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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]

The racial mismatch between the overwhelmingly white teaching force and an increasingly heterogeneous student population continues to widen (Boucher, M. (2016). Urban Education, 51(1), 82–107.) with pernicious implications for BIPOC students "who are systematically marginalized by the institution of schooling" (Kinloch, V., & Dixon, K. (2017). English Teaching: Practice & Critique, 16(3), p. 332). This article employs critical whiteness studies to examine one white teacher's progress toward antiracist praxis. By "problematizing the normality of hegemonic whiteness" (Matias et al.. (2014). Equity & Excellence in Education, 47(3), p.291), critical whiteness studies expose the ways that whiteness and white people's resistance to acknowledging their whiteness upholds racism and systems of racial injustice. Analysis uncovered two shifts: 1) from a deficit perspective to an asset-based stance, and 2) from a dominant culture curriculum to a culturally relevant and sustaining curriculum that centered family and community. The conclusion offers recommendations for integrating antiracist praxis into pedagogy and ways of being. [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]

Greater use of antiracist and inclusive pedagogy is necessary to address racism in public health education. To effectively prepare the next generation of public health faculty who can support diverse cohorts of students in developing the skills needed to promote health equity, such pedagogies must be integrated into doctoral teaching training. Based on our experiences as co-instructors and student of a doctoral-level course on teaching public health, we offer recommendations for integrating antiracist and inclusive pedagogies into doctoral teaching training. First, integrating student voices, such as letters to academic institutions demanding changes to address institutional racism, can prompt reflection and discussion on how doctoral students' teaching can contribute to antiracist work. Second, pedagogy courses offer the opportunity to model inclusive teaching strategies that value the participation and perspectives of all students. Third, mentored teaching experiences provide doctoral students opportunities to meaningfully engage in course preparation and delivery, including reflexive consideration of positionality in the context of the course. Fourth, instructors and doctoral students must engage in ongoing and collaborative learning, reflection, discovery, and accountability. We encourage public health programs to assess how antiracist and inclusive pedagogies fit into doctoral teaching training and implement further steps to better prepare future faculty to become antiracist educators. [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]

The U.S. education system has been a critical site in the nation's ongoing fight for racial equity. Yet, despite many attempts to promote equity within and across schools, efforts fall short in a system designed to uphold norms rooted in whiteness and white supremacy. We need anti-racist educational leaders who can identify and push back at the racial bias embedded in educational policies. Through a research-practice partnership with a Midwestern high school, we sought to understand how an anti-racist policy decision-making protocol can be used to redress inequitable policies to be racially just. The anti-racist policy decision-making protocol promotes social justice by empowering school practitioners to become policy agents. Implications from our findings point to the need for school practitioners to be critically introspective and identify and directly address the politics of whiteness that can ensue when working in partnership to do anti-racist policy change. [ABSTRACT FROM AUTHOR]

In this paper, we discuss the decolonisation of curriculum development in an online undergraduate health course at the University of South Australia, emphasising the importance of centring Aboriginal and Torres Strait Islander voices and knowledge systems. We highlight the ongoing role of higher education in perpetuating systemic racism against Aboriginal and Torres Strait Islander Peoples through colonised curricula and inadequate cultural training. We discuss how we embarked on a comprehensive course redesign aimed at fostering cultural safety and empowering Aboriginal and Torres Strait Islander perspectives, moving away from deficit-based narratives. Through our work, we advocate for integrating Indigenous knowledges across health education to prepare graduates for culturally safe practice. In the paper, we discuss challenges faced, such as institutional constraints and the need for ongoing anti-racism education. We emphasise the importance of collaborative efforts between Aboriginal and Torres Strait Islander and non-Indigenous academics in curriculum development, creating space for meaningful engagement with Aboriginal and Torres Strait Islander Elders and knowledge holders. Ultimately, we conclude that ongoing reflection and adaptation are crucial for effective decolonisation and in creating inclusive and culturally responsive learning experiences that benefit all health students. [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]

The US student body is rapidly diversifying, but remains unmatched by the teachers who serve in their classrooms. There is a growing understanding that teachers, particularly White teachers, must explicitly and thoughtfully engage in anti-bias and anti-racist practices in their classrooms. Our nation, and correspondingly our schools, have witnessed or engaged in tide swells of social activism leading to increased awareness of how systems of oppression have broad-reaching impacts on our society broadly and our students specifically. It can feel difficult or uncomfortable to address issues like privilege, activism, and social justice with children, however, especially when this very concept is the topic of much political and legislative debate currently. Teachers of young children already engage in daily literacy learning, and these experiences provide the perfect opportunity to use carefully chosen picturebooks to scaffold students' perspective taking, reflection, and thoughtful discourse, but these moments do not happen accidentally. In this thought piece, we describe some of the pivotal cultural moments over recent years, how children's literature has responded to and amplified these moments, and strategies teachers can use to ground anti-bias/anti-racist learning opportunities within literacy learning using picturebooks highlighting diversity. We also provide links to instructional resources and culturally responsive book titles for educators to support their forays into anti-racist teaching in their early childhood classrooms. [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 article reflects on the challenges of developing anti-racist commitments in a UK university during and 'post' pandemic and re-envisions pedagogic failure in this context. Tackling racism requires that our conversations start from a recognition that we are always situated in relationship not just to others but to the structures and cultures of our environments and communities. There are long histories of empathy and its role, risks and limits in intersectional understandings of the transformation of inequalities. We contend that empathy is integral to anti-racist pedagogies because it: centres relationality in critical and reflective learning; has the capacity to be subversive through its challenge to the 'dominant transmission model of education prevalent in the neoliberal colonial university'; reveals how the university acts upon and works to erase consciousness of our emotional and embodied selves, and has the capacity to unsettle our epistemic horizons to reveal our complicity in colonial practices. Developing a dialogue between the co-authors who worked on a small, funded project on anti-racist learning within a UK Russell Group university in 2022–2023, the article explores the barriers experienced, along with the possibility of constituting 'generative and fulfilling spaces'. [ABSTRACT FROM AUTHOR]

This article explores anti-racist education in business schools amidst the backlash against critical race theory in an anti-Black world. I conduct an autoethnography of my experiences as a woman of colour and management educator who has attempted to bring critical discussions of race and racism into my classrooms. The article examines the barriers to anti-racist teaching in business schools and shows how they interweave individual/interpersonal, institutional, and ideological domains of power. Through my stories, I offer an account of the ways anti-racist education may be limited when it relies on the efforts of individual academics and reveal the tolls that anti-racist education can take on the educator, especially when they are navigating wider systems that are hostile to racial justice. By interrogating the challenges of anti-racist education, I also reflect on the practices and conditions that make meaningful anti-racist education possible. [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]

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]

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]

This study, developed at the master's level, investigated theoretical-methodological possibilities for exploring the Awelé game, part of the Mancala family --a group of Asian-African games based on sowing and harvesting--, in the context of pedagogical practices focused on teaching anti-racist mathematics. Its central objective was to explore the Awelé game with a view to developing a Didactic Sequence. This is a participatory research conducted with a group of 21 students who were taking the subject "Knowledge and Methodologies of Teaching Mathematics 2", during the first semester of 2021, in the Pedagogy Course at the Federal University of Alagoas, Campus Arapiraca. The extract from these analyses allowed the presentation of a teaching proposal that can be applied both to students of teacher training courses and in classes in the early years of Elementary School, and that focuses on the reflection on the need to subvert the order of board games and digital games that point out winners and losers. The sharing of knowledge that takes place due to the withdrawal of this game from the abyss of oblivion into which racism and colonialism threw it, makes it possible to think about struggles in favor of another society. [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]

We synthesize the tools of Critical Discourse Analysis and Anti-Racist Pedagogy to define and exemplify Critical AntiRacist Discourse Analysis (CARDA) as a tool for addressing expressions of systemic racism in institutional policy. We then demonstrate CARDA with the example of a university course syllabus, which represents an institutional policy text negotiated between an individual and an institution. Findings indicate how CARDA can be used to uncover unconscious and implicit racism and amplify antiracism in a syllabus. Implications include areas in which to expand CARDA as a tool for pursuing antiracist policy and pedagogy in multiple educational and other contexts. [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]

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]

Racially motivated bullying remains pervasive across Scottish schools. Teachers have a critical role in nurturing a safe and inclusive environment and preventing stigmatisation and oppression by intervening when a racially motivated bullying episode occurs but also by actively developing an anti-racist climate within their school by providing an anti-racism curriculum and advocating on behalf of minority ethnic youth. Despite the crucial role teachers can play in providing a safe environment, there is a paucity of literature examining the issue. Whilst some limited research is available in England about the barriers to embedding an anti-racist curriculum, there is no research about how teachers respond to racially motivated bullying episodes, the potential barriers to responding, and the processes and factors that influence teachers' judgement calls when a racially motivated bullying incident happens. Similarly, in the Scottish context, there is a lacuna of knowledge about the strategies employed by teachers already within the education system and their perceptions on the support that they need to respond to racist incidents. This study aims to add to our knowledge about this issue by investigating Scottish teachers' strategies when they are confronted with a hypothetical racially motivated bullying incident in their school. Eleven interviews were conducted with a sample of teachers from different levels of education in Scotland. Teacher responses indicated reluctance and, at times, inability to recognise and name incidents as racist. Further data highlighted the reliance on strategies such as using the victim of an incident to educate their peers, one-to-one discussions with both pupils and perpetrators, and a dependence on using their own 'instinct' to appraise an incident and response. Further sub themes emerged, including the perceived influence of generational and geospatial factors on both practitioners and the communities in which they practise and the resounding sentiment that practitioners lack engagement with anti-racist training. Our findings highlight the need to invest in schools, communities, and young people in order to create the social conditions in which teachers' capacities to respond to racism can develop and flourish. [ABSTRACT FROM AUTHOR]

Racial inequalities persist in education, impacting various aspects, including language teaching. Traditional English language education has often favored standard English, inadvertently marginalizing non-native English speakers and users of diverse English varieties. This perpetuation of linguistic bias reinforces White hegemony within educational systems. This article contends that Global Englishes offers a promising approach to ameliorating racial inequalities in language education. It delves into the core principles of Global Englishes, scrutinizing linguistic, sociolinguistic, and sociocultural diversity and fluidity inherent in English use and its users in our globalized world. Furthermore, it explores how the Global Englishes Language Teaching (GELT) framework can promote equality, emphasizing best practices for implementing GELT to address racial inequalities. Global Englishes advocates for a more adaptable view of language, liberating non-native speakers from native-speaker norms. Global Englishes places learner agency at the forefront, nurturing linguistic creativity, advocating for curricula that acknowledge multilingualism as the norm, and affirming learners' linguistic repertoires without reference to native norms. It also encourages a critical approach, analyzing the impact of prevailing standard language ideologies and White native-speakerism biases within learners' contexts. The article concludes by offering insights into future directions to address racial inequalities in education, emphasizing the importance of incorporating multiracial perspectives into educational frameworks. [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]

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]

At the core of archaeology, we want to change the world for the better. Our theories, our systematic methodologies, and stories we tell, seek to inform the present about the past with the hope of creating a brighter future. Whether in a site report, presented through "Shoe Box" archaeology, or protesting state legislatures/condemnation of anti-racist education; every archaeologist desires to enlighten our world. We have an awareness of self, that with our craft comes the responsibility to serve. For many of us, that call to service brings us to collaborate with communities. Not with archaeologists as gatekeepers of the past, but as equal partners with communities that historically have been neglected, underserved, and/or misrepresented by our craft. This article focuses on the community-based program of Timbuctoo, a Black community in New Jersey. This is a story about archaeologists redefining ourselves in order to better serve marginalized communities through archaeology as social activism. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

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.

Copyright of Pensares em Revista 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 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]

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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]

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]

In this article we "work on" the university, to use Sara Ahmed's important phrasing about the work of rebuilding the university that is activated through conversations, stories, and testimony. Through a dialogue between teacher and student, we make visible and explore bell hooks's contention in Teaching Community that "between teacher and student love makes recognition possible." Our dialogue challenges the principles of a dominant university culture through a conversation that is at once a critical exploration and a representation of hooks's pedagogy of love. Our conversation sees a teacher bearing witness to her student's story of her lived experience of racism on campus as together we unfold hooks's statement that teaching with love "will move us away from domination in all its forms." Following hooks, we ask how teaching with love might transform, might work on the university. Our conversation is framed by an engagement with antiracist pedagogy and the principles of the Scarborough Charter. [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]

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

Recent attention to issues of systemic and institutional racism have resulted in renewed calls for antiracist teaching and learning in the health sciences. Concurrently, there is an emerging socio-political mobilization to pass legislation that limits the teaching of systemic racism. We argue that teaching and learning about racism in academic health professional curricula often has serious limitations—stagnating in a place of teaching about the social and structural determinants of health, yet emphasizing health education and individual behavioral interventions as solutions to health inequities. We present a framework that explains essential components of antiracist knowledge and action that we argue must be implemented across health sciences curricula. Using this framework, we call on health sciences educators to examine how learners engage with racism as a determinant of health and to make curricular changes that provide opportunities to learn about and engage with antiracist actions. [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]

The article focuses on utilizing historical fiction to engage young learners in meaningful explorations of history while incorporating anti-bias and anti-racist perspectives. Topics include challenges in teaching social studies, embracing anti-bias and anti-racist pedagogies, and the relevance of historical fiction in making history meaningful for children.

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]