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The article discusses the revision of the curriculum in history education, with the goal to offer a curriculum that is more inclusive and committed to antiracism. It notes that history students were surveyed. Additional topics mentioned include allowing for academic freedom, revising scholarly literature, considering the function of history education, and implementing the changes.

The article discusses the premise that developing antiracist pedagogies in higher education, which requires attending seriously to the ways in which Shakespeare instruction is linked to systemic racism in America's abidingly segregated high schools. It focuses on particular classrooms across Los Angeles to illuminate the consequences of and potential countermeasures to segregated Shakespeare.

This paper examines two forms of listening in relation to racism and the minoritylanguage context in Catalonia. The research is based on a collaboration between twoacademics and RC (Racialised Catalans) which started with initial interviews on theireducational experiences and trajectories in Catalonia. From there, a collaboration betweenthe academics and a inter-cultural, anti-racism group (Junts a pseudonym) emerged.First, we analyse the role of the white listening subject in which RC are discriminatedagainst for a perceived lack of Catalan. Second, we describe how the group made otherslisten through their work. Thus, listening results in a form of 'undecideability' which requireswider society for the possibilities of racial equality. [ABSTRACT FROM AUTHOR]

Children of color (COC) continue to have a range of disparate educational experiences that implicate structural and institutional racism as powerful, detrimental forces in P–12 schools. As members of a profession dedicated to empowerment and the dismantling of oppression, social workers are called to respond. Social workers work in and with schools in diverse roles (for example, as practitioners, community partners, organizational leaders, and contracted providers) and are ethically obligated to challenge injustice. This article—anchored in a framework focused on how race operates in schools and in the field of social work—considers the state of affairs for COC in schools, social work's professional and ethical obligations, and extant opportunities for social workers to learn to address structural racism. The authors identify a gap between COC experiences and social work candidates' preparation to respond, and therefore advocate for social work's more explicit commitment to antiracist practice, research, and pedagogy. The authors share examples from within and beyond the field of social work that can guide next steps, anticipate challenges that would arise, and assert the importance of pursuing antiracism as a route toward meeting our profession's ethical obligations. The article concludes with a discussion of implications for social work education, research, and practice. [ABSTRACT FROM AUTHOR]

Antiracism constitutes an important component of social justice in ELT. Yet, discussing racism is often evaded, leaving the concept of racism inadequately understood. This article aims to illuminate racism and invite readers to engage in race-aware discourses and enact critical antiracism. I first outline key issues, including what race is, how race and language are related, and what different forms of racism exist. The complex nature of racism invites ELT professionals to engage in critical antiracist pedagogy, which requires de-essentializing, de-simplifying, de-silencing, and decolonizing antiracism. Critical antiracist pedagogy recognizes intersectionality, different forms of racism, the need for explicit discussion, and the privilege that settlers of color possess in settler colonialism, the latter of which indicates the need for forging solidarity among racialized groups. It also requires critical reflexivity of complicity and privilege involved in antiracist enactment. I provide pedagogical recommendations founded on a dialogic approach with situational ethics and reflexivity. 1 [ABSTRACT FROM AUTHOR]