Integrating Antiracist Pedagogy into Global Professional Education: Negotiating Critical Frameworks beyond Technocentric Curricula

Zhong Lin; Xianghui Huang; Bing Wen

doi:10.25159/1947-9417/20982

Authors

Zhong Lin Zhejiang Sci-Tech University https://orcid.org/0000-0002-6163-4475
Xianghui Huang Zhejiang Sci-Tech University https://orcid.org/0009-0002-6698-958X
Bing Wen Zhejiang Sci-Tech University

DOI:

https://doi.org/10.25159/1947-9417/20982

Keywords:

global professional education, ethical reasoning, cultural mediation, critical race theory, curriculum decolonisation

Abstract

Professional education for global engagement—international business, development, communications, diplomacy, and translation—often remains technocentric, prioritising procedural skills while marginalising sociopolitical and ethical competencies. This theoretical inquiry constructs an antiracist curriculum framework that synthesises critical race theory as a diagnostic lens, critical pedagogy as classroom method, and professional practice as the applied domain. Translator training in China serves as a heuristic site for theorising how such a framework can be localised through scholarly cultural translation rather than direct importation. The analysis identifies barriers—institutional resistance to politicised content, tensions between global equity frameworks and national narratives, and inadequate educator preparation—and proposes four propositions for critical curriculum design. It argues that antiracist professional education should cultivate ethical agency: the capacity to recognise, analyse, and challenge systemic inequity through disciplinary practice. The study contributes to debates on decolonising curricula, global citizenship education, and higher education’s role in equitable societies.

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