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The article presents highlights of a roundtable discussion on the significance of the American Civil War. Topics discussed include emancipation of African American slaves and African diaspora, secession of Southern states that led to the passage of the Homestead Act and Pacific Railway Act, Civil War as a formative event of Reconstruction, freedom and anti-racism in U.S. history, and relevance of the Civil War to capitalism and neoliberalism, as well as to political and agricultural economy.

A feminist manifesto for Kashmiri futures authored by Kashmiri feminist collective Zanaan Wanaan. [ABSTRACT FROM AUTHOR]

In this article, we examine the process of conducting anti-racist research in Sport for Development, specifically Sport-Based Youth Development programs in the United States. We acknowledge that participatory methods have been both identified and problematized as approaches to challenge the racialized experiences of youth. We share examples of attempts at Youth Participatory Action Research utilized across six previously unpublished projects. Through sharing our efforts to co-create environments with youth to produce changes impacting their development, we provide insight on our experiences and shortcomings. Finally, we conclude with implications for the field of Sport for Development, and youth-focused scholars, on deconstructing contexts that preserve and privilege whiteness. [ABSTRACT FROM AUTHOR]

Racially ethnically marginalized communities in the United States are exposed to structural and interpersonal forms of racism that have harmful effects on their health, wealth, education, and employment (Centers for Disease Control and Prevention, Racism and Health. https://www.cdc.gov/minorityhealth/racism‐disparities/index.html, 2021). Although a plethora of research exists outlining these harmful effects, research examining how youth from diverse backgrounds effectively combat racism is lacking. Emerging research demonstrates that families may play a key role in the development of critical consciousness and participation in anti‐racist actions (Bañales et al., Journal of Social Issues, 2021, 77, 964; Blanco Martinez et al., American Journal of Community Psychology, 2022, 70, 278; Lozada et al., Journal of Black Psychology, 2017, 43, 493). Yet, many key family processes have not been examined in relation to youth development of anti‐racist practices. The current study included a sample of 327 racially ethnically diverse emerging adults (Mage = 18.80, SD = 1.28, range = 18–25), and explored the association between ethnic–racial socialization (cultural socialization, preparation for bias) and youth critical consciousness (reflection, motivation, action) and anti‐racist (interpersonal, communal, political change) actions, and how familism values impact these associations. Results found that ethnic–racial socialization was positively associated with all aspects of critical consciousness and anti‐racist actions. Results also found that familism significantly interacted with ethnic–racial socialization to predict some aspects of critical consciousness and anti‐racist actions, but not others. Implications of the findings and future research directions are discussed. [ABSTRACT FROM AUTHOR]

This essay presents a transdisciplinary, reparatory history of police violence in Britain during the nineteen seventies and eighties. I consider how the histories of transcontinental colonial nationalisms and anticolonial internationalisms were intertwined with the development of transcolonial counterinsurgency operations and local modes of policing from the late eighteenth century. I argue that this is essential to an understanding of police violence in Britain that is interwoven with the trajectories of anticolonial, antifascist and antiracist political cultures. I discuss the psychopolitical legacies of police violence which illustrates the beginnings of a broader theory of racialised subjectification that I call biocolonisation. [ABSTRACT FROM AUTHOR]

Race structures the lives of Indigenous peoples and other negatively racialized people in Australia. The language of race permeates institutions, workplaces, and is embedded in everyday life. Racial literacy as pedagogical praxis resists the racial contract that secures whiteness as a structure of possessive power. We explore the state of racial literacy in Australian education, and the obstructions and opportunities for educators to do anti-racism work. To this end, we draw on the preliminary findings from an ongoing research project, Breaking the Racial Silence, and use them to inform a theoretical framework for conceptualizing educators' racial literacy practices. We bring to the fore effective strategies, practices, and programmes used to interrogate race and racism. Despite the efforts of educators, racial literacy in formal and informal education is oftentimes suppressed and concealed by languages and practices that sustain the practices and pedagogies of whiteness. [ABSTRACT FROM AUTHOR]

Objectives: Medical schools have sought to incorporate concepts of race and racism in their curricula to facilitate students' abilities to grapple with healthcare disparities in the United States; however, these efforts frequently fail to address implicit bias or equip students with cultural humility, reflective capacity, and interpersonal skills required to navigate racialized systems in healthcare. The purpose of this study was to develop and evaluate an antiracism narrative medicine (NM) program designed by and for preclinical medical students. Method: Preclinical medical students at a single center were eligible to participate from June-July 2021. Program evaluation included a postprogram qualitative interview and electronic survey. The semistructured interview included questions about program experience, lessons learned, and perspectives on antiracism curricula in medical education. Interviews were qualitatively analyzed using open and axial coding. Survey data were analyzed with descriptive statistics. Results: A total of 30 students registered. All (100%) respondents reported "somewhat true" or "very true" in the postprogram survey when asked about their ability to reflect on their own racial identity, racial identity of others, and influence of their racial identity on their future role as a healthcare worker through the program. Qualitative analysis revealed 3 themes: (1) curricular engagement; (2) racism and antiracism in medicine; and (3) group experience. Subthemes included: meaningful theoretical content; multimodal works and unique perspectives; race, identity, and intersectionality; deeper diversity, equity, and inclusion engagement; reconstructive visions; future oriented work; close reading and writing build confidence in discomfort; community and support system; and authentic space among peer learners. Conclusion: This virtual, peer-facilitated antiracism NM program provided an engaging and challenging experience for participants. Postprogram interviews revealed the program deepened students' understanding of racism, promoted self-reflection and community building, and propagated reconstructive visions for continuing antiracism work. [ABSTRACT FROM AUTHOR]

Concomitant with a growing recognition of demographic shifts toward greater racial/ethnic diversity in the United States and widespread depictions of racial injustice, desires for increased racial/ethnic tolerance and inclusivity have been expressed in various sectors of U.S. society, including education, healthcare, and business. However, the literature on effective strategies and interventions for advancing anti‐racism, or efforts to reduce racial/ethnic injustice, is minimal and underdeveloped. The family science field, characterized by rich theories on human systems and interactions, strategies for changing interpersonal dynamics, and the recognition that perceived knowledge is dependent on sociopolitical location, has much to offer the study of strategies to actualize increased racial/ethnic equity. The articles in this special section demonstrate potential contributions family science can make to the endeavor for racial/ethnic equity, through presenting theoretical, empirical, and practice innovations and findings steeped in the family science orientation toward addressing systems, cycles, and change. [ABSTRACT FROM AUTHOR]

To conceive a philosophy of art education that is removed from actual practice would belie the extraordinary experience of developing and making practice. In this article, I propose to explore the philosophical implications of art practice being an experience of the ‘daily extraordinary.’ A view of practice as being at once stretching and comfortable, takes the artist and viewer's responses to the strangeness of the everyday: the delightful, the shocking, or even the miraculous, in what appear to be simple and mundane experiences. If we perceive learning in the arts as a pursuit of ideas, affect and expression that occurs in regular practice, there is an inclusivity that renders both learning in the arts and philosophy of art education accessible to everyone. In this article I will refer to the Goldsmiths Centre for Arts and Learning's research programme of 2022–2023, in which events and connected teaching activities practised being All For the Arts. With visiting speakers, museums and galleries and postgraduate students, CAL researched how the vitality and challenge of art practice, which includes the individualities and expression of persons and histories made ordinary and invisible, could bring the value of learning in the arts to the fore. Including reflections from contributors such as John Baldacchino, A Particular Reality, Carol Wild, Danny Braverman, Raphael Vella, Kevin Tavin and Andrea Kárpáti, we explored inclusivity in art practice from the daily extraordinary of each speaker's developments in educational research. Also, in the company of representatives from arts organisations such as Entelechy Arts, Autograph ABP, Whitechapel Gallery, Young V&A and Bow Arts, we considered the amazing and essential factors of inclusivity in the arts – that could be encountered on a daily basis. I will gather meeting points here among this incredible range of contributors. [ABSTRACT FROM AUTHOR]

This article describes a Diversity Dialogue Facilitator Training Program for Trainees, an innovative project that prepares psychology and psychiatry learners to facilitate diversity dialogues with healthcare professionals (i.e., clinical and research faculty, staff, and learners) in academic healthcare settings. Through participating in this program, trainees learn to facilitate discussions in which participants reflect upon oppression, discrimination, and disparities; explore their biases; connect and exchange views with colleagues regarding challenging societal events; and delineate action steps for advancing equity, inclusion, social responsivity, and justice in their professional and personal lives. After outlining contextual factors that informed project development, implementation, and dissemination, the iterative process of creating and implementing the training curriculum is detailed, with the aim of offering a model for other academic health center-based training programs interested in establishing a similar initiative. Lessons learned also are shared with the hope of contributing to future efforts to advance training in diversity dialogue facilitation and expand the role of psychologists in medical settings. [ABSTRACT FROM AUTHOR]

Racism is pervasive in education in Aotearoa New Zealand, including in early childhood education. The preparedness of early childhood teachers to respond to the Ministry of Education's current anti-racism policy direction is a pressing concern. This is particularly the case, given the early childhood curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa offers little guidance to support early childhood teachers to develop anti-racism pedagogies. This primarily theoretical article seeks to contribute to dialogue with early childhood teachers about both racism and anti-racism pedagogies. The theoretical arguments advanced in the article focus on document analysis of Te Whāriki. Analysis includes consideration of the themes of inclusion, equity and social justice. It also includes consideration of what these themes might imply about expectations for early childhood teachers' uptake of anti-racism approaches in their practice. Document analysis is supplemented by limited preliminary survey data drawn from the initial findings of the Anti-racism Commitment in Early Childhood Education: Pathways to Inclusion, Equity and Social Justice (ARC-ECE) study. Drawing from race-critical scholarship to further advance the theoretical arguments, the article highlights tensions in early childhood teachers' understandings about racism. The limits of narrow definitions of racism that explain it as the result of 'cultural difference' are explored. In making a case for thinking beyond cultural competence and culturally responsive practice, the article calls for an immediate rethinking of racism in (and beyond) the sector. [ABSTRACT FROM AUTHOR]

Many factors affect how individuals and populations age, including race, ethnicity, and diversity, which can contribute to increased disease risk, less access to quality healthcare, and increased morbidity and mortality. Systemic racism—a set of institutional policies and practices within a society or organization that perpetuate racial inequalities and discrimination—contributes to health inequities of vulnerable populations, particularly older adults. The National Association for Geriatrics Education (NAGE) recognizes the need to address and eliminate racial disparities in healthcare access and outcomes for older adults who are marginalized due to the intersection of race and age. In this paper, we discuss an anti-racist framework that can be used to identify where an organization is on a continuum to becoming anti-racist and to address organizational change. Examples of NAGE member Geriatric Workforce Enhancement Programs (GWEPs) and Geriatrics Academic Career Awards (GACAs) activities to become anti-racist are provided to illustrate the framework and to guide other workforce development programs and healthcare institutions as they embark on the continuum to become anti-racist and improve the care and health of vulnerable older adults. [ABSTRACT FROM AUTHOR]

Black contexts such as segregated YMCAs are absent from the dominant narrative of leisure history. Although some research has been conducted on Black YMCAs, these studies often concluded that these sites were temporary havens from racism. However, segregation was also connected to fundamental assumptions about Black people (e.g., as inferior), beliefs which could not be warded off by the erection of separate buildings. The question therefore remains: how did the ideology of segregation enter into the everyday operation of Black YMCAs? The present study used archival methods to examine this question. Findings suggested that some Black YMCA leaders employed Jim Crow stereotypes through language used in internal documents, at conferences and in program advertisements. However, other YMCA leaders strategically adopted Jim Crow in order to enable access to White philanthropy. The discussion examines Jim Crow as a force which is both persistent and insidious within leisure settings. [ABSTRACT FROM AUTHOR]

This study explores the experiences of social work students of color (SOC) and their antiracism education within a school of social work at a public university. Twenty-one SOC participated in focus groups where they described their experiences with antiracism education. Several key themes were identified: (a) finding community through affinity groups, (b) SOC interactions with White students, (c) differentiating internalized racism and anti-Black racism, (d) the impact of White instructors and the lack of mentors and supervisors of color, (e) microaggressions and incidents of racism, and (f) taking up space. As this is an exploratory study, authors make recommendations for social work schools to pilot in the future. These recommendations include assessing White students' skill level with antiracism education and practice before placing them in classes with SOC, assessing faculty's skill set with antiracist teaching and providing ongoing support, creating sustained affinity spaces for SOC as a way to booster wellness, designing and piloting antiracist outcomes for social work students, and developing simulation-based learning with simulated patients as a tool to measure antiracist practice competencies. [ABSTRACT FROM AUTHOR]

This article aims to synthesize the extant literature that brings sociological analysis to the context, production and perpetuation of the antiracist identity. Our aim is to distinguish this analysis from the huge body of literature written from inside antiracism. Antiracism began in the latter half of the twentieth century. This examination reveals antiracism as an identity and a project of organizational production maintained through discursive and symbolic formations and institutionalized forms of governance. Its members espouse easily digestible 'common sense' ideologies of racism and anti-racism premised on a belief in the 'absolute nature' of categories of ethnicity and race. It then builds on this discursive framing with commensurate solutions at these levels. It does this through discursive projects and codification of institutional self governance. However, this racializing identity work may perpetuate racism through its classifications and its obfuscation of class privilege and economic inequalities. Its ever-expanding codified extension into organizations, businesses and global grassroots movements calls for a critical lens to direct historical, economic and political analysis onto the obfuscating work of this identity. [ABSTRACT FROM AUTHOR]

Governments and other agencies seeking to tackle racism have been calling for better empirical evidence, including complaint data based on reports by people who have experienced racism. This approach requires much of those who face racism, often while offering little effective support or redress for them. There is a need to understand reporting or not reporting experiences of racism as a result of a complex interplay between different factors – as a (non-) reporting journey, rather than as a singular moment of decision. Reporting is at risk of remaining an ineffective strategy for responding to racism where the reporting pathways and support services are not sufficiently aligned with the expectations and needs of those who experience racism. This article discusses the findings of three place-based community engagement and research projects across four local municipalities in Melbourne. The projects examined locally specific community perspectives and expectations in relation to reporting pathways and support services for those experiencing racism. The analysis of this community input resulted in anti-racism roadmaps specific for each local area, which were co-developed with local communities. [ABSTRACT FROM AUTHOR]

The health, social, and economic uncertainties that accompany crisis events make them fertile ground for racism, as observed on a global scale during the COVID-19 pandemic, with evidence of significant social and health consequences for those targeted. In this article, we present the findings of a reflexive, interpretive thematic analysis of semi-structured interviews with 10 service providers and community leaders who have supported multicultural communities during the pandemic in Melbourne, Australia. Interviewees discussed numerous social and health equity consequences of pandemic-related racism and offered best-practice recommendations for policy, research, and advocacy. Drawing on Systemic Racism Theory, our analysis reveals significant social and health implications of racism in Melbourne during COVID-19, lending further support to the concept of racism as both a social determinant of health and a key driver of social inequity. Participants advocated collaborative, community-led antiracism and advocacy approaches that centre the knowledge and expertise of people with lived experience of racism. These recommendations are discussed with consideration of contemporary challenges in research, policy, and practice efforts to address the ongoing health and social equity issues facing multicultural communities in times of crisis. [ABSTRACT FROM AUTHOR]

The confluence of the COVID-19 pandemic, the murder of George Floyd in America and a global Black Lives Matter response triggered anew the global struggle for racial justice. Using cyber, remote, and in-person ethnographic methods, this paper explores racial identity, allyship and processes of becoming during the spring and summer of 2020. Building on theories of 'the struggle for recognition', I situate becoming within the interplay of what I call epistemic, affective and reciprocal authenticity. Within this project, I address identity, redistribution and the reconfiguration of conceptual distinctions between justice and dignity. The analysis reflects a time of racial tension in a provincial Northeastern town in England, UK – a predominantly white and marginalised location. I amplify the personal testimonies, conversations and written words of three quite different activists to highlight the nuanced refractions of lived experience and a developing antiracism. These collaborators reveal how their antiracist becomings, in the light of 2020 events, incorporate affective, epistemic and reciprocal authenticities that bring to the fore new potentialities for racial justice, white allyship and recognition. [ABSTRACT FROM AUTHOR]

There are no standardized methods for training medical personnel in antiracist action, such as how to be an upstander or how to use micro-resistance. Roleplay and drama-based pedagogy can empower and educate healthcare professionals by providing experiential training and a safe space for antiracist practice and discussion. The Theater for Healthcare Equity (THE) is an innovative methodology that explores upstander techniques in real time with facilitated instruction. We implemented eight THE sessions at our institution and assessed participant responses via a voluntary survey. Forty-one participants completed a REDCap survey, and 32 participants completed the Continuing Medical Education survey. Participants appreciated the creation of safe spaces, the practice format, and the learning experience, which provided an honest and open environment for the sharing of experiences, addressing race-based bias, and practicing responses to real-life scenarios. Con-structive feedback included changes to session duration, participant discomfort with improvisation, and lack of printed tools. [ABSTRACT FROM AUTHOR]

The festive celebration known as FandangObon is made possible by workshops and satellite performances that artivistas (art activists) stage throughout the year in a variety of community venues. The event transforms the annual Japanese American Buddhist Obon ceremony honoring ancestors into an antiracist polycultural performance. Through improvisation and invention, colorfully adorned participants blend the dances, songs, and costumes of the Japanese bon odori circle with Mexican son jarocho fandango practices and West African ballet and egungun drum and dance circles. Each of the groups represented in FandangObon brings to the mix its own form of circle dancing, collective singing, and instrument playing, yet bon odori, fandango, and egungun do not fuse together seamlessly in these gatherings. Instead they coalesce as a conversation among equals in which each tradition remains faithful to itself in the process of making changes through engagement with others The concepts of amplification, counterpublics, and fugitive spaces of belonging serve in this article as central interpretive frames of a cultural critique of the historical and cultural conditions for the celebration's emergence, articulation, and implementation (Marcus and Fischer 1986). [ABSTRACT FROM AUTHOR]

As marginalized graduate students and faculty, we have stories to tell about our experiences within school psychology. Many of these stories center our oppression, trauma, and exclusion but some of them also center our joy and resistance. The purpose of this collaborative autoethnographic project was to create a counterspace in which we, BIWOC faculty and graduate students, could come together to engage in storytelling and build community amongst one another as a way to survive and thrive in academia. As a result of the counterspace, we are able to provide critical feedback and recommendations for school psychology programs to better support marginalized students and faculty. And we also offer critical hope and knowledge to marginalized graduate students and faculty who are currently in the field. [ABSTRACT FROM AUTHOR]

Motivation Purpose Approach and methods Findings Policy implications This article argues that the NGO sector should prioritize translation as an anti‐racist practice because failing to tackle colonial language hierarchies replicates historic power structures. Aligned with the locally led approach to development, the article responds to calls for more research into the role of translation in shaping development outcomes, and answers direct appeals from NGO practitioners for translation glossaries in different languages to improve communication between development actors.We introduce a new participatory method for co‐producing translations of terms that community members deem important for their visions of “development” and social change. We contend that participatory translation fosters an anti‐racist approach to knowledge production by centring communities in the construction of meaning, which may encompass language and concepts outside the international development lexicon.The study was based on the principles of community‐based participatory research, and an Advisory Board of community members was instrumental in its design. The draft of the glossary was produced in two three‐day participatory workshops in Lilongwe and Zomba, Malawi. These were attended by 36 people representing potential user groups of the glossary.The workshop participants created 385 translations of development terms, including 70 translations that are not listed in the Oxford Chichewa–English Dictionary. They also engaged in critically reflective discussions that challenged dominant discourses of development. We argue that participatory translation is a tool to transcend the language barrier in a way that simultaneously subverts conventional power hierarchies and offers access to different ways of understanding the world.NGOs in different linguistic and geographical contexts could adopt participatory translation activities in the early stages of forming relationships with communities and local partners to build trust and common understanding. In line with an anti‐racist approach, this would help to combat systemic linguistic exclusion, which exacerbates other forms of disadvantage. [ABSTRACT FROM AUTHOR]

This essay addresses challenges that emerged during Advent through recent experience of lecturing at Berkeley Divinity School, the Episcopal Seminary at Yale. For many of my students, Advent 2020 presented particular challenges since they found that the recurring utilization of 'darkness' as a metaphor for sin and death did not sit easily with their commitment to anti-racist thought and practice. This essay does not attempt to provide a definitive model for how Anglicans might engage fully with Advent themes, but serves as a paper to 'think with' in which the author (a) engages with Michael Battle's work on Anglican spirituality and (b) describes how her own expertise on Gregory of Nyssa was brought to bear on present needs. The Advent focus on darkness and light, I propose, does not need to be circumvented but provides Anglicans who are attentive to the problems of racism with an opportunity to examine further their own approach to 'darkness'. [ABSTRACT FROM AUTHOR]

This paper examines how neoliberal multiculturalism and racialized emotions function to inhibit racial justice in the aftermath of the murder of George Floyd. To do so, I trace how the proliferation of the discourse of anti-racism in education alongside the rise in popularity of anti-racist books, contributes to a racial project that embraces critical language but fails to enact tangible forms of racial equity. Drawing from the connections between 1960s race novels and modern anti-racist books, I argue that the notion of 'feeling anti-racism' becomes a conduit for neoliberal multiculturalism which effectively constructs race liberal subjectivities and dispositions. As a result, anti-racist books function to produce racialized emotions that legitimize anti-racist feelings over anti-racist actions. [ABSTRACT FROM AUTHOR]

Although scientific endeavors strive to be objective, they are the work of individuals whose unique perspectives and experiences influence their research and interpretations of the world and data. Much has been said and written lately about the need to embed cultural responsiveness in behavior analysis and the need to enhance diversity in the field. In fact, similar conversations are taking place in many areas of science. Despite the current buzz, many behavioral researchers may be left wondering what they can do or whether it is incumbent on them to act. For the field of behavior analysis to move toward adopting the values of diversity, equity, inclusion, and access, members of the scientific community must actively engage in behaviors that foster inclusive and safe learning environments for students, engage in collaborative work, and incorporate culturally responsive research and mentorship practices. This article will describe some current practices, showcase exemplars of culturally responsive research and mentorship, and provide resources for researchers and mentors. [ABSTRACT FROM AUTHOR]

This paper calls for greater attention to the interpersonal aspects of youth activism through a sociological and Black feminist exploration of peer relationships within youth political engagement. Drawing on a multi‐method qualitative research, the work foregrounds the perspectives and experiences of Black girls and girls of colour involved in an anti‐racist Scottish youth work charity. I argue that community and friendship ties cultivated participants' activism. Moreover, participants sought to enact social change by undertaking activist educational practices with their peers. This paper demonstrates how studying young people's peer relationships can engender a better understanding of youth activism and support it. [ABSTRACT FROM AUTHOR]

The National Council of Schools and Programs of Professional Psychology (NCSPP) is a training council of over 80 professional psychology doctoral programs across the United States and Canada. NCSPP also hosts their Ethnic and Racial Diversity Committee to support the principles of equity, diversity, and inclusion in delegate programs. In 2020, two inspired doctoral students founded the Students of Color Council (SOCC) under the auspices of the Ethnic and Racial Diversity Committee. The dual mission of the SOCC is to provide support and mentorship for Black, Indigenous, and people of color (BIPOC) doctoral students in NCSPP delegate programs, as well as to provide feedback and consultation for the NCSPP Executive Committee regarding antiracist education. In this article, the results of more than a year of SOCC meetings are summarized. The authors, composed of currently matriculating BIPOC doctoral student participants of the SOCC, provide a set of 10-point feedback meant for faculty and administration to improve professional psychology programs regarding equity, diversity, and inclusion. This article will provide the history and purpose of SOCC, its philosophical pillars, a comprehensive literature review of BIPOC doctoral students in clinical psychology, introduce the 10 points expanding on each point using lived examples, and address the implications for BIPOC students, administrators, and faculty. These points will address pedagogy, curricular design, recruitment and retention, student/faculty relationships, competency remediation, and program administration. Recommendations for program faculty and administration then follow. [ABSTRACT FROM AUTHOR]

Background: Community engagement is increasingly recognized as a necessity in addressing intractable racial and ethnic health disparities in the United States. However, institutions have not adequately trained resident physicians in developing symbiotic community partnerships that preserve community autonomy and identity without exploitation. Our goals were to highlight the experiences of expert academic emergency physicians in creating innovative, community‐driven, and anti‐racist solutions to achieving measurable equity in health outcomes and to introduce a novel framework entitled the Social Change Method to take a community‐embedded intervention from concept to creation. Methods: The methodology was based on the development of a didactic session at the 2023 SAEM Annual Meeting. The three novel initiatives discussed were Emergency Medicine Remix (EMR); Trust, Research, Access, and Prevention (TRAP) Medicine; and The Health Equity Accelerator (HEA). A team of multi‐institutional experts convened to develop the session objectives through priority setting. Results: Our expert panel discussed successes and challenges encountered while using evidence‐informed strategies to conduct their community‐based programming. Participant questions were centered on fostering sustainability, emphasizing the importance of carefully crafted interventions in the face of uncertain legislative challenges and strategies to empower others. Conclusions: Emergency medicine residency education should incorporate training on methods to leverage community partnerships to improve individual and community health outcomes. The Social Change Method can be used as a conceptual framework to generate easily re‐creatable and scalable partnerships that establish trust and forge relationships that honor identity and autonomy without exploiting community members. [ABSTRACT FROM AUTHOR]

This article examines Afro-Belgian resistance to sociological research procedures and in particular, the way in which demands for compensation and citation policies have recently emerged as a sine qua non activist condition for participation in academic devices. Grounded on a long-term ethnography conducted within Afro-Belgian anti-racist circles (2011–2019), the article argues that activist resistances, whether or not they give rise to political claims, have something to do with the colonial engagement of sociology and more generally of science. Building on postcolonial/black/feminist studies and decolonial indigenous research, the article explores to what extent, academic politics of citation and compensation of anti-racist activists could then be considered as decolonial interventions. Against the background of research involving groups whose activism is intrinsically linked to a political and epistemic domination, the paradigm of 'protection' of the 'researched' (through procedures of anonymization) is not only insufficient but problematic. Decolonial intervention should not only be addressed under the lens of knowledge co-production (participative/decolonial/anti-racist research) but also in terms of co-ownership policies of data/knowledges. [ABSTRACT FROM AUTHOR]

One way in which professional nursing organizations have chosen to address the social determinants of health (SDoH) is through policy work focused on diversity, health equity and anti‐racism activities. The recent report, Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity (FON 2020–2030), calls on professional nursing organizations and/or nursing coalitions to focus on addressing the SDoH to mitigate health inequities, including a focus on addressing racism and promoting practices to ensure the diversity of the nursing workforce. While these recommendations highlight issues of high importance to nursing and the broader society, they assume that professional nursing organizations or coalitions have not been sufficiently engaged in this work to date. Our goal was to better understand the current and/or ongoing activities of professional nursing organizations around their anti‐racism work of diversity, health equity, and inclusion (DEI) activities recommended in the FON 2020–2030 report. To address this goal, we conducted a needs assessment of professional nursing organizations to document their DEI activities and the timing of these activities relevant to the recommendations in the report. The 26 responding organizations indicated they had been engaged in work addressing DEI issues for periods ranging from 4 months to 51 years. Minimal funding was the major barrier to advancing this work. Creating a vigorous shared DEI agenda across the profession, as suggested in the FON 2020–2030 report, will require input from nurses across the profession, as well as identification of resources to support this critical endeavor. [ABSTRACT FROM AUTHOR]

The article describes an equity-focused scientific framework and set of principles to guide public health efforts to fulfill the health equity mission of the U.S. Centers for Disease Control and Prevention (CDC). Topics include principles of health equity science, examples of implementation actions, and factors that may help ensure that the health-related questions of highest priority to socially marginalized or excluded populations are not overlooked.

Racism is associated with negative intergenerational (infant) outcomes. That is, racism, both perceived and structural, is linked to critical, immediate, and long-term health factors such as low birth weight and infant mortality. Antiracism--resistance to racism such as support for the Black Lives Matter (BLM) movement--has been linked to positive emotional, subjective, and mental health outcomes among adults and adolescents. To theoretically build on and integrate such past findings, the present research asked whether such advantageous health correlations might extend intergenerationally to infant outcomes? It examined a theoretical/correlational process model in which mental and physical health indicators might be indirectly related to associations between antiracism and infant health outcomes. Analyses assessed county-level data that measured BLM support (indexed as volume of BLM marches) and infant outcomes from 2014 to 2020. As predicted, in the tested model, BLM support was negatively correlated with 1) low birth weight (Ncounties = 1,445) and 2) mortalities (Ncounties = 409) among African American infants. Given salient, intergroup, policy debates tied to antiracism, the present research also examined associations among White Americans. In the tested model, BLM marches were not meaningfully related to rates of low birth weight among White American infants (Ncounties = 2,930). However, BLM support was negatively related to mortalities among White American infants (Ncounties = 862). Analyses controlled for structural indicators of income inequality, implicit/explicit bias, voting behavior, prior low birth weight/infant mortality rates, and demographic characteristics. Theory/applied implications of antiracism being linked to nonnegative and positive infant health associations tied to both marginalized and dominant social groups are discussed. [ABSTRACT FROM AUTHOR]

In contrast to the strained relationship between Israel and South Africa's anti-apartheid movements in recent decades, the 1960s witnessed Israel actively championing an anti-apartheid stance. From the early 1960s onwards, various anti-apartheid groups sought assistance from Israel in their fight against white supremacy, viewing the Jewish State as a natural ally in their struggle against racism. This led to the formation of a relationship between Israel and the Pan-Africanist Congress (PAC), a significant development often overlooked in contemporary historical narratives. Despite its brevity – spanning less than a decade – this alliance offers valuable insights into African nationalism and its interaction with global Cold War dynamics, while also shedding light on Israel's multifaceted engagement in Africa. This article aims to reconstruct this historical relationship in detail, emphasizing its significance in elucidating the intricate connections between the Arab-Israeli conflict and the racial conflict in South Africa during the 1960s. [ABSTRACT FROM AUTHOR]

The article discusses about Woody Guthrie's racial transformation within the framework of the "Long Civil Rights Movement," highlighting his evolution from racist renderings to an antiracist stance. Topics include Guthrie's engagement with the Communist Party, critical reactions from Black media, and unanswered questions about his association with the Party and Black newspaper owner Charlotta Bass.

Issue: Resident teachers play an essential role in medical education and can support broader efforts to advance anti-racism and health equity in medicine. The Accreditation Council for Graduate Medical Education requires programs to provide education about health care disparities so residents can contribute to and lead work in this area. However, the literature includes few examples, frameworks, or strategies for preparing residents to develop the knowledge and skills needed to promote health equity, including in their role as clinical teachers. Evidence: In this article, the authors propose leveraging Resident-as-Teacher training to support residents in learning and teaching for health equity. Gorski's conceptualization of equity literacy provides an evidence-based framework for four main abilities (recognizing, responding, redressing, and cultivating/sustaining) residents and medical students can develop through co-learning about health equity in the clinical learning environment. The authors discuss preconditions, example activities, and assessments strategies for effective health equity education. Based on the principles of social learning theory, the authors recommend that Resident-as-Teacher training be part of an institutional strategy to cultivate a community of practice for health equity education. Implications: Incorporating health equity education into Resident-as-Teacher curriculum offers a potentially transformative part of the broader strategy needed to prepare the next generation of physicians to enact anti-racism and advance health equity. [ABSTRACT FROM AUTHOR]

The purpose of this survey study was to investigate the self-reported practices of P–6 elementary general music teachers (N = 275) regarding their experiences with American folk songs with racist origins. A secondary purpose was to examine P–6 elementary general music teachers' familiarity with and incorporation of anti-racist pedagogical practices into their teaching. Data were collected through an online questionnaire. Out of 19 folk songs with racist origins, "Jingle Bells" was the song most participants (67.6%) continued to teach and was the only song that 50% or more participants continued to teach. I categorized participants' responses regarding why they discontinued teaching the 19 songs as follows: (a) racism/minstrelsy and (b) origins/history. Additionally, participants' American folk songs with racist origins were categorized under teaching and planning. Musical enjoyment/utility and teaching about racism/minstrelsy were subcategories for teaching, while removing/replacing and learning through researching were subcategories for planning. Regarding anti-racist pedagogical practices, 76.6% of participants agreed that teachers should teach songs that represent various races and ethnicities in respectful ways even if they disagreed that teachers should use folk songs to challenge race, privilege, equity, and racial/ethnic injustices. Implications and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Te Tiriti o Waitangi (Te Tiriti) signed in 1840 by the British Crown and a number of indigenous hapū (subtribes) collectively named Māori has been widely positioned as the foundation document for the colonial state of Aotearoa New Zealand. Devastating consequences of breaches of Te Tiriti form an injustice perpetuated through overt and covert institutional racism. Such racism undermines Māori sovereign status, harms the wellbeing of contemporary Māori, contradicts a justice aspired to among democratic nations, and diminishes the justification of ourselves as a just people. As authors the demand to eradicate such racism is influenced by many Māori leaders whose efforts to honour Te Tiriti have never waned. We describe Decol2020 as a creative collaboration among community and scholarly activists intent on transforming racism. We offer this paper as a contribution to how such collaborations may be invigorated wherever any institutionalized injustice requires redress. [ABSTRACT FROM AUTHOR]

This research explores how educational leaders in Texas navigate issues of anti-Black racism. In this Grounded Theory study, 19 participants engaged in a 90-min interview. They offer firsthand accounts of their experiences in navigating issues of anti-Black racism as well as strategies that they perceive to be necessary in interrogating and rooting out deeply entrenched anti-Blackness even in the face of salient opposition and demand to maintain the status quo. The participants also discuss relevant challenges and benefits to taking such an approach. The themes resulting from this study include: Name it and call it out, Facilitating courageous conversations with faculty, students, and community, Racial equity focused problem solving, and Challenges and benefits of anti-racist school leadership. [ABSTRACT FROM AUTHOR]

Two years ago, I began a project based on the question, "If online platforms are providing more access for hate groups to recruit and radicalize members, then is it possible to use online platforms to combat discrimination, racism, and hatred?" Educating public audiences and promoting positive social change were laudable goals, but this article explores the idea of how this was done in ethical ways. There were challenges encountered "along the way" when attempting to create a project from personal stories, including issues of ethical storytelling, respectful data management, community engagement with marginalized communities, complications of "going viral," and more. In this article, I document the process of how four anti-racist videos were created, some of the challenges encountered along the way, methodological maneuvers, and suggestions for further methodological and ethical consideration. I explore two levels of analysis. First, by looking at methodological considerations, I detail the importance of community consultation, the need for research findings to be accessible, useful, and meaningful to the community, and how the decisions and planning around "going viral," were further complicated by funder requirements and other ethical considerations. At the second level of analysis, I use autoethnography to explore how my own positionality factored into decisions about the project. [ABSTRACT FROM AUTHOR]

Cultural humility is a framework for engaging in self-reflection, self-critique, and reflective practice to cultivate respectful relationships and understand power and privilege. Using duoethnography, we applied cultural humility to our youth work at summer camp and in a social skills group for Autistic youth. Our integrative analysis shows how cultural humility allowed us to enact a transformative social justice agenda, understand inherent power imbalances in youth-practitioner partnerships, and better engage around race and disability in our daily practice. Given the power imbalances inherent to working with youth, we posit cultural humility as an important framework for creating anti-oppressive youth development spaces and relationships. [ABSTRACT FROM AUTHOR]

This Department of Social Work Services (the Department) is one of the largest hospital social work departments in the country, with almost 600 staff, in the largest of eight hospitals and one medical school of a major health system. The Department's senior directors (three current and one former) share its innovative and effective collective leadership model that was initially developed in response to a confluence of unprecedented complex events stemming from the Covid-19 pandemic. The experiences of these co-leaders, an evaluation of the model, future internal considerations as its applicability to other health care settings will be discussed. [ABSTRACT FROM AUTHOR]

Feminist scholars such as Ann Laura Stoler and María Lugones have shown how colonial patriarchy, or patriarchal coloniality, constructs and relies on a vulnerable, sexually pure, and passive white femininity in oppositional relation to a rapacious Black masculinity. This logic serves four political agendas: it racializes the colonized, secures and justifies (paternalistic) patriarchal control over white women and their reproductive sexuality, legitimizes racial segregation and dispossession and the control and surveillance of Black men, and renders Black women disposable, beyond the reach or concern of the law. In the South African (post)colony, as in colonial situations everywhere, the imposed vulnerability of the white woman (constructed as a foil for a heroic and protective white nationalist masculinity) has historically served as a justification for both patriarchal and white racial control, installing the white man at the top of the naturalized racial-sexual order. This positionality renders the cooperation of the white South African feminine subject key to the maintenance of the colonial structures of white power. In contrast to the work of scholars like Samantha Vice and Robin DiAngelo, who hold silence and guilt to be the only valid contribution that white people can offer to antiracist struggles, we recast the white woman's positionality as one that contains specific power and potential for resistance against systems of colonial racialization. We argue that white women are uniquely able to speak and act productively against systems of racism because of their racial/gendered subject positioning in relation to white male power. [ABSTRACT FROM AUTHOR]

Analyzing the comedy of Ziwe Fumudoh, this paper examines how repeated comedic bits can challenge white audiences' disingenuous anti‐racism, satirize toxic white womanhood in the U.S., and script what is possible when white feminists demonstrate sincere attempts at cross‐racial connection. Each artifact from Ziwe's comedy—an interview with chef Alison Roman, a musical sketch titled "Lisa Called the Cops," and an interview with activist Gloria Steinem—carve out productive modes of confrontation. Ziwe satirizes the ridiculousness of white performative allyship and toxic white womanhood, and demonstrates the push and pull between hope and hopelessness of structural progress in the U.S. [ABSTRACT FROM AUTHOR]

This Reflections essay considers antiracist theory and practice and its impact on Romantic Studies today as displayed in a master's-level module aimed at introducing the use of theory to postgraduate students of nineteenth-century studies. Alongside these concerns, the reflection considers what it means to feel "Romantic" today, as well as the role and usefulness of discomfort in postgraduate pedagogy. [ABSTRACT FROM AUTHOR]

This cowritten Reflections essay describes an upper-division seminar for honours and master's students that brought together established antiracist pedagogical principles (for example, decentering Britain) with a commitment to hands-on, in-class collaboration. This collaborative dimension buoyed the class's capacity to encounter both the challenges and insights that the antiracist framework brought to the fore. In a course that sought to engage with Romantic poetry of "labour and longing" in the age of transatlantic slavery, working together became both an object of study and a learning practice. The coauthored nature of this essay therefore advances, beyond the end of term, the importance of listening and learning from one another in the pursuit of more inclusive, wide-ranging, and (very often) discomforting learning environments, even as such environments can only ever be imperfect. [ABSTRACT FROM AUTHOR]