Abstract
It is well known by now that the broad institutional culture of U.S. Higher Education, specifically predominantly white institutions (PWI), developed as a reflection of U.S. settler coloniality and white supremacy. This historical legacy requires instructors at all education levels to take steps to ensure that their curricular and pedagogical choices do not contribute to that system of dominance. In this chapter, the authors argue for an anti-racist approach to teaching in higher education and specifically in the discipline of Kinesiology (KINS). Active anti-racist approaches to teaching have the potential to expand students' knowledge beyond the colonialist and masculine-centric canon; to enhance the possibility that students from diverse backgrounds can see themselves in the discipline of KINS; and, importantly, to provide students with the knowledge and skill needed to critique structural inequality and to propose justice-oriented change. In this analytic and teacherly reflection, the authors locate the field of KINS in the contours of U.S. public higher education, recount their initial invitations to teaching, and describe their experiences with a uniquely positioned course in the Sociology of Sport. In the last section of this essay, the authors offer emergent strategies for pedagogical intervention as a road map for intervening in one's own teaching practice on a regular basis.