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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]

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]

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]

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This report critically reviews developments in geographical education through the themes of anti-racism and decoloniality, reflecting on the silences around these issues across previous progress reports and arguing that the present moment might be understood in terms of a decolonial turn. Publication trends and increasing attention associated with the turn are unevenly distributed, contested and attenuated by structural issues surrounding the recruitment and retention of more diverse geographers. The report concludes with suggestions for developing anti-racist, decolonial futures through improving representation, addressing disciplinary fragility, and giving greater attention to nuance and singularity. [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.)

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

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.)

There has been much controversy surrounding critical race theory (CRT) and the discussion of race and racism in education. The national emergence of racial injustices such as state-sanctioned violence, police killings of people of color, schools' pipeline to prison, and COVID-19 racial disparities, in addition to racial justice movements such as #BlackLivesMatter, #SayHerName, and #BlackAndMissing has ignited the need for the social work profession to bring awareness to the pervasiveness of race and to fully acknowledge the role of white supremacy on education, social systems, institutions, legal systems, and culture. This article highlights the need for social work education to develop anti-racist education and practice and increase awareness of white supremacy in the United States. In addition, this article suggests the value of infusing CRT as an anti-racist pedagogy and tool to teach race, actively oppose racism, and organize social change. [ABSTRACT FROM AUTHOR]

Recent philosophical secondary literature on white ignorance – a concept most famously developed by the late philosopher Charles W. Mills – suggests that white ignorance is, one way or another, a non-structural phenomenon. I analyse two such readings, the agential view and the cognitivist view. I argue that they misinterpret Mills' work by (among other things) committing a kind of structural erasure, and one which implies that Mills' account cannot capture, for example, cases where white ignorance (and white racial domination) involves historical erasure, especially when perpetrated by sociopolitical institutions. This is particularly salient in cases such as the recent movement against anti-racist education, now widely conflated with critical race theory, in the United States and United Kingdom, which I offer as a brief case study. [ABSTRACT FROM AUTHOR]

This article presents two extension activities, a dialogue circle and video poems, on the topic of racism. Such activities were part of the VI Week of Art and Culture at IFSC Araranguá. The general objective was to promote reflections on racism, encouraging anti-racist education through the reading and discussion of works by black authors. The contents of the conversation circle and the video poems were presented by high school students, possibly allowing the classroom reflections to reach a wider audience, such as the institution's servers, other students, family members and the external community of IFSC Araranguá. It was observed that the activities provided moments of reflection among its participants, according to the qualitative data collection through a questionnaire with open and closed questions. Such activities foster the need for dialogue and reflection as anti-racist actions in education. [ABSTRACT FROM AUTHOR]

Copyright of Polis (07176554) is the property of Polis - Revista Academica Universidad Bolivariana 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 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.)

The article provides an analysis and critique of the education component of the 2021 Sewell Report on Race and Ethnic Disparities. It commences by providing a critical summary of the report focusing on its spurious claims to objectivity, the erasure of racism and the inadequacy of its recommendations. The second part of the article focuses on developing a contextualised analysis of the report. Omi and Winant's ideas about racial formation are used to provide a lens through which to interpret the Sewell report as part of a wider hegemonic project of the right to redefine what it means to be British in the context of a deepening organic crises of capitalism. The article outlines the nature of the crisis. It locates the report within a consideration of three 'racial projects' that have shaped education policy, namely, the nationalist, multicultural and antiracist projects. Through advocating a 'colourblind' approach to education policy and the selective appropriation of multicultural discourse, it will be argued that the report needs to be understood as part of a wider effort to reconfigure the nationalist project in response to crisis. It is suggested, however, that despite its many flaws, the Sewell report poses challenges for those who have traditionally been aligned to multiculturalism and antiracism in education. The article concludes by setting out a vision for a new progressive project aimed at advancing racial and cultural justice that it is suggested, can begin to address these challenges. [ABSTRACT FROM AUTHOR]

This article takes up Black critical geography, Rhetorical Genre Studies (RGS), and trauma-informed pedagogy (TIP) to argue that preventing rhetorical violence in our classrooms cannot be accomplished without ensuring students feel safe bringing their whole selves into the classroom. Specifically, Black theorizations of space and genre systems help us think about the relationship between wellness and anti-Blackness as a geographic and spatial problem. Drawing on antiracist pedagogy and trauma-informed pedagogy, we demonstrate that aligning genres and practices with a set of visible, explicit antiracist commitments through the interlocking social actions of the syllabus, assignment sheets, class communications, community agreements and commitment statements, and formative and summative assessment can help in creating non-violent spaces that affirm marginalized students’ identities and promote all students’ well-being. [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]

This article addresses the trajectory of a struggles and resistance of black women in Brazilian society from the perspective of implementing an anti-racist education in school and academy. It is a reflection on the existence of racism that is present in the school environment and in Brazilian society and indicates the urgent need to think about pedagogical practices to combat racist and discriminatory attitudes. To this end, we use our own trajectory in the black women´s movement and professional experiences as teachers and today students of the master and doctorate courses at PPGEdu/UPF. For the article to be prepared, a literature review as carried out visiting the laws that refer to the education of ethnic-racial relations, as well as authors who stand in struggle in defense of anti-racist education: Gomes (2008, 2011), Hooks (2017), Munanga (2006) e Silva (2004). In the construction, we sought interaction with some women portrayed in the Bible who showed their peers to need for life in freedom, being a reference for other women. At the time, they knew how to resist and act with courage and creativity in the face of threats to the lives of their people. The look is the past and also in the current references. The article is organized into four sections: the first part begins under the title Women´s struggles and resistance; the second part, entitled Struggles and resistances of women in the Bible; the third part, under the title Antiracist education: so close to arrive, but so far from seeing and in the fourth and last part presents An anti-racist biblical mystique: the path is made by walking. [ABSTRACT FROM AUTHOR]

This article examines the popular journalistic discourses on the terroristic actions and ideological beliefs of Brenton Tarrant as a way to illuminate the problematic ways in which the notions of radicalization and extremism of rightism are framed. I argue that the journalistic discourses implicitly frame radicalization and extremism as isolated standalone phenomena in terms of their ideas and ideological proponents. This framing is problematic because it stimulates a practical solution of suppression and a moral reaction of condemnation that serve to inadvertently fuel the growth of radicalization towards extremist attitudes and violence. Therefore, through my elaboration, I aim to lead the discussion towards a reframing of radicalization and extremism as not only standalone phenomena but also inherently interactive social processes. Such reframing carries important educational implications. I conclude that the educational role in the face of problematic discourses on radical rightism is to ensure that the classroom understands radicalization as a shared and interactive social process rather than as only an individual outcome. It is through such understanding that the educational approaches can then optimally resist radicalization and extremism through the acknowledgement of the social importance of inclusive dialogues. [ABSTRACT FROM AUTHOR]

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

This article discusses the process of the universalization of Holocaust education and sets its conceptual and educational framework, highlighting its pedagogical challenges and hazards. It explores the phenomenon of the universalization of Holocaust education as a means to combat racism and to analyze how a particularistic educational issue has become the subject of global, universalistic concern. Through reviewing current literature, it argues that the complexity of this approach needs to be considered, particularly with the increasing violence and xenophobia in the world. Drawing on the paradigm of the Holocaust, this universal approach to anti-racist education to promote peace and harmony globally within civil society has been promoted as a way of countering prejudice. However, there are pitfalls to seeking universal lessons from a particularistic event. These challenges can be addressed to advance anti-racist education using the Holocaust as a case study and thus developing a reflective culture of remembrance. [ABSTRACT FROM AUTHOR]

This paper proposes rethinking intercultural education in teacher education, arguing that any discussion of student teachers’ intercultural education should be connected more explicitly to a theoretical conceptualisation of love. The first part of the paper focuses on identifying discursive boundaries in engaging with intercultural education in teacher education. It is argued that if we are to develop intercultural education, we need to consciously move away from some discourses in teacher education, namely instrumentalism, performance orientation, emotionlessness and seeing the relationship between teacher and learner as static. The second half of the paper develops a theoretical alternative by engaging with the concept of love as a basis for intercultural education in pursuing an alternative to the instrumentalist, performance-based, non-emotional fixed-relationship ethos of intercultural education in teacher education. [ABSTRACT FROM PUBLISHER]

In this article I discuss how Jacques Rancière’s thought invites us to re-conceptualize the education–emancipation nexus. The primary goal of traditional approaches to emancipatory and anti-oppressive education has been to empower the oppressed so that the latter can (re)gain their voice and transform their situations. Building on Rancière’s ideas, I argue that the processes of empowering the oppressed imply that one has the power to empower the other, and thus start with an assumption of inequality. I conclude the article with a call for a pedagogy of ignorance. Grounded in Rancière’s thought, this pedagogy is ignorant of any division and hierarchy of intelligence. [ABSTRACT FROM PUBLISHER]

This article draws on the concept of race and racism as “technologies of affect” to think with some of the interventions and arguments of critical affect studies. The author suggests that critical affect theories enable the theorization of race and racism as affective modes of being that recognize the historically specific assemblages which are practiced in schools and the society. It is also argued that rethinking race and racism as technologies of affect, a vision of anti-racist politics and practice in education can be formed in ways that go beyond recognition or resistance, but rather attend to the production of pedagogical spaces and practices that create ways of living differently. The education implications of this idea are discussed in relation to how teachers and teacher educators can begin not only to analyze the affective mobilizations of race and racism, but also to engage in political struggles that harness the affective forces of anti-racist action in everyday life. [ABSTRACT FROM PUBLISHER]

This article considers the transatlantic use of Critical Race Theory (CRT) frameworks to critically interpret racism in education internationally, and the possibilities and pitfalls this has for understanding racism in Ireland. It argues for the importance of CRT’s framework on a number of grounds, but echoes cautions against the assumed, or sole use of a white/non-white framework to understand situated anti-racisms ‘elsewhere’. This caution focuses on less on CRT principles per se, and more on typically derivative ‘nationalist’ policy appropriations of anti-racism. Education policy (and research) misrepresentations of systemic racism as happening in another place, or at another time function by deracialising and ignoring complex Atlantic and wider (neo)colonial relations. By exploring the ‘troubling movements’ of education’s emergence within Irish-Atlantic-Empire politics, the article encourages postcolonialanimationsof CRT praxis. It shows ways in which CRT can work transnationally with and beyond white/non-white dualisms, to challenge derivative ‘normative state’ dilutions of educational anti-racisms. [ABSTRACT FROM PUBLISHER]

The United States is considered the land of immigrants and cultural diversity, and our nation's ever changing demographics attests to this. Yearly, our nation and schools become more racially and linguistically different. In what ways, we must ask, are schools welcoming and providing for students who come from different cultural backgrounds, especially Black and Hispanic students? The author contends that schools and educators must be culturally responsive; however, misperceptions hinder their appreciation of and respect for multicultural education and, thus, the adoption of culturally responsive practices is infrequent and/or met with reservations. Several (by no means all) misperceptions are share accompanied by counterarguments. [ABSTRACT FROM AUTHOR]

The article discusses the educational charity the Cohesion, Equality and Diversity (CoED) Foundation, which seeks to bring compassion into teaching and learning. Topics discussed include the foundation's belief in multicultural/antiracist education, the teacher development services offered by the foundation, and the foundation's reliance on the golden rule to guide what they do.

The author argues against statements made by U.S. Supreme Court Justice Antonin Scalia about the efficacy of affirmative action policies in U.S. colleges and universities, especially those affecting Black scientists. Topics explored include graduation rates of African American students at both selective and non-selective public and private institutions, historically Black colleges and universities, and a comparison of curricula in science, technology, engineering, and mathematics (STEM) departments.