and African Dias-
pora Studies at Kennesaw State University, GA. She is Vice-
President of the Haitian Studies Association and Co-Owner of
Soley Consulting, LLC, a diversity, equity and inclusion firm.
Other Eye on Education Books
Available from Routledge
(www.routledge.com/eyeoneducation)
Your World Language Classroom:
Strategies for In- Person and Digital Instruction
Rachelle Dené Poth
Enlivening Instruction with Drama and Improv:
A Guide for Second Language and World Language Teachers
Melisa Cahnmann- Taylor and Kathleen R. McGovern
Leading Your Language Program:
Strategies for Design and Supervision, Even If You
Don’t Speak the Language
Catherine Ritz
10 Perspectives on Equity in Education
Edited By Jimmy Casas, Onica L. Mayers and Jeffrey Zoul
Anti- Bias Education in the Early Childhood Classroom
Hand in Hand, Step by Step
Katie Kissinger
Black Appetite. White Food.
Issues of Race, Voice, and Justice Within and
Beyond the Classroom
Jamila Lyiscott
Our Diverse Middle School Students
A Guide to Equitable and Responsive Teaching
Elizabeth D. Dore and Deborah H. McMurtrie
Restorative Justice Tribunal
and Ways to Derail Jim Crow Discipline in Schools
Zachary Scott Robbins
The World Language Teacher’s Guide to Active Learning
Strategies and Activities for Increasing Student Engagement
(2nd Edition)
Deborah Blaz
The Antiracist World
Language Classroom
Krishauna Hines- Gaither and Cécile Accilien
Cover images: © Getty Images
First published 2023
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 Krishauna Hines- Gaither and Cécile Accilien
The right of Krishauna Hines- Gaither and Cécile Accilien
to be identified as authors of this work has been asserted
in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging- in- Publication Data
A catalog record for this title has been requested
ISBN: 978- 1- 032- 11064- 6 (hbk)
ISBN: 978- 1- 032- 06569- 4 (pbk)
ISBN: 978- 1- 003- 21826- 5 (ebk)
DOI: 10.4324/ 9781003218265
Typeset in Palatino
by Newgen Publishing UK
Access the Support Material: www.routledge.com/9781032065694
To Giovanni Douglas Gaither & Zahir Mikah Accilien
May you continue to be curious as you understand, acknowl-
edge and claim your place in the world as African American and
Afro- Haitian American young men. May you always strive for
antiracism and social justice, whenever and wherever you can.
In Memoriam:
◆ Alice Lee Cannady Gaither, a tireless advocate for educa-
tion and justice
◆ Mattie Mae Evans, a bright light and a firecracker until
the very end
◆ Roseline Massé, a generous and kind soul
◆ Salomon Augustin Sr., passionate about education for all
◆ Herman Bostick and Charles Hancock, our legends

Contents
Acknowledgments � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ix
Support Material � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xi
Foreword � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �xiii
Preface � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �xv
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
1 Defining the Antiracist World Language Classroom . . . . . .33
2 Naming White Supremacy, Anti- BIPOC and
Anti- Blackness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
3 Setting the Stage for the Antiracist Classroom . . . . . . . . . . .95
4 Designing Antiracist Units of Study . . . . . . . . . . . . . . . . . .117
5 Planning Daily Lessons on Antiracism . . . . . . . . . . . . . . . .149
6 Addressing Conflicts in the Antiracist Classroom . . . . . . .167
7 Teaching Antiracism across Proficiency Levels . . . . . . . . .185
8 Advocacy and Collaboration for the Antiracist
World Language Classroom . . . . . . . . . . . . . . . . . . . . . . . . . .205

Acknowledgments
We offer a special note of gratitude to Emily Dombrovskaya and
Karen Adler of Routledge Press. It was a wonderful experience
to work with you both. We appreciate your prompt feedback,
patience, affirmations, edits and encouragement.
Sankofa is an African word from the Akan tribe of Ghana. The
Akans believe that our understanding of the present is measured
by the past. In drafting The Antiracist World Language Classroom,
we pay homage to those who have laid the foundation for anti-
racism. Although it would require a separate project to name
those who have contributed to this work, we are grateful to
them all.
We thank Cassandra Glynn for writing the foreword, and
for her contributions to the language field; Christen Campbell
for her constructive feedback on the manuscript and for being a
sounding board; Richard de Meij for his work on the web com-
panion site; Shana LeGrant for consulting with us and providing
insights from a district level perspective.
Also, in the spirit of Konbit, a Haitian Kreyòl word that
means “communal and cooperative labor,” we have completed
this work in collaboration with our world language colleagues.
They shared their knowledge with us in a variety of ways, and
we thank them for their generosity, commitment and time.
In addition to those aforementioned, others who contributed
to this book include the following: Stephen Campitelli, Ignacio
Carvajal Regidor, Marie Correa- Fernandes, Renata Creek-
mur, Anne François-H urley, Michelle Fulwider- Westall, Jowel
Laguerre, Cécile Lainé, Priscilla Layne, Nathalie Letourneau,
Nodia C. Mena, Alice A. Miano, Lovia Mondésir, John Moran,
Kimberly Nao, Peter Ojiambo, Adriana Ramírez, Andrea
Scapolo, Julee Tate, Kristi Lentz Taylor, Carine Terras, Claudia
Vallejo, Brenda A. Wawire and Jenniffer Whyte.