Folding together elements of anti-oppressive pedagogies and collaborative curriculum design, this contribution illuminates several possibilities for practicing anti-racism in the classroom while working with texts from Russian literature and history that do not necessarily center race. The identities and experiences of our students and ourselves, as well as the diverse forces that act upon us, are as important in the classroom as the texts in front of us, because our identities and experiences form the lens through which we interpret and interrogate. By framing this dynamic as a pedagogical tool, this contribution demonstrates that by engaging with Russian history and literature, students may gain critical perspectives on hierarchies of race, class, gender, and nation in their own lives and contexts while simultaneously discovering histories that they would not otherwise encounter, thereby broadening and deepening their sense of both global and national landscapes and their own positions and movements within them.

中文翻译：

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主题、主观性和斯拉夫研究：反种族主义教育学的设计

将反压迫教学法和协作课程设计的元素结合在一起，这项贡献阐明了在课堂上实践反种族主义的几种可能性，同时使用不一定以种族为中心的俄罗斯文学和历史文本。我们学生和我们自己的身份和经历，以及作用于我们的各种力量，在课堂上与我们面前的课文一样重要，因为我们的身份和经历构成了我们解释和审问的镜头。通过将这种动态构建为一种教学工具，这项贡献表明，通过接触俄罗斯历史和文学，学生可以获得关于种族、阶级、性别、