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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]

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]

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]

Copyright of Revista Tellus is the property of Revista Tellus 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 focuses on the implementation of remote work-study opportunities in response to COVID-19 challenges, emphasizing anti-oppressive practice. Topics discussed include the success of remote work-study programs, the use of anti-racist work in student responsibilities, and the importance of cross-campus, interdisciplinary collaborations in higher education.

The second edition of Fostering International Student Success in Higher Education provides educators and administrators with clear and accessible resources to support international students. The authors highlight the ethical importance of an asset-based approach to education, which focuses on what students can do rather than what they are lacking. The book shares many practical classroom activities that follow this approach, such as linguistically responsive and antiracist teaching methods. The book also discusses opportunities that institutions can provide to foster community-connected learning and cross-cultural interaction. Both new educators and seasoned professionals working with international students will find this book a useful guide for their profession. [ABSTRACT FROM AUTHOR]

This article explores the significant role that Holocaust studies can play in higher educational contexts within an anti-racist pedagogical approach. Emphasis is placed on understanding the unique position of Jews in relation to anti-racist theoretical perspectives and on providing recommendations for incorporating critical analysis of anti-Semitism through the study of the Holocaust. Practical pedagogical suggestions on teaching about the Holocaust from within an anti-racist paradigm are presented. [ABSTRACT FROM AUTHOR]

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

This article draws from the work of scholars in Critical Whiteness Studies to provide a nuanced analysis of 'white shame' in anti-racist education. In particular, it is argued that antiracist politics and pedagogy can be enriched by recognizing the affective and political complexities emerging from white shame and shaming. The purpose is to suggest that white shame has different manifestations depending on context and subject/group, and that those manifestations are related to feelings about white privilege, white ignorance, white fragility, and white complicity. The author uses examples of white shame to discuss the pedagogical principles that inform the development of strategies for anti-racist education, emphasizing how educators can capitalize on teachable racial moments in the classroom that: move beyond white students' tendency to default to shame; and, move beyond white students' affective investments to racial inequality, while critically equipping white students to explore responsible ways of inhabiting their whiteness. [ABSTRACT FROM AUTHOR]

This article explores how multiple methodologies can create new spaces to reimagine anti-racism work and enhance engagement in anti-racist education. Through the combination of two methodologies, namely design-based research (DBR) and gamification, the paper describes the design formation of the game Quest for Equity, a collaborative and engaging speaking tool. The game improved player engagement and effective collaboration, while challenging performative and racist practices in higher education. This paper provides methodological contributions such as the unique use of facilitation observation and presents an interesting way to extract elements of multiple research approaches to suit contextual goals, reimagining new solutions to historical and contemporary problems. [ABSTRACT FROM AUTHOR]

Race relations in Brazil were built in the light of theories and ideologies that placed black people as inferior. In this sense, racism and its derivatives still permeate the bodey of Brazilian society so that the black population cannot ascend socially, even after the abolition of slavery. This study aims to analyze race relations regarding racism and anti-racism in higher education from a decolonial perspective. The research is configured in a qualitative approach, and the methodology used is materialized in bibliographic and documentary research. It was found that racism is still a reality present in the relationships that take place in the Brazilian scenario. However, there is a broader and more effective Anti-Racist education not only with regard to academic spaces, as well as other segments of society. [ABSTRACT FROM AUTHOR]

To be anti-racist is to be actively engaged in the fight against racism, as inaction only serves to reinforce racism and oppression. In teaching the next generation of public servants, educators have a responsibility to be antiracist in their classrooms. The development of this antiracist approach requires both introspective and instructional efforts. Building on knowledge from Critical Race Theory, Black Feminism, intersectionality, and public service pedagogy, this article discusses the internal work that educators must undertake to become antiracist before teaching students how to do so. Then, the article explores what steps faculty can take towards building an antiracist pedagogy and syllabus. From these efforts, educators will be better prepared to help students be antiracist and inclusive leaders by modeling these values and practicing what they teach. [ABSTRACT FROM AUTHOR]

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa 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 presents an introduction to papers from a 2018 INLT collaborative writing symposium, including "Pedagogic Partnership in Higher Education," Reflections on Operationalizing an Anti-racism Pedagogy," and "Envisioning Indigenized Geography: A Two-Eyed Seeing Approach."

Responding to rising social tensions and ongoing theoretical and political changes in the study of geography, we advocate for greater operationalizing of anti-racism pedagogies within the field. Such pedagogies undermine long-standing geographic knowledge systems that marginalize and misrepresent people of color while also distorting and misinforming the worldviews of a White society. Drawing from classroom successes and uncertainties, five educators explore the anti-racist possibilities of geography education as a form of "regional storytelling." Regions, one of geography's formative constructs, play a central role within popular and academic understandings of racial differences and identities. Making exclusionary moral judgements about regions and associated populations has long been at the core of the colonization and racialization process. Contributors use reflexive storytelling – understood here as both a classroom instructional method and a way to create supportive spaces for educators to reflect on their praxis – to identify and discuss strategies for carrying out anti-racist, regionally-based teaching, the instructional decisions and challenges faced in the classroom, and perceptions of student response and anxieties. We also reflect on how the wider regional and racial positionalities of teachers and students shape the way an anti-racist pedagogy is enacted, interpreted, and realized within the higher education classroom. [ABSTRACT FROM AUTHOR]

Temple University’s Department of Africology and African American Studies is celebrating its 30th year of operation as a PhD program. Since its inception in l988, the doctoral program at Temple has attracted and produced world-class scholars in the discipline of Africology. Initially started by students at San Francisco State University in l968 as Black Studies, the field has been called by many names, including Afro-American Studies, African American Studies, African World Studies, Africana Studies, Pan African Studies, and Africology. As this modern-day field of study marks its 50th anniversary, it is important that we examine the impact of the 30-year history of the establishment of the first PhD program in Black Studies in the nation, founded at Temple University in the City of Philadelphia. This article offers a preliminary assessment of the far-reaching impact of Temple’s academic leadership in establishing a fundamental base for innovative scholarship and the maturing of the discipline of Africology. More specifically, it focuses on Molefi Kete Asante’s influence, his vision for the discipline, and his extraordinary impact on the field of Africology. [ABSTRACT FROM AUTHOR]

Temple University’s Department of Africology and African American Studies is celebrating its 30th year of operation as a PhD program. Since its inception in l988, the doctoral program at Temple has attracted and produced world-class scholars in the discipline of Africology. Initially started by students at San Francisco State University in l968 as Black Studies, the field has been called by many names, including Afro-American Studies, African American Studies, African World Studies, Africana Studies, Pan African Studies, and Africology. As this modern-day field of study marks its 50th anniversary, it is important that we examine the impact of the 30-year history of the establishment of the first PhD program in Black Studies in the nation, founded at Temple University in the City of Philadelphia. This article offers a preliminary assessment of the far-reaching impact of Temple’s academic leadership in establishing a fundamental base for innovative scholarship and the maturing of the discipline of Africology. More specifically, it focuses on Molefi Kete Asante’s influence, his vision for the discipline, and his extraordinary impact on the field of Africology. [ABSTRACT FROM AUTHOR]

The authors discuss the ways in which neoliberal multiculturalism influences the reception and implementation of antiracist initiatives on college campuses. They suggest the intersections of neoliberalism and racism produce a resistance to antiracist efforts and desire for softened multicultural approaches that maintain the status quo. Since the logics of White supremacy and capitalism dominate every space of our society, critical multiculturalism must address these oppressive systems in antiracism education. [ABSTRACT FROM AUTHOR]

This article reviews two decades of work carried out at the Centre for Ethnicity and Racism Studies, University of Leeds in the area of racism and higher education. It introduces key issues and themes in this field and also identifies a seven-point agenda for action. This article provides an overview and agenda-setting account of the theoretical and policy innovations developed by this research team, which provide a contextual background for this volume as a whole. Historical recognition of the role of universities as key sites for the production of racialised knowledge across a range of intellectual fields is an essential starting point. We urge promotion of fundamental de-racialisation and de-colonisation of the academy. This cannot be achieved by self-regulation by the sector or by the setting of minimum legal requirements, it requires strong political, institutional and intellectual leadership, alliance-building and mobilisation. [ABSTRACT FROM PUBLISHER]

Team-teaching, especially with colleagues who are diverse along a number of domains of social identity (e.g., social class, gender, race, tenure rank, academic status, age), represents a rich opportunity to model a social justice, anti-oppressive approach to teaching and learning. In this article, we present pedagogical strategies to consider when team-teaching foundation social work courses with a social justice focus. Constructs related to power dynamics, privilege, social class, microaggressions and social identity are explored. Development of teaching plans, managing challenging team dynamics, and teaching methods are examined. Implications of team-teaching anti-oppression content for social work education are discussed. [ABSTRACT FROM PUBLISHER]

Multiculturalism currently aims for the political accommodation of difference instead of the subversion of the resulting privileges of difference. In the South African context such a distinction is especially important since the economic and symbolic subjugation of the majority of Black South Africans continues despite political transformation, and is exacerbated by an unwillingness to reflect on privilege and inequality. Drawing on Biko and Soudien’s critique of multiculturalism and vision for anti-racist education, this paper describes a classroom activity set for 164 nationally and culturally diverse second year sociology students at a university in Cape Town, South Africa. The activity tasked students to reflect on texts by Peggy McIntosh and Khaya Dlanga (one canonical, the other contextual) and reports on these students’ nuanced understandings of personal biography, experiences of privilege and self-reflexivity that connects personal experience to social structure and historical contexts. It concludes by offering modest implications for moral education in a multicultural university classroom. [ABSTRACT FROM PUBLISHER]

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

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

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

For many educators who lead cross-racial discussions, creating ‘safe' spaces in which students can express their views is a familiar goal. Yet what constitutes safety is rarely defined or contextualized. In the absence of this contextualization, the goal of safety is most often driven by White participants who complain that they are (or fear being) ‘attacked' in these discussions. This article examines this specific complaint, which we term as the discourse of violence. We draw on data from a facilitated race discussion and identify five key effects of this discourse in cross-racial discussion about race: positions and re-inscribes Whites as racially innocent; positions and re-inscribes people of Color as perpetrators of violence; maintains White solidarity; stabilizes the ideologies of individualism and universalism; re-inscribes the narration of the ideal imagined community. The data reveal that White students draw on violent imagery to position contexts in which race and racism are under discussion as unsafe spaces; as arenas of violence. We argue that the discourse of violence ultimately functions to protect and reproduce White supremacy, specifically in a context in which the goal is to interrupt White supremacy. [ABSTRACT FROM PUBLISHER]

The article discusses the use of service learning (SL) to reduce racism as part of social work education at the Memorial University of Newfoundland and Labrador (MUN) in St John's, Newfoundland. Topics discussed include the ways in which groups and individuals become known as "the other" and are treated accordingly by societies, the building of self-awareness in social work students, and student understanding of racism and discrimination in society in order to lessen it.