Abstract: Planetary Journal of Social Sciences & Humanities Research

Abstract:
This article explores innovative pedagogical approaches to teaching about race and identity in a global classroom, informed by experiences from the US, France, Rwanda, Ukraine, Armenia and Italy with over 1,000 students from over 70 countries. Embracing an emotionally engaged methodology, the course highlights the importance of personal narratives and emotions in understanding racial and cultural identities. The facilitator’s role, focused on process over content, enhances students’ engagement and helps them find their own voice. Adopting a global approach, the course helps understand the global nature of race and identity. Considering the centrality of the ecological catastrophe, it proposes solutions to do better thanks to experiences of resilient local communities worldwide and the learnings of Transitional Justice.