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This article examines the possibilities and limitations of ethnoeducation for an anti-racist pedagogical practice. It is based on the study of an elementary school in the Colombian city of Cali. Though severe racial discrimination is naturalised in Colombian educational institutions, the school chosen for this study implements a different educational project based on the valorization of Afrocolombian and Indigenous cultures. The study reveals that the implementation of such an educational project enables the students to acquire basic racial literacy and question overt forms of racial discrimination. However, implicit forms of racial bias and internalized racism persist. In that context, we argue that a comprehensive anti-racist educational praxis needs to emphasise the denaturalisation of internalised forms of racism and the visibilization of the structural aspects of racism. As racism has multiple dimensions, it is necessary to design specific pedagogic strategies to address each one of them. [ABSTRACT FROM AUTHOR]

In this article, we propose a mapping of the political identities of the anti-racist feminist and Afro-descendant women's movement in Latin America and the Caribbean from the 1980s onwards. We do so as organic activists and intellectuals, witnesses of more than thirty years of feminist, lesbofeminist, Afro-descendant, and anti-racist movements in the region. The mapping starts with our first contacts and incursions into this movement and reaches the present day when we are more dedicated to critical theorizing, research, and teaching committed to anti-racist and decolonial struggles. In the spirit of a dictionary, we take up the different names with which Black women and Afro-descendants position and make themselves known, showing that many of these names respond to different genealogies and political stances that we are interested in characterizing, to account for the richness of the movement. [ABSTRACT FROM AUTHOR]

There is a mountain of evidence demonstrating that students with marginalized, i.e. purposefully socially excluded, identities experience significantly worse academic and social outcomes in STEM disciplines. However, there has been less attention on how white women, who experience sexism due to their gender but are privileged due to their race, simultaneously contribute to and play a role in dismantling systemic racism. In this study, I used constructivist grounded theory to explore the process through which white women in STEM commit to racial justice both within and outside of their disciplines. Interviews with 36 white women in STEM across a range of disciplines helped build an emergent model that illustrated how participants advanced through three stages to move toward actionable anti-racist commitment. However, many participants struggled to connect STEM with their anti-racist practice, as many STEM disciplines lacked anti-racism curriculum and/or the ability to practice anti-racism within STEM. This model helps illustrate the complex process in which white women in STEM become committed to racial justice. Within STEM specifically, this research has direct implications for the importance of adding social contexts and anti-racist material directly into STEM curricula to foster anti-racist practices for future STEM professionals. [ABSTRACT FROM AUTHOR]

Social work curricula have evolved to include anti-racism, diversity, equity, and inclusion (ADEI) as a critical lens for working with community members across the micro, mezzo, and macro levels of practice. However, the research to support best practices for teaching ADEI praxis is minimal. Consequently, the unclear guidance translates into students being unprepared for anti-racism praxis in their practicum settings, which may result in them being harmed, as well as being the perpetrators of harm. To address this gap, one school of social work developed a pre-practicum lab for generalist practice in its Master of Social Work program. In this Lab, students learn the cornerstones of reflection, self-awareness, self-regulation and how to engage within a practicum environment using an ADEI lens. This paper describes the state of ADEI in social work education, the development, and design of the Lab in response to the situation, its implementation, and implications for social work education. [ABSTRACT FROM AUTHOR]

In this paper, I consider evidence of how students of colour enact whiteness by being violent towards depictions of Black people even in spaces without Black people. I argue that people who engage in anti-racist pedagogy have to be vigilant – aware that anti-Black spaces will be created and ready to respond. [ABSTRACT FROM AUTHOR]

In this manuscript, the authors discuss a seven-day research project that occurred within the Birmingham metropolitan area where fourth graders researched the role that public issues played in the creation of two suburban school systems in their city. We coded student work samples to look for themes. Emergent themes from student work samples are described in the findings section. We conclude in our discussion section with some recommendations for future research studies to teach issues of race in U.S. history based on our findings. [ABSTRACT FROM AUTHOR]

Informed by the current scholarly conversations surrounding linguistic racism, this paper investigates anti-racist translingual practices within the context of a college multilingual writing classroom. Fusing translingualism and critical race theory, the paper underscores the significance of translingual digital storytelling as a critical and creative practice of counter-storytelling. Based on a case study of the translingual digital stories created by nine multilingual international students, the paper explores the potential of these stories in combating linguistic racism and inferiority complexes. I begin by framing the issue of linguistic racism within multilingual education, emphasizing the perils of racial marginalization and discrimination experienced by multilingual international students. I then explore how the multilingual students in this study have utilized a range of linguistic repertoires and multiple modalities to document and resist their lived experiences with race and racism. Based on my analysis of the students’ digital stories, I conclude this paper with pedagogical implications for integrating translingual digital storytelling into anti-racist teaching and learning. [ABSTRACT FROM AUTHOR]

Discussing issues around race and racism often leads to unproductive stances such as defensiveness, denial, guilt, blame, or dysfunctional silence. Effectively addressing these stances is crucial for productive debate and action toward racial understanding and the undoing of racism. While numerous scholarship and professional development programs focus on critical and anti-racist pedagogies in higher education to tackle these unproductive stances, overcoming dichotomous thinking (i.e., "us" versus "them") and shifting the focus from individual stances to more systemic perspectives remains a challenge. To address this challenge, this article proposes the implementation of "rhetorical listening" as a powerful pedagogical tool that generates new vocabularies and facilitates personal and social transformation. The article explores how rhetorical listening can be conceptualized and operationalized as a pedagogical tool in a cultural studies course, specifically encouraging students to reposition themselves when engaging with societal issues related to race, such as the Black Pete debate in Flanders. [ABSTRACT FROM AUTHOR]

As many teacher education programs have returned to in-person instructional models since the initial interruption caused by the COVID-19 pandemic, little research examines innovative practices during the pandemic at the intersections of racial justice and online teacher education. This self-study illustrates how one Asian male teacher educator linked technological pedagogical content knowledge with anti-racist education in an online multicultural education course at a predominantly white institution in the Pacific Northwest of the United States during the COVID-19 pandemic. Implications include how teacher educators can bridge anti-racist education and technological pedagogical content knowledge in research and practice as an ongoing decolonial project in a post-pandemic world. [ABSTRACT FROM AUTHOR]

Social work education is at a crossroads with the release of the 2022 Educational Policy Administration Standards (EPAS, 2022), which emphasize anti-racist practice. To teach anti-racist social work one must be prepared to use anti-racist pedagogical practices and be supported to do so institutionally. Freire (2020) proposes that education be a tool of liberation through the use of dialogue and attention to power dynamics. To this end, instructional making about the use of dialogue can help create liberatory classrooms. The concept of dialogic pedagogy (Alexander, 2018; Alexander, 2020) is used in education to support the development of language and critical thinking in students. Although it has yet to be applied extensively to higher education and the social work classroom, dialogic pedagogy has clear connections to social work and the potential to better prepare students for anti-racist practice. In a dialogic classroom, language between students and instructors is carefully attended to based on the following principles; purpose, cumulation, support, collectivity, deliberation, and reciprocality (Alexander, 2018; Alexander, 2020). This paper describes and endorses dialogic pedagogy as a framework to support anti-racist social work pedagogy and discusses the implementation of this framework in terms of faculty support and training. Understanding the framework of dialogic pedagogy can support faculty with more critical use of dialogue in classrooms; ultimately supporting anti-racist practice. Using a dialogic framework can support those responsible for training faculty in better preparing faculty for antiracist pedagogy. [ABSTRACT FROM AUTHOR]

This paper examines discourses that place refugee students in an inequitable position in school. Focussing on decontextualisation – a depoliticising way of seeing education that overlooks contexts – the paper is based on semi-structured interviews with teachers (n = 15) and open questions of a survey data (n = 267) collected from teachers, principals and teacher assistants at the end of 2022 in Finland. After analysing discourses, we found that educators both resisted and maintained the discourse of valuing skills in terms of the starting points/readiness of refugee students and in language hierarchies; the discourse of normality in inclusivity and in behaviour; the discourse of silence in antiracism education for teachers and in addressing racism in students’ peer relations. The paper concludes that decontextualisation is grounded in everyday schooling and fails to recognise the differing intersecting positions and contexts that create inequitable possibilities for different people in society. This paper calls for a continuous systematic effort of antiracism education at all levels, as well as curricular structures that support schools in understanding contexts. [ABSTRACT FROM AUTHOR]

The social work profession adheres to the values of social justice and equity, yet extensive literature suggests that anti-racism education in social work has room for growth. Research demonstrates that social work practitioners and educators often fail to recognize (1) how structural oppression creates racial inequities and (2) how social workers maintain and reproduce hegemonic power structures. Critical whiteness theory (CWT) seeks to reveal the invisible role of whiteness in constructing racial inequities. As a subject area, critical whiteness studies emerged in the late 1990s as an expansion of critical race theory. A variety of disciplines have incorporated critical whiteness studies as a framework for anti-racism education; however, CWT remains relatively absent from the social work literature. This paper proposes the incorporation of CWT in social work education as a tool to facilitate critical self-reflexivity and combat structural racism within the profession. Engaging with the concepts of white normativity, white ignorance, and white complicity allows social work educators and students to acknowledge and interrogate the formative ways in which social work pedagogy maintains and reproduces white supremacy. [ABSTRACT FROM AUTHOR]

The article calls for a shift of educational approaches from colorblind deficit models to asset-based models that reconsider antiracist art educational narratives. Topics discussed include perpetuation of systemic racism with colorblind deficit-oriented positionalities, strategies for transitioning from deficit-based toward asset-based perspectives about Black, Indigenous and people of color (BIPOC) students, and cause and motivation to change White privileging practices.

This paper analyses relationships between whiteness and damage in the university classroom through a focus on two contemporary areas of critical education in Canada: raising white racial consciousness and truth and reconciliation between Indigenous and non-Indigenous people. First, whiteness is damage-producing – it orients anti-racist education towards white students and their needs, there by harming the well-being and constraining the education of non-white students. Second, whiteness gravitates towards what Unangax scholar Eve Tuck calls "damage-centred approaches," which objectify non-white suffering, pathologising Indigenous peoples whilst obfuscating the ongoing reproduction of racism and colonialism. As such, white educators must remain assiduously vigilant about a key tension regarding whiteness and damage: that our pedagogical focus on racial and colonial oppression can simultaneously raise critical consciousness and divert attention away from more fundamental interrogations of whiteness, agency, and relationality within a systemically racist social order. The article closes with some considerations for educators in terms of addressing complicity in their institutions. [ABSTRACT FROM AUTHOR]

In spring 2021, we taught a course called Honors White Supremacy and Privilege to university honors students at our higher education institution in Florida. Aimed at helping students process intellectually the Black Lives Matter events of the preceding year, the course took place just as a reaction was gathering momentum against anti-racist teaching. We present the materials used in the 1-credit course and contextualize the experience in ongoing Republican legislative efforts, particularly in Florida, to undermine the ability to teach courses like this. Much of the essay addresses the lessons we took away from the reading material and classroom discussions. These include the non-essentialism of race, the benchmark "normality" of whiteness, the material consequences of white supremacy, connections of the Trump presidency to a history of white supremacy, the recurring reactionary responses to challenges to the racial status quo, and the need to teach about white supremacy and privilege. [ABSTRACT FROM AUTHOR]

Field study and field courses are integral to the discipline of geography. While there are many forms that a field course might take, in this paper we draw on two university-level field courses in the U.S. Southwest to propose a road trip pedagogy for field study. We reflect on the particular resonance of the road trip in the American West and how Western road trip mythology, combined with our own road trip experiences, helped shape the design of two road trip field courses. The educational value of both planned and un-planned encounters is a key strength of a road trip field course. We conclude by briefly reflecting on two future considerations for road trip pedagogy: possibilities for aligning anti-racist pedagogy with road trip pedagogy and the potential transferability of our American West road trip to other locations. [ABSTRACT FROM AUTHOR]

The 2022 Educational Policy and Accreditation Standards (EPAS) from the Council on Social Work Education (CSWE) definitively identifies anti-racism as a necessary component of social work education. This change supports an effort to ensure that coming generations of social workers are more than culturally competent, but rather actively anti-racist in their practice across the micro, mezzo, and macro spectrum. While some social work programs have already embraced anti-racist education, many still have significant work to do. The fact remains that every accredited school will be required to make this shift to stay in compliance with CSWE accreditation once the newly ratified EPAS comes into effect. Although changes are expected of social work schools/programs, guidance on how to make such changes has been scarce. This paper provides an overview of what is meant by anti-racist social work education and why it is important, inclusive of emphasizing the difference between rhetoric and praxis. Based on a narrative review of the literature related to social work schools/programs in the U.S. and Canada that began incorporating anti-racism prior to EPAS 2022, suggestions for encouraging strategies within both the implicit and explicit curricula that align with anti-racist social work education are offered. [ABSTRACT FROM AUTHOR]

The curriculum review and transformation project reported in this paper represents an intentional and collaborative effort of faculty and administrators in one academic department to implement meaningful changes in undergraduate curricula. Supported by two internal grants from the university, this three-year project included all faculty and administrators of the department. A systematic comparison was conducted between course syllabi content before and after the curriculum content intervention. Results identify changes in syllabi, course learning objectives, units/topics covered, and readings/course materials. Discussion provides implications for curriculum revision and suggestions for best practices to integrate diversity, equity, and inclusion across curricula. [ABSTRACT FROM AUTHOR]

The comprehensive implementation of anti-racist dance pedagogy requires recognition that the prevailing dominance of Anglo-European cannons of teaching, creating, performing, researching, and learning dance has continued to disempower, subjugate, and inhibit knowledge and practices of communities on the margins. As dance practitioners writing from the margins, we draw on our duoethnographic stories as testimonio and the theories of South-South connection and plática to critically examine how we have engaged ideas, experiences, and practices of people we share connective marginalities with to build critical consciousness and solidarities as a step toward anti-racist collaborative advocacy in dance education. The authors use their writing, choreography, pedagogic, and community engagement experiences to reimagine marginality. The article reveals how critical action around anti-racist dance pedagogy can circumvent institutional and academic rigidities. The discussion ushers the reader into a world where dance practitioners on the margins activate agency to achieve self-empowerment and meaningful connections for, by, and with themselves. [ABSTRACT FROM AUTHOR]

Critical pedagogues advocate a constructivist approach to learning emphasising the self-directed construction of knowledge from the learners' experiences while also expecting students to develop an explicit critique of the social order. However, the use of a constructivist approach for the pursuit of explicit ideological goals leaves educators with a dilemma: what happens when students' reflections don't lead them to the anti-oppressive conclusions teachers desire? Using comparative historical archival methods and oral history interviews, this study interrogates how teachers and students navigated this paradox in the Berkeley Experimental Schools Project (1968–1975), a public educational programme that sought to actualise the goals of both the Free School and Black Power movements. This study sheds light on this dilemma with particular clarity because the Free Schools represent one of the U.S.' most radical experiments in constructivist pedagogy, and the Black Power movement one of our most heightened efforts to challenge systemic oppression. In demonstrating that in Berkeley, it was easier to build self-directed inquiry on a foundation of explicit critique than to build anti-racism on a foundation of free inquiry, this study elucidates tensions at the heart of critical pedagogy, social justice education, and curriculum theory. [ABSTRACT FROM AUTHOR]

Based on an ethnographic study at a middle school in a Midwestern city, this article examines the difficulty in creating anti-racist educational spaces, even in schools with a stated desire to do so. The school's curriculum was mainly based on teachers' abstract ideas of social justice and was not grounded in students' everyday realities. It failed to connect students to larger histories and stories of oppression and resistance, the central tenets of culturally relevant approaches. The school also failed in its attempts to shift its culture around discipline that disproportionately impacted Black students. The school's failure to implement culturally relevant and anti-racist curriculum and disciplinary practices illuminates various barriers to such implementation, including a lack of racial and experiential diversity among teachers, a focus on individual behavior rather than classroom and school culture, and a focus on maintaining enrollment as a charter school. [ABSTRACT FROM AUTHOR]

Undergraduate research with historical archives offers an engaged and rewarding way to expose students to historical geographic research methods. In combination with an antiracist pedagogical approach, students' archival research provides pathways to better understand the racialized history of a place through a process that most find enjoyable. In this article, the author shares her experience teaching a geography course focused on local racial history in Louisville, Kentucky (United States) and discusses the types of archives-based assignments students complete. In addition, this article presents strategies that geographic educators could take to incorporate archival materials into their own courses. [ABSTRACT FROM AUTHOR]

This article presents an argument that although teacher education programs may aim to prepare teachers to be antiracist agents of change, they often fall short of doing so and that investigations of why can provide essential insights for teacher education. The authors use the critique of liberalism tenet of critical race theory to analyze three teacher candidates' experiences learning to teach across three different types of teacher preparation programs and discuss the implications for preparing teachers to be antiracist agents of change. The authors then propose guiding principles for developing teacher candidates' antiracist stance on teaching by situating race and justice in relation to the task of teaching, offering sufficient opportunities to learn about schools and communities as socio-historical and cultural settings, and leveraging pre-teacher education identities for antiracist teaching. [ABSTRACT FROM AUTHOR]

Drawing on theories of antiracist pedagogy, pandemic pedagogy, and racial identity development, this article demonstrates the benefits of campus-wide virtual conversations, arguing that they provide students in particular with salient opportunities to synthesize antiracist theory and praxis while further developing their racial identities. Using data from two such campus conversations, "Antiracism, Intersectionality, and Empowerment" and "Racial Trauma and White Fragility," we offer a series of effective strategies, lessons learned, and preliminary antiracist outcomes. We suggest that campus-wide virtual forums on antiracism assist in building the interracial, intergenerational, and interdisciplinary coalitions necessary to begin to institutionalize antiracist praxis in a predominantly white university setting. [ABSTRACT FROM AUTHOR]

The article facilitates the journey of color-blind teachers toward antiracist understanding and practices on art teaching in the classroom. Topics discussed include systematic racism, racism within the education system at the level of the school, teacher training, perpetuation by teachers in the classroom, and psychological harm to students, recommendations to counter systemic racism in art education, and implications of integrating art education journal resources into art teachers' curricula.

This article explores the role of whiteness in shaping teacher education and the need to confront racism and promote racial justice in the field. The author, a white woman teacher educator, reflects on her own unintentional prioritization of white comfort and safety, which undermined her anti-racist goals. The article discusses the construction of white comfort zones in educational spaces and the role of white women in maintaining these zones. The author analyzes a specific incident in her teacher education instruction and identifies implications for promoting racial justice. The text emphasizes the importance of deconstructing white comfort, addressing the emotionalities of whiteness, and being aware of one's own whiteness as a teacher educator. It also highlights the need to recognize the built-in inequity in the educational system and support teacher candidates emotionally. [Extracted from the article]

Anti-racism is an imperative for those committed to a world and planet free of the manifestations of racial oppression. This correspondence between two critical women teacher educators illustrates ideologically aligned 'work friends' theorising anti-racist pedagogy in the context of heightened sociopolitical uncertainty. We explore creative possibilities for uncertainty-oriented anti-racist pedagogy vis-à-vis the aims of inquiry-based, social justice teacher preparation. We co-develop pedagogical insights using an anti-racist intersectional frame as an analytical lens for re-viewing teaching artefacts, reflecting on lived experiences, and posing probing questions. Eschewing feigning pedagogical mastery, we employ the epistolary form to reflexively interrogate the nexus of anti-racism, pedagogy, uncertainty, and teacher education. This exchange contributes (a) an intersectional framework for the practice of antiracist pedagogy, and (b) a model for the emergent, dialogic process of letter writing as a tool for critical collaborative teacher inquiry. [ABSTRACT FROM AUTHOR]

Underscored by a long overdue call to challenge racism in teacher education (TE), we set forth to examine our own university TE classrooms to understand how we are both perpetuating and disrupting systemic racism and decentering whiteness, such that we can move toward sustained antiracist pedagogy for ourselves, our institutions, teacher candidates, and school communities. Undergirded by Critical Race Theory, this paper presents the development of an Antiracist Pedagogy Course Audit– a tool to develop instructor capacity to engage in critically reflective practices in five key areas: 1) Instructor Critical Consciousness; 2) Understanding Students' Backgrounds and Experiences; 3) Course Readings and Content; 4) Classroom Learning Environment; and 5) Assignments and Assessments. We describe early implementation, process-oriented mechanisms for adaption, and applications of the tool in an early childhood education teacher education course. [ABSTRACT FROM AUTHOR]

In recent years, school psychology has given increasing attention to issues of social justice and antiracism. While such orientations are not new, the scope and centrality of these movements within the field are, as is the growing appreciation of the need to integrate them across all areas of professional activities and efforts in school psychology. The aim of this special topic section is to create a space for scholarship addressing a broad range of issues relevant to advancing equity and justice in school psychology. In particular, we seek to curate diverse scholarship that expands the ways we conceptualize, design, implement, and interpret school psychology research, as well as how we approach graduate preparation and practice in school psychology to advance equitable and just services for individuals from historically and systemically marginalized backgrounds. The resulting compilation of articles provide insight into how school psychologists can approach scholarship, practice, and professional education to advance antiracism, social justice, and equity. Themes include expanding the nature and scope of school psychology scholarship by confronting the detriments of whiteness and epistemic exclusion; centering equity, healing, and minoritized voices in practice; and leveraging diverse research methods, including participatory approaches, to elevate youth and family voices in addressing some of the most pressing issues in schools. Impact Statement School psychology has given increasing attention to issues of social justice and antiracism, with growing appreciation of the need to integrate them across all professional activities. This article contributes important information regarding how these broad efforts can be supported by confronting the detriments of epistemic exclusion and whiteness in scholarship; centering equity, healing, and minoritized voices in practice; and leveraging diverse research methods, including participatory approaches. [ABSTRACT FROM AUTHOR]

In this essay, I draw on two black theorists of whiteness—W.E.B. Du Bois and the Reverend Thandeka—to examine how white supremacy and white racial identities emerge from and are fortified in the relations of white people to other white people. I use stories told by two white people from a rural, white farming community in Wisconsin—William and Delores—to flesh out and complicate Du Bois's and Thandeka's ideas. Unfortunately, antiracist efforts in education and teacher education have mostly ignored the significance of white people's relations to each other for the production and reproduction of white supremacy. What if our antiracist efforts have been so ineffective, in part, because we have ignored what is going on among white people? [ABSTRACT FROM AUTHOR]

This article examines the purposeful use of counternarrative to develop an antiracist school identity. Based on a seven-year ethnographic project at an elementary school in the southeast U.S., it illustrates how counternarrative can be employed as strategy to embed Critical Race Theory (CRT) into school equity discourse and, in doing so, help public schools disrupt majoritarian narratives that deny the salience of race. It argues that by developing counternarratives rooted in the perspectives and knowledge of teachers of color, and then using those counternarratives specifically for the purposes of strategizing, schools and researchers can help CRT achieve its activist function in K-12 school contexts. [ABSTRACT FROM AUTHOR]

The article informs the author's personal experience as an educator, highlighting the need for a shift from allyship to active accompliceship in the theater world regarding issues of race and representation. It discusses an exercise designed to train directing students to think critically about casting choices and their implications, emphasizing the importance of addressing race and ethnicity in casting decisions as part of anti-racist praxis.

In the summer of 2020, powerful protests against police brutality took place throughout the United States in response to the unlawful deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and the shooting of Jacob Blake. Though the types of protests ranged from local grassroot organizations walking the streets to athletes using their platforms to address the injustices, the protests had one goal in mind—to bring attention, awareness, and hopefully change to an unjust legal system that consistently and disproportionately affects unarmed Black people. The aim of this article is to focus on the responses of both LeBron James and Doc Rivers to the shooting of Jacob Blake, a Black man who was shot seven times in the back by police in Kenosha, Wisconsin. Using Critical Discourse Analysis (CDA), as informed by Black Critical Theory (BlackCrit), we argue that the dynamic words of these two Black men not only operate as an act of protest and an act of resistance, but also they provide pedagogical enactments for being and becoming antiracist. [ABSTRACT FROM AUTHOR]

This study explores the racial pedagogical decision making of teachers presented with the opportunity to address the #BlackLivesMatter movement in their classroom. Findings of more than 4,000 teachers indicate that suburban, urban, African American and Latino/a were most likely to address BLM through an antiracist positioning. Rural and more experienced teachers were the most likely to respond 'All Lives Matter' to a classroom scenario. Analysis of extended response items found that participants deployed three defences to avoid engaging with #BLM in their classrooms: constitutional, institutional and appropriateness. Findings generated in this study provide insights into how teachers will approach calls for challenging anti-Black racism in their classrooms. [ABSTRACT FROM AUTHOR]

Previous research indicates pandemics have a traumatic effect on individuals. The COVID-19 pandemic has been traumatic for all students of all races and socioeconomic households. The pandemic has, however, intensified racial trauma by exacerbating racial disparities already existing in American society. Racial trauma has been linked to poor socioemotional health and academic performance in racial minority adolescents. For this reason, an examination of classroom strategies to address racial trauma is imperative in the conversation about Youths of Color's (YoC) return to the classroom post- COVID-19. This paper reviews racial trauma within the context of COVID-19 pandemic and posits antiracist pedagogies teachers may be an effective strategy to support YoC in processing racial trauma exacerbated by the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

In this conceptual essay, we weave concepts of critical race theory, joy, [anti-]disciplinarity, and humanization toward a critique of the disciplinary organization of teacher preparation program curricula through what we term a pedagogy of humanizing co-creatorship. In this essay, we seek to position disciplinarity as needed, but find that antiracist practices, such as the centering of joy and humanization, are even more ethically fundamental to creating culturally sustaining early-career teachers. [ABSTRACT FROM AUTHOR]

The article discusses anti-Asian racism teaching strategies that art educators may consider in art and visual culture education. Topics explored include the rise in racism experienced by Asians and Asian Americans due to the coronavirus disease 2019 (COVID-19) pandemic, the empowerment of students through engagement in art interventions against racism, and the creation of antiracist memes to reject race-related stereotypes online particularly on social media platforms.

This section presents an interview with Columbia University psychology professor and author Derald Wing Sue. Topics discussed include the need to address racism and microaggressions in the field of education, the types of microaggressions that people of color tend to experience, the way art teachers may benefit from becoming culturally competent, and the educational materials on racial socialization which may be accessed on the American Psychological Association (APA) website.

An introduction to the journal is presented which discusses reports related to art education during the coronavirus disease 2019 (COVID-19) pandemic on topics such as the reflection-in-action concept, the use of virtual learning to inspire creativity, and anti-Asian racism teaching strategies.

In this manuscript, we (a racially diverse team of teacher educators) describe a study that reveals how five white faculty members in a large urban college of education experienced a two-day workshop on antiracism offered by a local antiracist coalition and the impact of the workshop in relation to their roles as teacher educators with a commitment to learning about and enacting antiracist pedagogies. Using qualitative methodologies including semi-structured, one-on-one interviews, we offer an underrepresented view of the tensions and possibilities of faculty learning to challenge whiteness in the academy by building antiracist pedagogies into their teacher education courses. In conclusion, we provide a series of recommendations to teacher educators who work in programmes committed to enacting antiracist pedagogies. [ABSTRACT FROM AUTHOR]

Guided by a framework combining scholarship on critical consciousness and anti-racism in education, this narrative inquiry study sought to understand how practitioners within Gender and Sexuality Centers (GSCs) perceive their engagement with anti-racism. Centering the stories of 20 GSC professionals, findings revealed the racialized differences in practitioners' motivations, how professionals conceptualized anti-racism actions as involving and extending beyond programming for people of color, as well as how they engaged in reflection with themselves and others. We then offer implications for research and practice. [ABSTRACT FROM AUTHOR]

The article offers information about Harlem Prep, a multicultural school in Harlem during the late 1960s, and its significance in rethinking the timeline and understanding of multicultural education. It discusses the roots of multicultural education in African-American educational thought, the formulation of multicultural ideas into an educational paradigm, and the wider recognition of multicultural education. It highlights the school's impact on Black liberation and educational equity.

I begin in this article with an examination of James Baldwin as a distinct curricular voice whose work opens a dialogue interrogating whiteness as curriculum. In a series of essays, "The White Problem," "On Being White ... And Other Lies," "The White Man's Guilt," and "White Racism or World Community," Baldwin directly addressed white people on the question of whiteness in four ways: addressing historic denial, amnesia, and mythologizing; the psychosocial conceptualization of white identity; whiteness as a system; and whiteness as a false system of reality. Baldwin's approach was one of specificity, a curricular approach to interrogating whiteness centered in bold truth-telling. Specificity stands in contrast to abstraction, a curricular approach to interrogating racism that decenters practices of whiteness as a curriculum, emphasizing broader, less direct discussions of whiteness. In this article, I contend that abstraction dominates many current approaches to antiracist pedagogy in the academy. This abstract approach avoids naming whiteness specifically and instead involves performative engagements with race and racism. To counteract white curricular discourses, Baldwin proposed the important role of accusation and confession as a dialogic necessity. I use Baldwin's framing in response to recent critiques from critical whiteness studies scholars on confessional approaches in antiracist education. In examining the specificity of whiteness as curriculum and invoking pedagogical strategies of accusation and confession, Baldwin's work offers new opportunities for advancing racial justice and antiracist pedagogical strategies for today's educators. [ABSTRACT FROM AUTHOR]

Many sexuality educators in the United States have noted that current sex education models do not meet the needs of an increasingly diverse student body, and they have begun advocating for anti-racist sex education. Many sexuality instructors, however, work in public schools that require the use of prevention-focused, evidence-based sexuality curricula. This article explores the unique challenges for sexuality instructors in incorporating anti-racist content into the public school classroom. It outlines the intersections of racism and sexuality to manifest the need for anti-racist sex education and offers five strategies for sexuality instructors wishing to incorporate anti-racist frameworks into the evidence-based sex education classroom. [ABSTRACT FROM AUTHOR]

Coronavirus Disease 2019 (COVID-19) and the social justice movement in early 2020 awakened many Americans to the health disparities and health care inequities affecting Black communities. This heightened awareness has strengthened the call to address social determinants of health, like racism. Physicians can play an important role in dismantling racism through knowledge of implicit biases and understanding of historical trauma resulting in medical distrust as a crucial step to help advance the health of minority communities. The purpose of this project was to develop an anti-racism workshop for Graduate Medical Education. Two discussants led 1.5-hour interactive workshops. Content covered microagressions, colorblindness, tokenism, stereotypes, levels of racism, the impact of racism on health, and anti-racism concepts. Facilitated breakout sessions allowed participants to provide examples of witnessed racism and discuss application of anti-racism tools in those settings. Following the workshops, participants were asked to complete a 16-item survey to evaluate workshop effectiveness. Between July and August 2020, four workshops were delivered to 131 attendees. Fifty-nine completed post workshop surveys. Most respondents were White (75%), female (63%), and aged 31–40 (29%). Over half were faculty; 24% were residents, 8% fellows. The majority agreed they could apply knowledge to their work (95%) and found the workshop useful (95%). Over two-thirds reported being able to better identify disparities and better identify and communicate about racism. In open-ended questions, many participants requested an interactive longitudinal curriculum. Developing an antiracism workshop for an academic medical center located in the Deep South provided more insight into tangible next steps to foster an institutional culture centered on antiracism. [ABSTRACT FROM AUTHOR]

This paper seeks to identify strategies for anti-racist higher education, drawing on scholarship that locates structural racism in global and local centre–periphery relations. We first examine how the centre-periphery divide has been identified and challenged in anti-racist intellectual and political movements, focusing on exchanges and solidarity between peripheral territories. We then discuss the implications of this framework for the setting in which the authors work: Brazilian higher education. The Brazilian university sector has recently expanded through affirmative action policies that have resulted in an influx of Black students from urban peripheries. However, the dominant nationalist ideology in Brazil has historically denied racial divisions, presenting a myth of racial democracy and delegitimising transnational links between anti-racist movements. Reflecting on our own experiences and perceptions through a narrative approach, we draw out elements of border thinking that we believe can contribute to anti-racist pedagogical and institutional relationships. [ABSTRACT FROM AUTHOR]

Drawing on their academic and experiential knowledge, the authors use AsianCrit as the guiding framework to present research-based strategies that promote anti-racist curriculum, pedagogy, and holistic development for Asian American students in U.S. K–12 schools. [ABSTRACT FROM AUTHOR]

The authors describe a collaboration to create a series of social justice–oriented curriculum maps for a predominantly White preschool. The researchers explore their own identities and biases, how racism disadvantages individuals and groups, and the resulting curriculum design. [ABSTRACT FROM AUTHOR]

There are significant inherent challenges in teaching students about structural racism resulting from white supremacist systems but overcoming these challenges leads to better outcomes. The goal may be to create a level of awareness that spurs action from the micro- to macro level. However, the means may result in further marginalizing students of color and either creating resistance in white students (who refuse to concede they have privilege) or guilt and shame in white students (who focus on their individual atonement rather than promoting structural change). This paper will discuss flaws in current theoretical and pedagogical approaches to antiracism education including first-person accounts of such errors from the experiences of the author. It will then posit how a primary focus on the history and current context of structural white supremacy in the United States may help alleviate the aforementioned failures of educating around issues of race. [ABSTRACT FROM AUTHOR]