%0 Journal Article
%A G. T. Reyes
%A Michael D. Lee
%A Nina Haft
%A Marlin Halim
%A Ana Almeida
%A Eve Higby
%A Pascale Guiton
%D 2023
%C Berlin, Germany
%I Peter Lang Verlag
%J PHILOSOPHY AND THEORY IN HIGHER EDUCATION
%@ 2578-5761
%N 1
%V 5
%T 9. The Anti-Racist Liberatory Pedagogy Academy: Critical Race Faculty Development
%R 10.3726/PTIHE.012023.0010
%U https://www.peterlang.com/document/1370747
%X This paper explores a critical professional development project at a public university called the Anti-Racist Liberatory Pedagogy Academy (ARLPA). As a faculty-teaching-faculty project, this work focuses on the facilitators of the program rather than the participants. The gaze on the facilitators helps to explore how their consciousness raising process was influenced by critical race theory. To attend to that process, generative autoethnography as critical race methodology was used to explore these questions. How did we as facilitators of ARLPA engage in praxis to further our own work with anti-racism? How might critical race theory help to make sense of our experiences within ARLPA? From the examination of the counter-stories, this paper ends by offering a future exploration by posing the question; how might praxis nurture political and pedagogical clarity through racial analyses?
%K critical race theory, whiteness, anti-racism, liberatory pedagogy, critical pedagogy, praxis, professional development, faculty development, faculty-teaching-faculty