[[{"fid":"52855","view_mode":"default","fields":{"format":"default","field_file_image_alt_text[und][0][value]":"Levin Professor Wins 2023 ASPA Peer Reviewed Article of the Year Award","field_file_image_title_text[und][0][value]":"Levin Professor Wins 2023 ASPA Peer Reviewed Article of the Year Award"},"link_text":null,"type":"media","field_deltas":{"1":{"format":"default","field_file_image_alt_text[und][0][value]":"Levin Professor Wins 2023 ASPA Peer Reviewed Article of the Year Award","field_file_image_title_text[und][0][value]":"Levin Professor Wins 2023 ASPA Peer Reviewed Article of the Year Award"}},"attributes":{"alt":"Levin Professor Wins 2023 ASPA Peer Reviewed Article of the Year Award","title":"Levin Professor Wins 2023 ASPA Peer Reviewed Article of the Year Award","height":900,"width":900,"style":"height: 350px; width: 350px; float: left;","class":"media-element file-default","data-delta":"1"}}]]Megan Hatch, Ph.D., Associate Professor for Urban Studies on the American Society of Public Administration nod: "It's quite an honor"

It’s one thing to be recognized by a group or organization, but when one is recognized by one’s peers? It stands out as both a unique and meaningful experience. Taylor Swift would say it “hits different.”

for the Levin College of Public Affairs and Education, said almost as much in an interview this week.

Dr. Hatch has received the American Society of Public Administration (ASPA) Section on Democracy and Social Justice’s 2023 Peer Reviewed Article of the Year Award for her manuscript published in the Journal of Public Management & Social Policy.

She said peer reviews provide “trusted scientific communication,” she said, and a rigorous review from those in the trenches doing (in some cases) complimentary research.

“It’s quite an honor,” said Dr. Hatch. “I’m grateful to have worked with such a great group of talented scholar co-authors — all of whom challenged me to think about writing and teaching in new ways — and so appreciate the support from the Levin College’s dean, associate dean, chair, and the university.”

Dr. Hatch’s article states that being antiracist means actively engaging in the fight against racism.

Inaction only reinforces racism and oppression; educators “have a responsibility to everyone” to be antiracists in their classrooms, as they are teaching the next generation of public servants.

She said the development of an antiracist approach requires both introspective and instructional efforts. Adopting “intersectional pedagogy” works against marginalization in the classroom and towards deconstructing privilege.

“What I hope gains visibility and traction are the ideas themselves, especially given the political climate,” she said, adding that the article was part of a symposium in the journal titled, “Scholar Strike for Racial Justice: Call to Action for Public Administration.”

“Inclusion in teaching, encouraging teaching in that way, is how we best live up to what is needed in culture and society,” Dr. Hatch said, who learned about the honor scant days before the announcement. “It’s a very important topic to me, my colleagues here at 91������Ʒ, and other scholars I’ve been working with.”

Those scholars, including Dr. Hatch’s article co-authors Rachel Emas (George Washington University), Del Bharath (Savannah State University), and Tia Sherèe Gaynor (University of Minnesota), examine the internal work educators must undertake to become antiracist before they can teach students how to do the same.

Exploring the steps faculty can take toward building an antiracist pedagogy and syllabus punctuates the paper’s deep dive. From these efforts, Dr. Hatch said, educators will be better “prepared to help students be antiracist” by helping leaders model inclusivity and “practicing what they teach.”

That kind of sea change in education could lead to a more diverse, equitable, inclusive society altogether.

And that definitely “hits different.”