| Title: |
BREATHE: Embracing Radical Epistemological Activist Teaching for Higher Education |
| Language: |
English |
| Authors: |
Frank Tuitt; Saran Stewart; Kelly Schlabach |
| Source: |
Taboo: The Journal of Culture and Education. 2026 24(1):6-30. |
| Availability: |
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: |
Y |
| Page Count: |
25 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Activism; Higher Education; Teaching Methods; Diversity Equity and Inclusion; Critical Race Theory; Politics of Education; African Americans; Educational Change; Models; Intersectionality; Global Approach; Foreign Countries; Racism |
| Geographic Terms: |
United States; United Kingdom; Canada |
| ISSN: |
1080-5400; 2164-7399 |
| Abstract: |
This paper explores the global rise of attacks on Diversity, Equity, and Inclusion (DEI) and Critical Race Theory (CRT), which have been fueled by conservative, right-wing groups aimed at dismantling racial equity efforts, particularly in the United States. These attacks have also spread to other countries such as the United Kingdom and Canada, where DEI initiatives are being systematically undermined. The common thread across these global efforts is the persistence of anti-Blackness, which seeks to reinforce white supremacy while hindering racial progress. In response, this paper examines how transnational Black liberation movements can inform the conceptualization of pedagogical practices that support Black Radical Epistemological Activist Teaching for Higher Education (BREATHE). Using Critical Race Theory, BlackCrit, and Plantation Politics frameworks, the paper advances a set of considerations (BREATHE) to guide the creation of educational spaces that have the potential to resist anti-Blackness globally. Specifically, we organize our discussion of transformative pedagogical considerations by utilizing a Black liberation framework related to advancing Black epistemology and praxis, emphasizing intersectionality and the multiplicity of Blackness, understanding Black transnationalism, mobilizing Black students' activism, and cultivating Black radical emancipatory imagination. By engaging the global struggle for Black liberation, this paper aims to lift up teaching and learning strategies that challenge anti-Blackness, humanize Black students, and foster antiracist educational environments world-wide where Black people can BREATHE. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Access URL: |
https://taboo-journal.com/ |
| Accession Number: |
EJ1496041 |
| Database: |
ERIC |