Student-centered, “embodied inter-referencing” as antiracist and anticolonial pedagogy

Abstract This article reflects on an experimental pedagogical approach I developed in a Japanese literature course that examines sex, gender, and sexuality response to institutional epistemic racism exist university Canada the specific context of COVID-19 pandemic when number anti-Asian hate crimes rose at enormous rate city where my is situated. Building intellectual movements “Asia as method” “diaspora project attempts move beyond convention studying Asian culture by referencing western theory, knowledge, experience. More specifically, assignment called Peer- Engaged Embodied Reflection Journal students discuss what they learned from their own, local experiences engage peer interactions small groups. In this article, effectiveness based classroom study conducted fall 2020 spring 2021, semi-structured interviews with teaching assistants (TAs), own Based qualitative analysis student engagement well TAs’ grading experiences, conclude recentring experience produces meaningful sites for decolonial antiracist pedagogy while modern Canadian context.