This essay explores the relationship between teaching and activism by interrogating if teaching in higher education should be considered activism. Through a discussion of my commitment to data literacy and how participatory democracy, as practiced by Black Freedom Movement organizer Ella Baker, informs my pedagogy, I interrogate if activism and academic labor should be conflated. In the process I examine how my assessment is informed by my relationship to activism, the academy, my career trajectory, and racism as part of academic work conditions.

中文翻译：

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论行动主义教学

本文通过质疑高等教育中的教学是否应被视为行动主义，探讨了教学与行动主义之间的关系。通过讨论我对数据素养的承诺以及黑人自由运动组织者埃拉·贝克（Ella Baker）实行的参与式民主如何告知我的教育学，我质疑是否应将行动主义和学术劳动混为一谈。在此过程中，我研究了我与行动主义，学院，职业轨迹和种族主义之间的关系如何将评估作为学术工作条件的一部分。