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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]

This article analyzes the ethnic-racial debate proposed by the subject «Topics I: Race, Ethnicity and (Counter)Mestizaje in Peru's Bicentennial », in the Bachelor of Anthropology of the Faculty of Social Sciences of a public university in the capital of Peru, Lima, carried out in 2021. The theoretical-methodological debate is anchored in the theory of ethnicracial relations on the production of knowledge around race, racism, anti-racism, miscegenation and other recurring themes. The work focuses on a reflection on issues of race, racism and anti-racism in a course taught by the author as a guest professor in collaboration with another professor at the institution. With the participation, the author can reflect with students on how to produce knowledge about race, racism, and anti-racism from a perspective of critical autoethnography oriented toward antiracist education. The work carried out indicates that the course provided the possibility of immersion in multiple debates, concept proposals, theoretical analyzes and historical experiences to address issues related, in particular, with race, racism and anti-racism in higher education in Peru in favor of anti-racist education. [ABSTRACT FROM AUTHOR]

Education doctoral programs have an essential role to play in this moment of American history, as we train, teach, guide, and prepare education professionals to learn, unlearn, and lead as antiracist education activists. EdD program faculty and administrators sit in critical roles and must examine our own antiracist beliefs, while also facilitating anti-racist learning for our doctoral learners, who, in turn, must create anti-racist learning communities where they teach and lead. [ABSTRACT FROM AUTHOR]

This conceptual paper extends the Re-imagining Literacies Assessment knowledge mobilization project and its goals of undoing, decolonizing, liberating, and righting assessment, explored through examples of assessment-in-use in classrooms with young children, a Cree language immersion program, anti-racist writing pedagogy, and research in reading instruction and assessment. In conversation with one another, three assemblings of stories, relations, complications, and questions are presented, drawing attention to assessment in relation to noticing, positioning, and dis/re/connecting. Undoing, decolonizing, liberating, and righting become concepts to use in thinking through the use of assessment and in proposing urgent and emergent questions, practices, and possibilities for students and teachers. [ABSTRACT FROM AUTHOR]

Brazil is a structurally racist country, this means stating that the racism it is in diferente instiutions that make up society, including school. Thus, combating racism needs to be an education agenda, to achieve this, the field of Ethnic-Racial needs to be systematically presente in the degree courses, including Science and Biology. Considering this, this research aims to analyze the initial training of undergraduates in Biological Sciences at a state university in the south of Bahia for the debate on Ethnic-Racial Relations. Data were collected from dialogues with undergraduates in formative meetings, and the analysis was based on the Discursive Textual Analysis methodology. The results indicate that they feel they need more preparation to articulate the contents of their areas with Ethnic-Racial Relations, mainly because this approach is outside their initial formation. However, they are favorable once this discussion is made and find insertion possibilities. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and the racial justice uprisings of 2020–2022 created an altered and challenging landscape for teaching public health. Challenging and direct experiences with these public health issues and their reverberations shaped how some faculty and many students participated in both online and in-person classrooms. In this project, we conducted a narrative analysis of oral history interviews with eight faculty members at a public university in New York City to understand how they reacted to these events and reconsidered their public health teaching during this period. We map what propelled faculty along paths of change and where these paths led. We learn that participating faculty shifted in varied ways toward more intentional and sometimes more antiracist teaching practices. Two experiences were foundational to these shifts: (1) faculty attunement to student realities during this time, and (2) faculty reflection on their own social positionings (i.e., race, gender identity, sexual orientation, class, age, immigration status, etc.) and their development of critical consciousness. These findings provide insights into how faculty conceptualize, support, and change their teaching approaches during periods of upheaval, particularly in the context of limited institutional support for faculty development. Finally, we discuss key issues for institutions seeking to formalize and enhance shifts like those described. [ABSTRACT FROM AUTHOR]

Sports, with their various social manifestations, exhibit racist structures and incidents. Physical education (PE) has the potential to serve as an environment to combat racism, but it can also perpetuate and (re)produce racist attitudes and behaviors. This study aimed to conduct a systematic review of national (German) and international literature concerning racism and anti-racism within the context of PE specifically from a students' perspective. The research methodology followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standard and encompassed a four-step process: (1) searching 11 electronic databases using 70 keyword combinations in both German and English; (2) selecting studies based on five predetermined inclusion criteria; (3) evaluating the quality of selected studies using established appraisal tools; and (4) conducting descriptive and template analyses. Of 5,213 publications, 16 met the inclusion criteria, demonstrating diverse theoretical frameworks and methodological approaches. Five themes were constructed: "How racism is understood" (1); "What students experience," encompassing discriminatory incidents in PE, sports, and daily life classified as racial stereotypes, prejudices, and everyday racism (2); and "What physical education teachers (3)/Institutions (4)/researchers (5) can and should do." These themes provided recommendations for teachers, institutions, and researchers, including training and curriculum reforms. While valuable international literature was identified, no German PE specific publications were found emphasizing the necessity of a local (German) survey to comprehend students' experiences, knowledge, and potential for anti-racism efforts. Such insights are crucial for shaping teacherrelated training programs and policy demands in an informed and targeted manner. [ABSTRACT FROM AUTHOR]

The Mark and Gail Appel Program in Holocaust and Antiracism Education: "Learning from the Past, Teaching for the Future" (TFTF) is a tri-national program that brings students from Canada, Germany, and Poland to sites of Holocaust memory to focus on the history, experience, representation, and memorialization of the Holocaust and its implications for other instances of atrocity, racism, and genocide. This forum gathers five voices from the 2013-2014 cohort of TFTF in order to reflect, a decade after the program, on the program's challenges, opportunities, and lasting impacts. The forum documents the various ways TFTF has influenced the lives and career trajectories of each of the forum participants. The forum is bookended by reflections from its editors--a program organizer and a program participant--on the potentials of experiential learning, the promise of an international network of educators, and the processing that a program like TFTF continues to demand. [ABSTRACT FROM AUTHOR]

Copyright of Revista Debates is the property of Revista Debates and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Racism contributes to health disparities and is a serious threat to public health. Teaching physicians about racism, how to address it in medical practice, and developing high quality and sustainable curricula are essential to combating racism. Objective: This study aimed to (1) describe the experience of racism and anti-racism teaching in residency programs, and elicit recommendations from key informants, and (2) use these data and formative research to develop recommendations for other residencies creating, implementing, and evaluating anti-racism curricula in their own programs. Methods: From May to July 2023, 20 faculty and residents were recruited via convenience sampling for key informant interviews conducted via Microsoft Teams. Interviews were audio recorded, transcribed, and coded. An initial list of themes was developed using theoretical frameworks, and then refined using a grounded-theory approach. A brief online optional anonymous demographic survey was sent to participants in August of 2023. Results: Eighty percent (20/25) of participants approached were interviewed. Seventy-five percent (15/20) answered a brief optional demographic survey. Seven themes emerged: (1) Racism in medicine is ubiquitous; (2) Anti-racism teaching in medicine varies widely; (3) Sustainability strategies should be multifaceted and include recruitment, resource allocation, and outcome measures; (4) Resources are widely available and accessible if one knows where to look; (5) Outcomes and metrics of success should include resident- faculty-, patient- community-, and system-focused outcomes; (6) Curricular strategies should be multilayered, longitudinal, and woven into the curriculum; and (7) Self-reflection and discomfort are necessary parts of the process. Conclusions: This study is one of the first to qualitatively examine perspectives of key stakeholders invested in anti-racism teaching for residents. The Support - Pipeline - Outcomes - Community (SPOC) Model, that was developed using information collected during this study, can be used in the future as a guide for others working to design and implement sustainable and high quality anti-racism curricula for residents. [ABSTRACT FROM AUTHOR]

"Space wins" is a long-held homiletical maxim. Usually, this means that architecture and pulpit style influence how sermons are delivered and heard. What is less frequently considered is how monuments and memorials affect proclamation in space. Among other things, Confederate monuments make claims on space, communicate idealized aesthetics, and preach about hopes for a particular eschatological community. This essay examines pedagogical approaches to preaching that confronts Confederate monuments. It is based upon courses I offered in 2022 at The University of the South in Sewanee, Tennessee, and through the Association of Chicago Theological Schools D.Min. program in Chicago, Illinois. After articulating a pedagogy drawn from the work of Leonora Tubbs Tisdale and Willie James Jennings, I examine three approaches to place-based pedagogy that serve anti-racist preaching by (1) analyzing monuments within the teaching location, (2) fostering reflective participation in pilgrimage to the National Memorial for Peace and Justice, and (3) inviting students to research monuments in their home community and confront them through preaching. These approaches can foster preaching that is better attuned to addressing localized histories, better able to identify and confront specific aspects of white supremacy that are concretized in a community, and more adept at offering a gospel proclamation that is finely tuned to the transformative needs of a particular place. [ABSTRACT FROM AUTHOR]

White hegemony is pervasive in and through music education, demanding that teachers and scholars take deliberate social and political actions in order to address racial injustice. Such actions are often built upon propositional knowledge or knowledge that can be evaluated by conceptual reason and verified as true or false (Perry and Shotwell 2009; Shotwell 2011). The purpose of this philosophical inquiry is two-fold: to problematize the prioritization of propositional knowledge when engaging in antiracist efforts and to suggest the need for more holistic accounts of antiracism that combine propositional knowledge with affective understandings. I argue that solely propositional approaches can foster disingenuous antiracism rather than substantive action and dialogue. Poet Audre Lorde emphasized the importance of synthesized understandings, and poetry and literary works such as Toni Morrison's The Bluest Eye engage with both propositional concepts and affective experiences, which can lead to deeper understandings for the reader. I suggest that synthesized understandings are also possible in music education. Using preparing for a performance of Joel Thompson's choral work Seven Last Words of the Unarmed as an example, I offer sharing multiple narratives, recognizing the importance of affect, and taking actions based on synthesized understandings as considerations for antiracist pedagogy. These considerations may encourage the affective depth characteristic of substantive antiracism. [ABSTRACT FROM AUTHOR]

What tactics are high school educators using to teach about socio-political changes in the past and present? Five educators in the province of Alberta (two women, three men; four urban, one rural; four White, one Arab; four without visible religious garb, one Muslim in hijab) explored content they considered to be "radical" and how they teach about (and for) significant sociopolitical changes focused on making society hurt less. Coming from a perspective of symbolic evil, radical love, and radical imagination as inherent to beneficial social movements, the researchers used process and dramaturgical coding to analyze participant insights about decolonial and antiracist education as well as teaching for gender and sexual justice. Participants shared insights about the role of school context and teacher positionality, what might shape an educator to teach for radical change, as well as several tactics: operationalizing positionality, supplementing curriculum, challenging assumptions, subverting school rules, and addressing emotionality. [ABSTRACT FROM AUTHOR]

Copyright of TESL Canada Journal / Revue TESL du Canada is the property of TESL Canada Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TESL Canada Journal / Revue TESL du Canada is the property of TESL Canada Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aufklärung: Revista de Filosofia is the property of Aufklarung: Revista de Filosofia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research, conducted jointly by history and modern language teacher educators working in a higher education institution, evaluates the impact of a project to 'Decolonise Postgraduate Teacher Education', started in summer 2020. This project involved the creation of an action planner aimed to cultivate tutors' and student teachers' racial literacy and empower them to tackle racism in school. The research explores the impact and challenges of the project from the perspectives of the student teachers and tutors involved and establishes the next steps to decolonise the programme. A self-study approach was adopted, as the tutors' and student teachers' perceptions were recorded in diaries. One finding from the research is that the project had a positive impact on the participants' racial literacy and allowed them to look critically at resources and curriculum. The research also identified many challenges in decolonising subjects in secondary schools; for instance the considerable variation in approaches taken by different departments and the underrepresentation of individuals from ethnically diverse communities on the course, but also in the wider teaching and teacher educator workforce. Finally, the research revealed areas where more progress was needed, for example supporting student teachers further in recognising microaggressions and dealing with racist incidents. [ABSTRACT FROM AUTHOR]

Although the field of mathematics education has made gains in centering the need for justice-oriented approaches and antiracist teaching practices in teacher education, much of this work remains in its infancy. Moreover, research focused on this area highlights teacher candidates' knowledge and dispositions and often ignores the role of the mathematics teacher educators facilitating the process. We contend that mathematics teacher educators must pay more attention to how intersectional identities, contexts, Mirror Tests, and principles of Rehumanizing Mathematics manifest in teacher education to better understand how teacher candidates develop political knowledge in teaching mathematics. To this end, we introduce a framework of considerations, which we call a compass, that identifies four dimensions (or strands) and offers guiding questions for mathematics teacher educators to consider. We offer examples from a multi-site research study to illuminate each dimension and build the case for the necessity of braiding the four strands together as we engage in this line of work. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Quaestio Iuris (QI) is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Following the summer 2020 civil rights movement and increasing attention to the intersections of mathematics with politics and power, many math educators have reported a desire to implement an antiracist pedagogy and to examine the intersections of their subject with issues of equity, inclusion, and social justice. Many resources exist for K-12 math educators interested in incorporating social justice into their curricula, but resources are comparatively scarce for college and university instructors (though this is changing quickly!). We discuss why one may want to teach mathematics for social justice, how to begin to implement issues of social justice into postsecondary math courses, and publicly available social justice materials for postsecondary math courses. [ABSTRACT FROM AUTHOR]

This article analyses the images of the black person in contents about America in 8th grade textbooks of two collections: Araribá Mais and Expedições Geográficas. The research was developed in two stages: i) a bibliographic review about the education to the ethnic-racial relations, the textbook and American black people; ii) content analysis of American black people images in the selected books, observing quantitatively and qualitatively the absences and presences of these people. The investigation made possible to identify that, although images of blackness are not uncommon, they maintain subaltern places for black people, make little reference to the blackness in America, do not portray the African diaspora and concentrate in contemporary representations of black people. The conclusion of the article highlights the need for a qualified maintenance of the PNLD (Textbook National Program) and its importance for an anti-racist education. [ABSTRACT FROM AUTHOR]

The goal of this article is to analyze the relationship between teacher training needs in the field of interculturality and violence against migrant children with a view to an anti-racist education. Results of a study carried out in two regions of the country are presented: Metropolitan and Valparaíso. Through a qualitative methodology, semi-structured interviews were applied to teachers and professionals who serve the migrant school population. It is concluded that there are discourses that recognize the problems of racism and discrimination suffered by this population, as well as other accounts that deny or minimize it, hierarchizing the nationalities of origin of the migrant student body. There is also an urgent need for teacher training that emerges from a global public policy that promotes an updated curriculum where cultural diversity is a value, while the category of childhood is recognized as a priority axis of inequality and the recognized reception as a transversal practice. In the current scenario, various coexistence conflicts arise that need to be managed from paradigms that are friendly to migrant children and methodologies that recognize their rights and guarantee true inclusion in our country. [ABSTRACT FROM AUTHOR]

Training on suicide assessment and intervention in college counseling centers is crucial. The SAFE-T model is effective when teaching counselors in training (CITs) in training clinics on college campuses as students learn how to assess clients' suicide risk level. We share how the SAFE-T model, in tandem with anti-racist counselor education practices, can enhance training in programs with training clinics based on our clinic at The Pennsylvania State University, followed by a case study to exemplify how to synthesize both practices for robust clinical outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This narrative documents the early stages of a collective called #SWEDUACTS. We are four White, female social work educators who have led the planning of a teach-in event held in October of 2020 and subsequent monthly drop-in, peer-led Professional Learning Community meetings drawing dozens of participants over nine months. We reflect here on how engaging in the planning and delivery of the drop-in sessions helps ground our commitment to anti-racist pedagogy as well as facilitates the capacity of other social work instructors to build their own capabilities as anti-racist social work pedagogues. [ABSTRACT FROM AUTHOR]

Moving one's practice beyond normative pedagogies toward centering anti-racist practices requires continual and critical self-reflection around one's own positionality, the identities of students, and the impact of chosen practices. This article explores how a group of early-career, White mathematics teacher educators are working together within a self-study community of practice to develop as anti-racist educators. Self-study methodologies, data from weekly meetings, and student surveys from one semester of this ongoing work were analyzed to identify ways that teacher educators can attempt to push past their whiteness and move toward anti-racist pedagogies. Viewing our work through the perspectives of our students enabled us to recognize our collective identity as White educators left us stuck within the safety of good for all pedagogy. This shift in perspective led us to recognize the importance of fully attending to students' racial identities and systems of whiteness and privilege at play within mathematics classrooms and anti-racist pedagogy as complex personal and professional work, well beyond a checklist of effective practices. [ABSTRACT FROM AUTHOR]

This study sought to explore the skills white social work students need to develop in order to cultivate an embodied anti-racist practice. Forty-one social work students (approximately half white and half students of color) at a public university participated in semi-structured focus groups to discuss their experiences with anti-racist education and practice in their social work education. A predominant theme observed from these focus groups was the difficulty that white social work students have developing trust and relationships. Findings revealed that these students need guidance on how to build trust and develop relationships before they can engage in learning other anti-racist practice skills. The authors propose offering a future course that will help white social work students to develop these skills through pilot-testing a few embodied anti-racist competencies related to trust and relationship-building. These skills can contribute to the broader Social Work Grand Challenge to eliminate racism as well as the NASW Code of Ethics ethical principle of strengthening relationships as a vehicle for change. [ABSTRACT FROM AUTHOR]

Studies have suggested that faculty in higher education lack the preparation, training, tools, and collaboration to be effective anti-racist educators. This conceptual paper presents a new framework for social work faculty to consider as they evolve their anti-racist pedagogy. The history of the priorities and professionalization of social work is explored along with the origins and theoretical influences of social work education and accreditation, the inequitable system and structure of higher education, and the racial identity, lived experience, and education of individual educators. The proposed conceptual framework centers on practical strategies for increasing faculty capacity, building faculty reflexivity, and scaffolding faculty ability for social work anti-racist pedagogy. Strategies for increasing faculty capacity include professional development and training, places to process, and policy and support. Strategies for building faculty reflexivity focus on applying racial consciousness, assessing values, and adopting humility. Strategies for anti-racist pedagogy skills include building intentional class culture, braving collaborative learning, and banking on resistance. This paper concludes with discussions about anti-racist capacity-building for social work educators and broader implications for social work education in the United States. [ABSTRACT FROM AUTHOR]

The objective of this study was to investigate in the academic literature how much knowledge about Anti-Racist Education at school can contribute to the practice of the management team. The methodology chosen for the elaboration of the research was the literature review that aims to describe scientific theoretical knowledge through books, articles, dissertations and theses. To carry out this work, studies were chosen with acutout between the years 1970 and 2021. Knowledge about Anti- Racist Education can offer society the deconstruction of narratives that subjugates the black population, feeding structural racism in society. The management team responsible for coordinating the School’s Political Pedagogical Projects (PPPs), must be attentive to issues in the context of racial relations, since the school is a living environment that can contribute to the humanization of society. [ABSTRACT FROM AUTHOR]

In academic research with the environmental theme we commonly notice the absences of the articulation of environmental education with the education of ethical-racial relations. Therefore, this text highlights possibilities of curricular creations with other ecologies in educational networks from pedagogical practices carried out with the wanderers of a research group also involving teaching and university extension. The objective of this article is to present the research practiced by research teachers, who make up this group and work in the networks of public schools of basic education. Our theoretical-methodological support is inspired by Paulo Freire's pedagogy with the notions of loving dialogue and hope, as well as studies with daily life and narrative research, with Nilda Alves and Marcos Reigota. In addition, our epistemological contribution is crossed by the ideas of Carolina Maria de Jesus, Conceição Evaristo, Ailton Krenak and Malcom Ferdinand. In this scenario, the results of the research of the cited group are curricular creations and modes of resistance woven with the subjects of history in the multiple spacetimes in the educational networks, supported by the education of ethnicracial relations, an anti-racist environmental education and other unsubmissive everyday ecologies. Thus, the educational products elaborated by the researches were also methodological procedures, among them, the use of drone in field class, postcards, pedagogical letters, podcast, animation cinema workshops, cineconversations, images, narratives, films. Finally, from this we defend other curricular creations that enable and bet on ideas and dreams in favor of a more solidary, egalitarian, just, antiracist and anti-colonial society in the exercise of hope to postpone the end of the world. [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]

PURPOSE We undertook a study to evaluate the current state of pedagogy on antiracism, including barriers to implementation and strengths of existing curricula, in undergraduate medical education (UME) and graduate medical education (GME) programs in US academic health centers. METHODS We conducted a cross-sectional study with an exploratory qualitative approach using semistructured interviews. Participants were leaders of UME and GME programs at 5 institutions participating in the Academic Units for Primary Care Training and Enhancement program and 6 affiliated sites from November 2021 to April 2022. RESULTS A total of 29 program leaders from the 11 academic health centers participated in this study. Three participants from 2 institutions reported the implementation of robust, intentional, and longitudinal antiracism curricula. Nine participants from 7 institutions described race and antiracism-related topics integrated into health equity curricula. Only 9 participants reported having "adequately trained" faculty. Participants mentioned individual, systemic, and structural barriers to implementing antiracism-related training in medical education such as institutional inertia and insufficient resources. Fear related to introducing an antiracism curriculum and undervaluing of this curriculum relative to other content were identified. Through learners and faculty feedback, antiracism content was evaluated and included in UME and GME curricula. Most participants identified learners as a stronger voice for transformation than faculty; antiracism content was mainly included in health equity curricula. CONCLUSIONS Inclusion of antiracism in medical education requires intentional training, focused institutional policies, enhanced foundational awareness of the impact of racism on patients and communities, and changes at the level of institutions and accreditation bodies. [ABSTRACT FROM AUTHOR]

In this article, we share our experiences developing and launching an interactive digital map, Writing Sites, which explores WAC/writing trends at diverse institutions. Writing Sites 1) validates otherwise hidden writing initiatives, 2) highlights various forms of WAC/WID and writing programs (official and nonofficial), and 3) supports new-to-the-work WAC/WID practitioners and WPAs. Our map invites users to explore trends in writing at a range of institutions along institution size/type, descriptive data (WAC/WID and writing programs), support for multilingual writers, and incorporation of implied or explicit antiracist pedagogies and practices. By mapping present sites of WAC and writing practices, especially solicited frominstitutions and individuals situated at the borders of typical research, we hope to create space for more diverse, too-often marginalized voices to be represented, thereby creating a broader, more inclusive future for WAC as a scholarly community. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the concept of transformative listening by García (2017) that views listening as a form of decolonial work that must take place in writing centers, the article examines colonial thinking and contingency as toxic preexisting conditions of writing center ecology that hinder our ability to listen to marginalized multilingual voices. Recognizing the commonality between multilingualism and contingency, both as ignored marginalized intersecting identities in the hierarchy of the racialized and corporatized university system, the article describes the complexity of engaging contingent workers in decolonial work and listening. Further, it argues that contingency creates significant barriers to the type of antiracist and decolonial work that García calls for that cultivates transformative listening. The article proposes specific types of collaborative training and partnerships that writing centers should invest in to foster decolonial listening and work while addressing the material constraints faced by contingent faculty and staff. [ABSTRACT FROM AUTHOR]

Art teacher educators have obligations to prepare preservice art teachers and researchers to be culturally competent, to understand how to respectfully and knowledgeably include silenced voices into the classroom. Through this paper, we share a collaborative project we engaged with two arts-based researcher student groups toward approaching art learning from an anti-racist perspective using the lens of an Indigenous Pedagogy We demonstrate an Anti-Racist teaching cycle we applied that begins with cultural competency and leads to cultural relevancy. The project culminated with the development of anti-racist lesson plans toward a museum exhibition that utilized recommendations shared by four contemporary Native American Artists. Our purpose was to explore a method for changing the narrative by inserting multiple Indigenous artists' voices into the classroom conversation. [ABSTRACT FROM AUTHOR]

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

In the wake of the "racial reckoning" of 2020, antiracism education attracted intense attention and prompted renewed educator commitments to teach more explicitly about the function, operation, and harm of racism in the United States. The increased visibility of antiracism education engendered sustained critique and opposition, resulting in executive orders prohibiting its adoption in the federal government, the introduction or adoption of over sixty state-level bills attempting to control how race is taught in schools, and a round of lawsuits challenging antiracism education as racially discriminatory. Because antiracism so directly runs afoul of norms underlying American antidiscrimination law, including anticlassification, colorblindness, and white innocence, antiracism education is vulnerable to legal challenge in a way that precursors like multiculturalism were not. The vulnerability of antiracism education to constitutional censure is the most recent illustration of how far antidiscrimination law has gone not in undercutting, but further entrenching, racial hierarchy in the United States. The legislative, litigation, and curricular wars surrounding antiracism education also remind us that race is significant for reasons that go beyond materiality. Rather, legal and social discourse about racism shapes notions of racial injury and ultimately impedes efforts to respond to even the material consequences of enduring racial inequality. Tracking and analyzing the anti-antiracism legislation and lawsuits provides those who are willing to follow it a map both to where antidiscrimination law must be changed, and to where antiracism education is most needed. [ABSTRACT FROM AUTHOR]

The present article reports the extension experience "Stages of living: afro-brazilian culture and education for the ethnic-racial relations". It is an initiative of socio-interactive inspiration that aimed to subsidize anti-racist processes of anti-racist teacher education (initial and continuing), through living stages in communities of afro-brazilian tradition. To this end, we promoted a day of experience, so that the teachers could get to know a Candomblé yard in which were performed reading activities, as well as getting to know the working dynamics of an axé community. We observed that the contact with the receiving community enabled the review of prejudices, stereotypes and allowed the group to deepen reflections, aiming at anti-racist education and school participation in the fight against religious intolerance and the implementation of the Federal Laws 10.639/2003 and 11.645/2008. [ABSTRACT FROM AUTHOR]

I was honored by the invitation to deliver the 2021 Lee E. Teitelbaum keynote address. Dean Teitelbaum was a gentleman and a titan for justice. 1 am confident the antiracism work ongoing at the S.J. Quinney College of Law would have deeply resonated with him, especially knowing the challenges we are currently facing within and outside of legal education, the legal academy, and the legal protbssion. 1 amfortitied in this work by Dean Elizabeth Kronk Warner's commitment to antiracism and associated diversity, equity, and inclusion work. Finally, I applaud the students who serve on the Utah Law Review ®r their vigilance in using the power of scholarship, convening, and discourse to generate knowledge and inspire action that will be meaningful to our teaching and learning communities as we tackle the perennial issue of systemic racial inequality and intersectional injustice. This Essay is a call to action.for legal education, the legal academy, and the legal profession in Ainerica to address the complicity of law and legal systems in sca#blding systemic racial inequality and intersectional injustice. The./bcus on legal education, the legal academy, and the legal profession is necessary for two reasons: jirst, throughout history, the law has been used to design a system that has and continues to advantage some and to oppress others in American society: and second, the special duty of those within the legal profession is to lise the law as a tool to promote democracy and democratic ideals. not to diminish or dismantle them. As such, this Essay proposes the use of antiracism in teaching, learning, and practice to acknowledge the persistence of systemic racial inequality and intersectional injustice, to become competent in using pedagogy and practice to prepare methods of resisting systemic racial inequality and intersectional initslice, and to act to embed antiracism into our democratic institutions to promote systemic equity. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study at a research-intensive public university, a group of eight instructors across a range of disciplines designed a writing assignment in which students (n=104) chose to write to one of three audiences—the teacher, a novice, or an adjacent expert. Students were then asked to complete a questionnaire that included open-ended questions about why they chose a particular audience and why they thought writing to different audiences was or was not valuable. This study design allowed us to answer three questions: (a) do students value writing to different audiences? (b) if so, why? and (c) how are students’ perspectives about writing to an audience of their choice connected to their perceived engagement and their perceptions of the assignment’s ease? Unexpectedly, writing for the instructor was the most commonly selected option of our participants—a decision students made based in part on their perceptions of relative ease and familiarity of the task and audience. Yet, at the same time, participants valued being asked to write for different types of audiences, in part because they saw other audiences as stretching their rhetorical skills. Of note, too, was the fact that students rarely referred to grading as a motive for their choice. Quantitative analysis confirms that students’ choice of audience was not based on an inherent sense that one audience type was easier to write for than others. These findings inform ongoing conversations about writing-to-learn, writing transfer, and anti-racist teaching. [ABSTRACT FROM AUTHOR]

In this manuscript, we revisit data from a 9-month ethnographic study that examined whiteness in early childhood. Specifically, the study explored the epistemological and ontological reality of three young white children and how they learned to conflate ethnocentric love with whitewashed justice through the lens of their religious upbringing. We theorize how such epistemological and ontological realities of religious ideologies potentially shape the pedagogies of educators who identify themselves as white Evangelical Christians (a demographic that represents over one-third of the total teaching force in the United States). Finally, we suggest how learning from black theologies could offer a way to expand notions of biblical love and justice to encompass those that are rooted in agency, social justice, and explicit attention to systematic oppression. [ABSTRACT FROM AUTHOR]

In 2020, resources proliferated for 1) teaching in virtual settings in response to educational disruptions; and 2) antiracist education practices. Resources that combined these subjects to suggest antiracist education practices for the virtual setting were comparatively few. In this article, the authors propose ways to connect antiracist practices to virtual education. We begin with an exploration of racism and antiracism. Next, we explore existing literature for how racism shows up in the virtual classroom. Literature suggests instructor bias, course planning, and course delivery practices can work to uphold racism and manifestations of white supremacy in these virtual settings. Drawing from the work of scholars in the area of antiracist pedagogy, we suggest processes educators can engage in for increasing awareness of instructor bias, and for increasing the use of antiracist practices in course planning and delivery to help begin (or continue) the process of implementing antiracist practices in the virtual classroom. [ABSTRACT FROM AUTHOR]