Developing and delivering anti-racist approaches to field teaching

This chapter explores the interplay between race, reflexivity, and the practices of field teaching. Drawing on the principles of critical race theory, it advocates for an explicitly anti-racist approach to fieldwork as pedagogic practice. This approach requires an intentional consideration of the ways in which fieldwork is designed, delivered and ultimately experienced through a racialised lens. It encourages academic teachers to acknowledge and take account of how their own racial identities, as well as the racialised nature of their academic disciplines more broadly, impact on their approaches to fieldwork. It also calls for educators to examine the differential experiences of fieldwork by all their student groups. The chapter concludes by offering a set of practical steps that can be taken to achieve these goals; and outlines an example of good practice. In this way, it is hoped that this chapter will act as a guide to university educators, providing practical advice on designing and delivering field classes which support the learning of all students.