Developing and Using Representative Reading Lists

A transformative curriculum that consists of a diverse and inclusive reading list helps to position divergent thinking into the pedagogy. This inspires historically underrepresented or unrepresented learners and promotes an increasingly engaged classroom for everyone (Schucan Bird & Pitman, 2020; Ambroi et al., 2021).

Racial inequalities may not be obvious in curricula but are no less harmful to Indigenous and other racialized groups (Schucan Bird & Pitman, 2020). Instances manifest through language habits that perpetuate the dominance of Western thinking during teaching and learning (Ambrosia et al.,2021). These manifestations may be subtle, e.g., “Christopher Columbus discovered North America…,” while ignoring the fact that he met Indigenous peoples, who were already living there.

In other ways, Western thinking is presented as the only knowledge or approach to a given situation in the process marginalizing or erasing other equally rich or important ways of knowing. As such, applying a representative reading list that includes Western thinking but also represents diverse voices and approaches helps to transform learning experiences which will likely lead to higher levels of engagement and more desirable outcomes in the classroom (Schucan Bird & Pitman, 2020)

Figure 1: Elements of a Western versus a non-Western reading list.

Figure 1 (above) provides a basic comparison of what a traditional and a nontraditional reading list may typically include. A diverse and inclusive (anti-racial) reading list may look like any of the following:

• Texts that integrate non-traditional perspectives into the content in meaningful ways; or
• Traditional and non-traditional sources as required reading with equal importance. This means that the readings should not be categorized “either/or,” “major/minor,” or in any other way that suggests prioritization or hierarchization.

Goals

1. Understand the importance of diverse and inclusive reading lists.
2. Understand steps on how to develop a representative reading list in your course.
3. Understand strategies on how to use an anti-racist reading list in your course.

How-to-guide

How to develop a representative reading list

A challenge in presenting anti-racist readings in the curriculum is text selection.

Consider the following when reviewing appropriate resources for your reading lists:

• Implicit bias: Continuously check your own biases in relation to literature and academic materials.
• Representation: Check for representation with regards to race, nationality/country of origin, ethnicity, and other relevant aspects of authors’ diverse background including gender, faith, etc. as applicable. Centre the work of authors of colour as important sources.
• Language bias: Check for general compliance with the most current version of APA (7th edition) guidelines on inclusive and bias-free language requirements (see Instructor Resources listed below).
• Racial verification: Check to see whether course reading lists are dominated by white, male and Eurocentric authors.
• Deficit-based language: Check that learning materials don’t use deficit-based language, such as “vulnerable”, “at-risk”, or “distressed”. Instead think about using stories to talk about the struggles of individual people or places that showcase systematic disparities and clearly communicate the problems that exist.
• Critical thinking: Discourage uncritical acceptance of all views by encouraging students to think critically and challenge material and content using an antiracist and equity lens as applicable.
• Readings with expanded worldviews: Select reading content (books and other learning materials) that avoid oppressive language when referring to underrepresented or racialized groups as well as those who have a disability or represent gender minority, etc. Develop opportunities for learners to explore the works of authors from multiracial communities/backgrounds.

How to use anti-racist reading lists

Constructing an anti-racist reading list may not be enough to broaden the learner’s reasoning abilities when viewing the world. To this end, a learning institution is responsible for ensuring that learner awareness about social injustices and inequities is integrated into the curriculum. This may be done by promoting greater understanding, respect, and appreciation for all races and ethnic groups, especially the historically marginalized, and the Indigenous Peoples who were the first to call this land their home. Strategies can be employed to ensure that reading lists are diverse, inclusive, and reflect multiracial perspectives.

Examples may include:

• Developing assessments with a global mindset: Create opportunities through assignments and other class-based strategies that require all learners to read beyond the traditional lists and to reference authors from underrepresented groups. Learners may be directed to possible sources that are appropriate for the subject.
• Encourage the use of practical sources to support learning: Where information on minority or underrepresented and racialized persons are hard to find, encourage learners to consider incorporating grey literature, such as, case studies and other learning aids that contribute to more representative learning experiences. This should be viewed as complimentary reading and learning resources that support representation but will be used in addition to other traditional sources.

Helping learners develop critical lens:

There are different ways that an instructor may teach learners how to interrogate readings. Suggested techniques to consider include:

• Pre-examine reading lists before submitting assignments
• Determine learner expectations of reading lists and their reaction to diversity in the curriculum.
• Explain the importance of finding sources that are based on ethical and rigorous research standards.

Narrative approach

Narratives may be a great tool an instructor can use to help transform thinking and beliefs about a given subject.

• Knowledge production: Develop an understanding of how the national narrative of Canada has been created. Use traditional and non-traditional texts to develop multiple perspectives and encourage learners to explore what was possibly excluded and what assumptions or stereotypes existed in the narrative.
• Immersive experience: Reflect, share, and discuss with learners how different cultural beliefs and behaviours can create opportunities, and how a lack of (inter)cultural understanding can create barriers. Include lived experiences of learners and others to facilitate co-creation of knowledge and promote immersive learning experiences.
• Way-finding: Develop or adopt tools and strategies that learners may use to confront social justice and inequality as a means of finding possible solutions for addressing them.

Resources

References

Ambrosia, D., Henzell, R. & Williams, J.L. (2021). Constructing antiracist reading pedagogical practices. Journal of Adolescent & Adult Literacy, 65(3), 197-272.

Schucan Bird, K., & Pitman, L. (2020). How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. High Educ 79, 903–920.

University of Wisconsin Green Bay Libraries (2021). Evaluating sources of information.

Authors

Written by: Judith Gallimore (Associate Chair, Business Administration).

Reviewed and edited by: Benjamin Denga (Anti-Racism Advisor, Reimagine Higher Education).