Search

Many sexuality educators in the United States have noted that current sex education models do not meet the needs of an increasingly diverse student body, and they have begun advocating for anti-racist sex education. Many sexuality instructors, however, work in public schools that require the use of prevention-focused, evidence-based sexuality curricula. This article explores the unique challenges for sexuality instructors in incorporating anti-racist content into the public school classroom. It outlines the intersections of racism and sexuality to manifest the need for anti-racist sex education and offers five strategies for sexuality instructors wishing to incorporate anti-racist frameworks into the evidence-based sex education classroom. [ABSTRACT FROM AUTHOR]

An interview with doctor. Afua Cooper (Dalhousie), professor of Black studies is presented. She discussed Cooper's work as anti-racist pedagogy, which centers on Black women's experiences, vernacular, and resistance to essentialization. Topics include the power of storytelling, and the implications of anti-racist pedagogy for music education in academia. It reports that Cooper's work challenges traditional narratives and equitable educational experience.

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.)

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

Purpose: The purpose of this study is to describe the authors' experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors. Design/methodology/approach: The authors draw from Black feminist approach to provide authentic, liberatory anti-racist pedagogy, ensuring that the identities and cultural knowledge of Black, indigenous and people of color (BIPOC) pre-service teachers (PSTs) are given space in anti-racist education and social studies courses. Findings: The study's findings show that creating systems for (re)constructing performative anti-racist courses disrupt whiteness and whitewashed pedagogy in teacher preparation programs. Originality/value: The implications of the authors' experiences reflect that centering abolitionist teaching methods can bolster BIPOC PSTs anti-racist identities and future practices in diverse classrooms. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and "systematic process of data collection and analysis focused on changing teaching" (p. 167). Findings from the larger qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom discourse fostered high school English teachers' knowledge and skills for facilitating critical conversations (Schieble et al., 2020). For this paper, the authors highlight Paula, a white, female secondary teacher who is dual certified in English Language Arts and ESL. Findings from Paula's case demonstrate the ways the teacher inquiry group disrupted Paula's language ideologies of linguistic purism, an ideology embedded in white supremacist and colonialist, hegemonic language policies and practices (Kroskrity, 2004), and transformed her instructional practices over time. Design/methodology/approach: The research used qualitative methods for design and scope to generate an information-rich instrumental case study (Stake, 1995). Case study is a form of qualitative inquiry that concentrates on experiential knowledge of the case. This study used case study methods to construct an instrumental case to understand how participation in the teacher inquiry group shaped Paula's facilitation of critical conversations. Data analysis used inductive and deductive qualitative coding procedures and discourse analysis (Gee, 2004; Rogers, 2018) to address the research questions. Findings: Findings demonstrate that prior to meeting with the teacher inquiry group, Paula's teaching practices embodied linguistic separatism by emphasizing that standardized English was the "appropriate" way to participate in critical conversations. Through studying her classroom discourse, the inquiry group supported her to critically question these instructional practices and ideologies. Findings demonstrate that the work of the inquiry group supported her embodiment and articulation of a translanguaging ideology that supported her facilitation of critical conversations. Originality/value: Findings from this study contributes to scholarly and professional knowledge about how models of teaching as inquiry (Manfra, 2019) demonstrate a positive or reconstructive impact on teacher and student learning. This study highlights the potential for reconstructive shifts in the context of how teachers learn together and the tools that support them in doing so. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to highlight a reconstructive lens on one white teacher's critical approach to teaching literacy. This work equally highlights the importance of anti-racist approach to critical pedagogies centered on a humanizing ethic of cariño. Design/methodology/approach: Drawing on portraiture and qualitative methods, this paper uses the reconstructive analysis of one white teacher's efforts to disrupt white supremacy through critical pedagogies. Findings: The author posits that Mr Hope was able to take on critical approaches to teaching literacy and design anti-racist pedagogies by honoring his students' lived experiences. An ethic of cariño is embodied to design critical pedagogical choices and interactional moves that center the experience of immigrant-origin Latinx youth. Research limitations/implications: This study contributes to a growing body of literature on reconstructive discourse analysis. The author suggests that taking a "reconstructive" approach to discourse analysis requires that researchers move beyond a narrow focus on transcripts of classroom interaction. The author suggests that a reconstructive lens requires that focus is not solely placed on the interactional level of the transcript, but rather that interactional data be put in conversation with other data sources. Practical implications: The author offers pedagogical implications for anti-racist teaching perspectives and offers key elements to critical pedagogies that engage Latinx students and center their experiential knowledge as a catalyst for curriculum design. Originality/value: To date, few studies have explored how teachers of immigrant-origin Latinx students are intentionally resisting white supremacy and crafting anti-racist approaches to critical pedagogies. [ABSTRACT FROM AUTHOR]

In 2021, like far too many states around the U.S., educators in Pennsylvania have been forced to wade through a myriad of attacks against educating students for liberation and justice under the guise of combating Critical Race Theory (CRT). There is a fair amount of "racial policy whiplash" in educators, as many states are simultaneously incorporating culturally sustaining and antiracist pedagogies into their teacher certification requirements. We explore this racial context as teacher educators organizing in a racially and ethnically diverse department at a small liberal arts college (SLAC). We begin by naming our theoretical North Star, guided by CRT, abolition, and Yamamoto's (1997) Critical Race Praxis (CRP) approach. We then argue that a societal "possessive investment in whiteness" (Lipsitz, 1995) continues to dominate teacher education at all levels (including our own), and highlight ways our teacher education community experienced the psychological, material and curricular violence of racial policy whiplash. The second half of this paper details the self-study of our departmental effort to center antiracism and abolition in all aspects of community and concludes by advocating for a 'doubling down' on both abolition and critical race theory as ways to sustain our own work and the field of teacher education. [ABSTRACT FROM AUTHOR]

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

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

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

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

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]

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

Coronavirus Disease 2019 (COVID-19) and the social justice movement in early 2020 awakened many Americans to the health disparities and health care inequities affecting Black communities. This heightened awareness has strengthened the call to address social determinants of health, like racism. Physicians can play an important role in dismantling racism through knowledge of implicit biases and understanding of historical trauma resulting in medical distrust as a crucial step to help advance the health of minority communities. The purpose of this project was to develop an anti-racism workshop for Graduate Medical Education. Two discussants led 1.5-hour interactive workshops. Content covered microagressions, colorblindness, tokenism, stereotypes, levels of racism, the impact of racism on health, and anti-racism concepts. Facilitated breakout sessions allowed participants to provide examples of witnessed racism and discuss application of anti-racism tools in those settings. Following the workshops, participants were asked to complete a 16-item survey to evaluate workshop effectiveness. Between July and August 2020, four workshops were delivered to 131 attendees. Fifty-nine completed post workshop surveys. Most respondents were White (75%), female (63%), and aged 31–40 (29%). Over half were faculty; 24% were residents, 8% fellows. The majority agreed they could apply knowledge to their work (95%) and found the workshop useful (95%). Over two-thirds reported being able to better identify disparities and better identify and communicate about racism. In open-ended questions, many participants requested an interactive longitudinal curriculum. Developing an antiracism workshop for an academic medical center located in the Deep South provided more insight into tangible next steps to foster an institutional culture centered on antiracism. [ABSTRACT FROM AUTHOR]

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

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

Antiracist education practices have gained increasing attention. Oftentimes, however, descriptions of this work fail to explicate the role of reading skills in students' critical engagement with diverse texts. I explore the potential of metacognitive reading strategy instruction as a form of foundational literacy skills development for engaging in antiracist reading. Drawing from my experiences as a female of color and a coordinator and instructor of integrated reading and writing, I expand upon the concept of raciolinguistically just reading instruction, describing how students can document their application of multiple foundational reading strategies through the meta-strategy of annotation and other metacognitive practices. In particular, I focus on how students' annotations can reflect their work in making text-based connections. Such annotation practice enacts a culturally sustaining pedagogy that amplifies student voices and their role as knowledge producers. I conclude by considering the larger role of decentering the instructor to foster students' antiracist reading. [ABSTRACT FROM AUTHOR]

In July 2020 the New Zealand Human Rights Commission launched their Voice of Racism digital experience as part of their Give Nothing to Racism Campaign. On the website you can "experience" the racism felt by real New Zealanders as performed by internationally acclaimed New Zealand director Taika Waititi. The immersive campaign provides some insights into the lived experience of racism and the anti-racism action that follows in Aotearoa, New Zealand. This paper, using ethnographic and critical race methods, uses a critical and systematic review of the Voice of Racism digital experience to consider: What is the New Zealand experience of racism? How are experiences of racism curated for the general population through the NZ HRC Voice of Racism online education campaign? This article suggests the campaign employs a classic diversity logic by calling attention to racism, recentering whiteness, and completely ignoring the systemic and institutional foundations that create and sustain white settler societies like New Zealand. [ABSTRACT FROM AUTHOR]

With the rise of white supremacist ideologies in the United States in recent years, the need for more place-based anti-racist teaching practices has become increasingly apparent, especially in rural areas where resentment towards 'liberal,' urbanized society is often embedded within the identity of rural folks. Educational theatre practices can help students in these places practice empathy and learn about the experiences of others outside of their own bubble of understanding. How can theatre classrooms, specifically in culturally hegemonically white, rural communities, teach in more intentionally anti-racist and culturally inclusive ways? In this article, the author outlines the process of creating a verbatim documentary theatre script, or ethnodrama, entitled Yet through such connection... based on interviews with teachers, parents, former students, community members, and artists who were or are currently involved in high school theatre programs in rural Vermont that seeks to answer this question. Conversations with the community following the creation of the piece highlight the need to release the internalized shame some folks have living in a homogenous community, recognize student and community experiences, and create place-based, student story led performance opportunities that can open the door to anti-racist and inclusive dialogues. [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 argues that the teaching about Jesus in English primary schools urgently needs to include scholarship in Religious Education (RE) about teaching religion through the principles of Religion and Worldviews research and scholarship in Religious, Biblical and Theological Studies about decolonising the curriculum. RE teachers from the beginning of a child's first lessons should present a Jesus who is Jewish with a context which is located within Judaea two thousand years ago. In addition, the artwork and imagery used in the teaching about Jesus should be as carefully chosen as the content of lessons to avoid the dominance of Jesus being depicted as the White Western Christ of tradition. As the historical Jesus and the Christ of faith is of interest to many communities, both within the Christian church and in other religions, this article shows that this is not fully reflected in the imagery and teaching about Jesus in the classroom. The research for this has been around for over thirty years in RE, but has become much more urgent with the focus on decolonising the curriculum. The teaching about Jesus needs to be at the centre of decolonisation in RE because Christianity is the one specified religion that schools must teach and it is the dominant religion in curriculum time. Presenting varied imagery from the UK and around the world and teaching about the historical Jewish person of Jesus is crucial to allow children from all backgrounds to engage with discussions and ensure all voices are heard in the classroom. This approach references anti-racist approaches to education and years of research about Jesus which are currently not reflected in all primary teaching. [ABSTRACT FROM AUTHOR]

Drawing on their academic and experiential knowledge, the authors use AsianCrit as the guiding framework to present research-based strategies that promote anti-racist curriculum, pedagogy, and holistic development for Asian American students in U.S. K–12 schools. [ABSTRACT FROM AUTHOR]

The authors describe a collaboration to create a series of social justice–oriented curriculum maps for a predominantly White preschool. The researchers explore their own identities and biases, how racism disadvantages individuals and groups, and the resulting curriculum design. [ABSTRACT FROM AUTHOR]

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

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]

This article explores retention at a SLAC, specifically breaking down the factors that affected our students' success in the writing classroom. Noting that students of color and first-generation students struggled more than their peers, we explore the current literature surrounding these issues and the writing classroom, particularly in terms of the ways that it affects a SLAC that is also a primarily white institution (PWI). In addition, we explore the use of resources that are available to all students on campus, and the fact that most students who did not successfully complete the course also did not take advantage of those resources in a meaningful way. Throughout, we brainstorm ways that we might further assist students in succeeding in the writing classroom and ways that writing directors might continue to implement antiracist pedagogies. [ABSTRACT FROM AUTHOR]

Antiracist educators believe that education exists within a racial hierarchy and that students have a right to have their full, intersectional, pluralistic humanity affirmed. Antiracism is an ongoing collective process of learning about and working to eradicate persistent structural barriers. Likewise, teaching ethically involves a commitment to ensure learning creates equitable opportunities and outcomes for all. Antiracist education, then, is profoundly ethical for it is rooted in increasing understanding of all people's experiences and confronting social inequities that exclude individuals and groups of people from participating to their full ability. The syllabus is an entry point for a relationship between students, content, and instructor, providing a guide to action for instructors and students. Any antiracist analysis of the syllabus must consider curricular, pedagogical, and assessment choices to cultivate an antiracist ethic in the classroom. The authors provide questions and examples to raise awareness of the complexity of creating antiracist classrooms. [ABSTRACT FROM AUTHOR]

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

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]

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

There are significant inherent challenges in teaching students about structural racism resulting from white supremacist systems but overcoming these challenges leads to better outcomes. The goal may be to create a level of awareness that spurs action from the micro- to macro level. However, the means may result in further marginalizing students of color and either creating resistance in white students (who refuse to concede they have privilege) or guilt and shame in white students (who focus on their individual atonement rather than promoting structural change). This paper will discuss flaws in current theoretical and pedagogical approaches to antiracism education including first-person accounts of such errors from the experiences of the author. It will then posit how a primary focus on the history and current context of structural white supremacy in the United States may help alleviate the aforementioned failures of educating around issues of race. [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]

Meaningful change towards antiracist practices take time. There are no quick fixes. Quick workshops on implicit bias and microaggressions rarely lead to lasting changes in teaching practices. Equity QUantified In Participation (EQUIP) learning communities organize faculty members to work together to promote antiracist teaching. Participation in EQUIP learning communities results in lasting, meaningful changes to both faculty beliefs and practices. [ABSTRACT FROM AUTHOR]

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

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

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

The intersecting coronavirus, racism, and economic pandemics electrified U.S. social work organizations into creating long overdue antiracism initiatives. This necessary shift includes the Council on Social Work Education specifying that curriculums must consist of frameworks and practices that eliminate racism. Social work educators will need to incorporate antiracism into their teaching. We argue that critical, engaged, and abolitionist pedagogies contain frameworks and practices that align with antiracism. One of our fundamental assumptions is that liberation, which is a collective state of freedom from racism and other intersecting structures of domination, is the end goal of antiracism. We integrate concepts developed by critical pedagogy scholars, Black feminists, and abolitionist activists with our experiences to share ten lessons we learned through decades of collective praxis as social justice educators committed to liberation. [ABSTRACT FROM AUTHOR]

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

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

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

The article discusses antiracist pedagogical literature to contextualize how teaching can provide a snapshot of the deployment of antiracist pedagogy in a first-grade classroom. It mentions a teacher's classroom, which emphasized the inclusion of leaders of color resisting racism in curricula, fostering critical thinking skills, and constant critical self-reflection, which led to the students having a deeper understanding of heroism.

The article presents a discussion with first year graduate students in a Histories of Art Education course about counternarratives in art education history to befriend the discomfort in teaching and learning from an antiracist perspective. Topics discussed include their ways in navigating the discomfort in discussions about race and racism, the use of arts in such conversations, and their understanding of tokenism in an art educator's perspective.