Implementing Anti-Racism Pedagogies in Internationalized Higher Education: Instructor Perspectives from a Community College

This study examines how instructors in internationalized community college programs engage with a co‑developed Anti‑Racism Curriculum & Pedagogy Toolkit designed to support anti‑racist teaching in highly diverse learning environments. The internationalization of higher education often foregrounds mobility, intercultural competence, and institutional prestige while underexamining racialized power relations and obscuring the racialized hierarchies and colonial legacies that shape knowledge production, pedagogy, and the daily experiences of students and instructors. Drawing on a convergent mixed‑methods design, the study integrates survey data (n=42), interviews (n=15), and focus groups to assess the toolkit’s perceived relevance, pedagogical impact, and institutional conditions shaping its uptake. Findings show that the toolkit catalyzed instructor self‑reflection, increased awareness of bias, and prompted concrete curricular adjustments, yet instructors expressed uncertainty about translating insights into sustained pedagogical practice. Gaps related to discipline‑specific examples, workload constraints, and broader institutional supports highlight the need for scaffolded professional development and structural integration. By centering instructor perspectives, this study contributes empirical insight into how anti‑racist pedagogies can be operationalized within internationalized higher education and identifies strategies for institutionalizing anti‑racist and inclusive pedagogical practice across diverse program contexts.