How-to Guide

How to Develop a Representative Reading List

One of the challenges 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 your selection of literature and academic materials. What are your sources and who has authored them? Have you included non-Eurocentric material?

• 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.Do not organize your list in such a way as to give the appearance of importance or precedence to specific authors; but also ensure that all works, particularly those authored by marginalized and/or people of colour, is intentional and authentic in its purpose for inclusion (i.e., not an “optional” reading or included in order to “check a box”). One way to show neutrality is listing authors by their last names or listing them by the year of publication.

• Language bias: Check for general compliance with the most current version of APA (7th edition) or MLA (9th edition) guidelines on inclusive and bias-free language requirements (see Instructor Resources listed below)This also includes verbiage, slang, colloquialisms, and other charged language

• Racial verification: Check to see whether course reading lists are dominated by white, male, and Eurocentric authors

• Readings with expanded worldviews & Deficit-based language: Select reading content that (books and other learning materials) doesn’t use oppressive and deficit-based language, such as “vulnerable”, “at-risk”, or “distressed” when referring to underrepresented or racialized groups as well as those who have a disability or represent gender minorityInstead think about using stories to talk about the struggles of individual people or places that showcase systemic disparities and clearly communicate the problems that existDevelop opportunities for learners to explore the works of authors from multiracial communities/backgrounds

• 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 where possible. Explicitly teaching these skills in-class, online, or asynchronously can help with setting expectations and teaching appropriate skills for discourse and discussion

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 more “traditional” un-inclusive lists and to reference authors from underrepresented groupsLearners 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 more “traditional” sources such as journal and other academic works

Narrative Approach