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Counseling theories created by White theorists have traditionally failed to consider the religious or spiritual experiences of Black clients. Integration of Black liberation theology and narrative therapy provides a novel approach to support counseling trainees in meeting the needs of Black clients. Decolonizing therapeutic strategies are presented along with counselor educator recommendations. [ABSTRACT FROM AUTHOR]

This article examines the celebration of Karneval in Germany's Rhineland region, with a focus on Cologne. It delves into the ongoing discussions surrounding racism, cultural appropriation, and appropriate costumes during Karneval. The author emphasizes the importance of educators addressing these issues in the classroom and offers suggestions for teaching Karneval in a culturally sensitive and inclusive manner. The article underscores the significance of creating safe spaces, using updated terminology, and incorporating diverse perspectives. It also encourages self-reflection and continuous growth in practicing anti-racist pedagogy. The author expresses gratitude for the valuable feedback and suggestions they have received, as well as the opportunities they have had to learn about antiracist pedagogy and diversity, equity, and inclusion through workshops and seminars organized by the AATG, DAAD, and Goethe Institute and facilitated by Josephine Apraku, Natasha A. Kelly, and Priscilla Layne. [Extracted from the article]

As premodern studies continues to develop tools for anti‐racist scholarship and pedagogy, this essay establishes the stakes of adaptation/appropriation studies especially committing to these efforts. Turning to the novel The Serpent of Venice, I demonstrate how appropriations that engage with race too often employ what I frame as racial euphemism: palliative engagements with race that sidestep questions of power and inequity. This is especially true for those attempting to maintain distance between Shakespeare and questions of race, and especially racism, often under the guise of historical accuracy. This racially euphemistic approach, therefore, disseminates to especially wide audiences white supremacist approaches to race. Premodern Critical Race Studies provides a vital activist framework, and with it, important conceptual and methodological tools, that help adaptation/appropriation scholars identify racial euphemism in premodern retellings, while at the same time offering appropriators scholarship that can help them craft anti‐racist appropriations that resist the idea of a race‐neutral past. [ABSTRACT FROM AUTHOR]

In this autoethnography inquiry, seven counselor educators from diverse intersectionalities discuss how they leverage their selfhood to promote antiracist counselor education. Based on two cycles of pattern coding, the authors identified themes of perceiving, experiencing, creating, and facilitating. Implications for future research and practice are offered. [ABSTRACT FROM AUTHOR]

This article takes an international perspective on adult learning and disinformation, exploring how they have recast the global landscape. In particular, we address former president Trump's naming of certain Caribbean and African nations as "shithole countries," as well as other related experiences, and work to locate these comments within a neocolonial, racist episteme—what we term the systemic imperialist syndrome. Finally, this article discusses how critical media literacy (CML) can be leveraged for adult learning, and argues that this involves a mindset change that has the potential to de‐imperialize the minds of imperialists who themselves are colonized in/by their hatred. [ABSTRACT FROM AUTHOR]

The extensive propagation of racism and the endless occurrence of racist speeches on social outlets imperil the harmony and resilience of societies. Consecutively, it is required to work in-depth analysis of the structure process, dynamical interaction, and intervention impact on racism spread and related devastation. As such, the diffusion of racism may flow via a socially contagious approach, in which racist ideologies bear like an infectious disease transmission. In this study, we propose and analyze the S 1 S 2 S 3 H R C I compartmental mathematical model to comprehend how racists disseminate their opinions and influence society with intervention strategies. We proved the well-posedness of the proposed model. Convection, hesitation, and rejection of racist ideology measure the strength of racist militancy. Through rigorous theoretical analysis, racism-free and racism-addicted equilibrium are locally and globally asymptotically stable if the effective threshold value R e < 1 and R e > 1 , respectively. Sensitivity analyses are performed based on the effective threshold value to seek influential control parameters of the model. The result implies high levels of racist combativeness and low likelihood of rejection of awarded individuals have fostered racism dissemination. Nevertheless, effective antiracism education and racist confinement create a social environment beyond racism and reduce the peril of bigotry. Through extensive simulations, we study the racism dissemination process will decline and vanish if the community resilience boots via antiracism education and efficient racist confinement. Furthermore, racist confinement is more effective when compared to antiracism education. We examine the impact of integrating interventions, and the result exhibits that combining intervention strategies is better relevant than a sole intervention. [ABSTRACT FROM AUTHOR]

In this article, we discuss our struggles and efforts to respond to Asian American and Pacific Islander (AAPI) hate crimes and anti‐Asian racism, as well as explore ways to address the issues of anti‐Asian racism, violence, myths, and stereotypes in the art classroom. We researched and learned from contemporary Asian American artists, attended anti‐racism virtual talks, and examined various anti‐racism pedagogical approaches. As an outcome of our research to confront anti‐racism, we developed S‐R‐C strategies to engage students with art‐based anti‐racism, which include facilitating a sense of belonging (S), resisting anti‐Asian racism (R), and coalescing with other minority groups and allies (C). These strategies were developed to fully embrace the equity, diversity, and inclusivity of AAPI sequentially and holistically. This article also reports how we use the S‐R‐C strategies to guide our pre‐service art teachers to confront anti‐Asian racism and advocate for anti‐racism teaching practices. [ABSTRACT FROM AUTHOR]

Given the sociopolitical climate of schools today and multiple crises, school counselors are poised to center healing engagement, antiracist education, and social emotional learning through group counseling. Therefore, counselor education programs must prepare and train social justice‐engaged school counselors with advanced group knowledge and skills to fuel the success of all P‐12 schools. This manuscript specifically explores the extent to which school counselors use the lens of power, privilege, and intersectionality within the screening, planning, implementation, and evaluation of small groups. Results indicate while school counselors are facilitating small group counseling, contradictions exist in training and school counselors' implementation of small groups from the lens of power, privilege, and intersectionality to promote social justice and antiracist practices in schools. School counselors perceive they were trained in small group counseling from the lens of power, privilege, and intersectionality, however, they reported that they do not implement group counseling from the same lens. [ABSTRACT FROM AUTHOR]

This commentary considers the racialised lens through which fieldwork, as a pedagogic practice in Geography, is constructed and experienced. Prompted by narratives in the seminal paper 'Muddy glee' exploring the gendered aspects of fieldwork, and my own experiences of delivering undergraduate fieldwork with demographically diverse undergraduate students from a London University, the paper offers a rationale for adopting anti‐racist pedagogic practices in fieldwork. The universality of field experience is questioned as I reflect on how it is shaped by and mediated through racialised societies and spaces. The paper argues for the adoption of an active and explicitly anti‐racist approach to fieldwork with academic teachers and their departments addressing how field practices are shaped by the normative Whiteness of our discipline and, more specifically, White Privilege. The paper continues by offering some actions that field leaders can take to ensure anti‐racist practices in their fieldwork. It concludes by reiterating the positive tone of 'Muddy glee' by encouraging colleagues to challenge themselves to actively manage their field practices in ways that support 'rigorous and critical reflexivity' (Bracken & Mawdsley, 2004, Area, 36, 282), while centring the well‐being of all our students. [ABSTRACT FROM AUTHOR]

Confrontation is an important mechanism to reduce racial prejudice. Yet, little research has examined White adults' intended confrontation within the context of discriminatory policies that pose barriers to Black Americans seeking employment. Moreover, less research has investigated reactions to zero‐sum and negative‐sum anti‐Black institutional discrimination. The present study investigated the effects of an antiracism educational exercise on White adults' intended confrontation of zero‐sum and negative‐sum institutional discrimination. Participants aged 20–85 years (n = 195; Mage = 54.16) were randomly assigned to one of three conditions: (1) antiracism education with writing reflection, (2) antiracism education alone, or (3) a control condition. Participants then reported how they would respond in situations that described zero‐sum (i.e., new hire recruitment exclusively from predominantly White institutions) and negative‐sum anti‐Black institutional discrimination (i.e., hairstyle discrimination). Participants in the antiracism education alone condition intended to confront more assertively in both scenarios compared to participants in the control condition. Across conditions, participants were more likely to intend to confront, and intended to confront more assertively, in the zero‐sum discrimination scenario than the negative‐sum discrimination scenario. We conclude that a brief antiracism education exercise may hold promise for increasing White adults' assertive confrontation of institutional discrimination, but the effects may be contingent on whether a reflective writing task is included and the characteristics of the discriminatory policy. [ABSTRACT FROM AUTHOR]

The development of anti‐racist ideology in adolescence and emerging adulthood is informed by parent socialization, parenting style, and cross‐race friendships. This study used longitudinal, multi‐reporter survey data from White youth and their parents in Maryland to examine links between parents' racial attitudes when youth were in eleventh grade in 1996 (N = 453; 52% female; Mage = 17.12) and the youths' anti‐racist ideology (acknowledgment of anti‐Black discrimination and support for affirmative action) 1 year after high school in 1998. This study also examined whether these associations varied based on authoritative parenting and the number of cross‐race friendships. Positive parent racial attitudes toward racially and ethnically minoritized populations predicted higher anti‐racist ideology in the independent contexts of more cross‐race friendships and low authoritative parenting. [ABSTRACT FROM AUTHOR]

Anti-racist efforts require talking with children about race. The present work tested the predictors of U.S. adults' (N = 441; 52% female; 32% BIPOC participants; Mage  = 35 years) conversations about race with children across two timepoints in 2019. Approximately 60% of adult participants talked to their children (3-12 years) about race during the preceding week; only 29% talked to other adults about race during the same period. This paper describes the content and predictors of conversations about race, revealing how conversations differ depending on the participant's race, a child's age, and whether the conversation occurs with children or another adult. These data have important implications for theorizing about when, why, and how adults actually talk about race with children and adults. [ABSTRACT FROM AUTHOR]

With no possibility of teaching in prisons in person because of the pandemic, a group of social justice concerned art history graduate students offered a remote learning college course for people incarcerated in a detention facility in the United States. The culturally sustaining and trauma‐sensitive course, delivered asynchronously via tablets, was a survey of contemporary art. Because of a quarantine in response to the COVID pandemic, the class had the opportunity to use technology that is new to carceral spaces. The advantages and problems will be discussed. This article will close with practical recommendations for educators seeking to provide similar programming. [ABSTRACT FROM AUTHOR]

In this forum, practitioners reflect on their experiences as they respond to the following question: How do you think about antiracist reading practices and what are some ways that you incorporate them into your pedagogy? Three educators across high school and college settings recount their personal journeys developing antiracist reading practices and share strategies for readers to consider their own entry points into critical reflection and action. [ABSTRACT FROM AUTHOR]

This article makes a case for why Black Language (BL) must be a part of teachers' conceptualizations of multilingualism in U.S. contexts. BL is a living linguistic legacy, an embodiment of Black culture, and much more than simply a list of distinct grammatical features. For teachers to move toward dispositions and language and literacy pedagogical practices that are inclusive, just, and anti‐racist, they must become aware of and interrogate their real trouble with BL through guided and continuous critical, introspective, and reflexivity. After providing a brief linguistic understanding of BL, the author describes what happens when Black adolescents and adults discover that their language has a name, a rich history, and global influence‐‐it marks the onset of their Black Linguistic Consciousness‐raising (Baker‐Bell, 2020). The article ends with recommendations and resources for how teachers can start and continue to stand for anti‐racist linguistic justice in the classroom contexts and beyond. [ABSTRACT FROM AUTHOR]

Black, Indigenous and people of colour (BIPOC) individuals are disproportionately impacted by the negative consequences of our ongoing environmental and climate crises, yet their valuable scientific voices are shockingly underrepresented within the fields of Ecology and Evolutionary Biology (EEB). As early‐career BIPOC EEB researchers, we recognise the key role that our fields play in understanding and mitigating the effects of our ongoing global crises, and are concerned about the lack of diversity we see among our own EEB cohorts and mentors. We present this piece as a call to action for the EEB Academy, drawing on our own experiences and the literature to suggest steps the Academy must take to increase representation of and equity for BIPOC graduate scholars in EEB. We synthesise these steps into four actionable ideas: anti‐racism education and practice, increased funding opportunities, integration of diverse cultural perspectives and a community‐minded shift in PhDs. Importantly, this advice is specifically directed at those who wield power in the Academy (e.g. funding agencies, societies, institutions, departments and faculty), rather than BIPOC scholars already struggling against inequitable frameworks in EEB. [ABSTRACT FROM AUTHOR]

In this issue, we focus on the importance of and need for antiracist practices and pedagogy in counselor training. San'yas indigenous cultural safety training as an educational intervention: Promoting anti-racism and equity in health systems, policies, and practices. To address antiracist practices and their role in counselor training and supervision, authors were solicited for this special issue. [Extracted from the article]

Scholars have cited an antiracist identity as an ideal development status for Whites seeking to change systemic racism (Helms, 1995). However, little is known regarding the lived complexities of antiracist work itself. This article examines the experiences of one group of Whites (N = 10) committed to antiracist action. Outcomes indicate challenges that include backlash and struggles to identify more effective antiracist tactics. Coping mechanisms are considered in relation to counseling and counselor training practices. [ABSTRACT FROM AUTHOR]

This chapter describes how painting can be utilized as a method for instructing antiracist pedagogy. [ABSTRACT FROM AUTHOR]

For the past 30 years, the definition of racial socialization has referred to how parents prepare children of color to flourish within a society structured by white supremacy. Drawing on ethnographic interviews with eight white affluent fathers, this study explores fathers' participation in white racial socialization processes. The article focuses on fathers who identify as 'progressive' and examines the relationship between fathers' understandings of what it means to raise an 'antiracist' child, the explicit and implicit lessons of racial socialization that follow from these understandings, and hegemonic whiteness. Findings illustrate how these fathers understand their role as a white father, how their attempts to raise antiracist children both challenge and reinforce hegemonic whiteness, and what role race and class privilege play in this process. [ABSTRACT FROM AUTHOR]

This chapter explores the journey of a former adult literacy worker into the academy. She reflects on her commitment to social justice education and implications for doctoral studies. [ABSTRACT FROM AUTHOR]

This article maintains that knowledge of the literature on multicultural education and social justice pedagogy is indispensable for white college professors who desire to teach effectively about racial justice concerns. In exploring this literature, I have noticed that many publications either articulate theory or reflect on concrete classroom strategies, while relatively few deploy theory to evaluate specific attempts at teaching for justice. This seems to me a gap worth filling. Speaking as a white, conventionally trained, Catholic theologian, I begin by explaining why I deem it appropriate to employ antiracist pedagogy. I then demonstrate that the literature on multicultural education and social justice pedagogy is essential to this effort by utilizing both types of literature, theoretical and practical, to analyze my own strategies and goals to date. Throughout, I discuss white antiracist theological pedagogy not as an accomplished fact, but as an emerging endeavor. See a companion essay in this issue of the journal (Anna Floerke Scheid and Elisabeth T. Vasko, 'Teaching Race: Pedagogical Challenges in Predominantly White Undergraduate Theology Classrooms'), and responses by the authors of both essays, also published in this issue of the journal ('Responses: Toward an Antiracist Pedagogy'). [ABSTRACT FROM AUTHOR]

While a number of scholars in the field of Christian theology have argued for the importance of teaching diversity and social justice in theology and religious studies classrooms, little has been done to document and assess formally the implementation of such pedagogy. In this article, the authors discuss the findings of a yearlong Scholarship of Multicultural Teaching and Learning (SoMTL) study, which examined student learning and faculty teaching regarding race and white privilege in two theology classrooms. After a brief overview of the study's design and execution, we reflect upon our findings and draw out implications for pedagogical practices. In particular we discuss students' emotional responses to the material and the role of cognitive dissonance in student learning with respect to racial inequality via social structures. See a companion essay in this issue of the journal (Karen Teel, 'Getting Out of the Left Lane: The Possibility of White Antiracist Pedagogy') and responses by the authors of both essays, also published in this issue of the journal ('Responses: Toward an Antiracist Pedagogy'). [ABSTRACT FROM AUTHOR]

The authors respond here to each other's essays published in this issue of the journal. In 'Holding Us Accountable,' Anna Floerke Scheid and Elisabeth T. Vasko respond to Karen Teel's essay, 'Getting Out of the Left Lane.' In 'Challenges and Convergences,' Karen Teel responds to the essay 'Teaching Race' by Anna Floerke Scheid and Elisabeth T. Vasko. [ABSTRACT FROM AUTHOR]