Search results

1 – 10 of 249
Article
Publication date: 15 September 2020

Courtney L. McCluney, Danielle D. King, Courtney M. Bryant and Abdifatah A. Ali

The purpose of this essay is to highlight the urgent need for antiracism resource generation in organizations today.

2986

Abstract

Purpose

The purpose of this essay is to highlight the urgent need for antiracism resource generation in organizations today.

Design/methodology/approach

This essay weaves together popular press articles, academic writings and the authors' lived experiences to summarize, clarify and extend the work needed inside of organizations and academia to dismantle systemic racism.

Findings

We define antiracist resources as personal and material assets that counteract systemic racism through informing and equipping antiracist actions, and identify three resources—adopting a long-term view for learning the history of racism, embracing discomfort to acknowledge racist mistakes and systematically assess how organizational structures maintain white supremacy—for organizations to address systemic racism.

Research limitations/implications

While there is a critical need for more antiracism research, there are standards and guidelines that should be followed to conduct that research responsibly with antiracism enacted in research design, methodology decisions and publication practices.

Practical implications

The authors call for organizations to directly counter-racism via antiracism resources and offer examples for how these resources can inform and equip companies to create equitable workplaces.

Originality/value

This essay offers: (a) an updated, timely perspective on effective responses to systemic racism (e.g. police brutality and COVID-19), (b) a detailed discussion of antiracism resources and (c) specific implications for antiracism work in organizational research.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 40 no. 1
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 26 April 2013

Yin Paradies, Hayley Franklin and Emma Kowal

Reflexive Antiracism is an approach to antiracism that seeks to avoid the limitations of essentialism and negative emotional reactions through a focus on racialisation (a concept…

Abstract

Purpose

Reflexive Antiracism is an approach to antiracism that seeks to avoid the limitations of essentialism and negative emotional reactions through a focus on racialisation (a concept that encompasses both racism and antiracism) as well as the formation and maintenance of racialised identities. This paper aims to outline the construction and validation of a scale to measure this novel theoretical construct: the Reflexive Antiracism Scale‐Indigenous (RAS‐I).

Design/methodology/approach

In the context of a cultural training course focused on Indigenous peoples in Australia, 20 items to assess attitudes were developed along with four hypothetical scenarios designed to assess behavioural intentions in specific situations. The survey formed by these items and scenarios was piloted to assess test‐retest, concurrent and construct validity as well as item endorsement and internal reliability.

Findings

Findings suggest that an 11‐item scale based on this survey forms a valid and reliable measure of Reflexive Antiracism. Further research and applications are discussed.

Originality/value

This paper will prompt further exploration of Reflexive Antiracism as a concept that can be applied in a range of settings where a more nuanced understanding and approach to antiracism may be of benefit. Being aware of their position within a society that is racialised will allow antiracists to be reflexive (and realistic) about their ability as individuals to achieve antiracist ideals while continuing to strive towards them.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 32 no. 4
Type: Research Article
ISSN: 2040-7149

Keywords

Abstract

Details

Antiracist Library and Information Science: Racial Justice and Community
Type: Book
ISBN: 978-1-80262-099-3

Article
Publication date: 1 February 2022

Chandra L. Alston and Sarah Byrne Bausell

This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts…

Abstract

Purpose

This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts (ELA) classrooms.

Design/methodology/approach

This paper analyzes teacher talk in four virtual sessions with four middle grades ELA teachers in one school district. Teachers had recently completed a voluntary, school-based antiracism professional development. Researchers used thematic analysis of session transcripts and semi-structured interviews.

Findings

Teachers’ informational text use was nested in and directed by curriculum and contexts that limited disciplinary and antiracist teaching. The context and texts constrained instruction to basic reading skills. Equity was conceptualized as supporting students’ persistence. Discussions of race were avoided.

Research limitations/implications

This study has implications for ELA teacher preparation, and district and state resources to support merging disciplinarity and antiracism in informational text instruction in ELA. The study is limited by the small sample from one district and access to only teacher self-reports.

Originality/value

Secondary ELA disciplinary literacy has privileged literature, yet there is an increase of informational text use in middle grades ELA. Teachers need support teaching informational texts through disciplinary and antiracism lenses.

Details

English Teaching: Practice & Critique, vol. 21 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Book part
Publication date: 21 March 2023

Briana Christensen

In a review of the tragedy that occurred in Charlottesville Virginia on August 11, 2017, this essay discusses the public perspectives and the view of public culture for historical

Abstract

In a review of the tragedy that occurred in Charlottesville Virginia on August 11, 2017, this essay discusses the public perspectives and the view of public culture for historical artifacts and monuments, especially those whose pasts do not align with the views of our community today. Based on the renaming of a public park and removal of a Confederate soldier statue, protestors made up of hate groups claiming loss of heritage and counter protestors converged on the site. As tempers escalated, a protestor drove his car into the counter protesters where multiple people were injured, one person was killed, and two responding police officers also lost their lives. Historically, and in other countries, the removal of monuments whose imagery and historical meaning are painful to the community today is a commonplace practice. Within the United States, however, this leads to protests, hate groups that claim these artifacts as their heritage, counter protests, and painful outcomes with harsh repercussions including loss of precious life, as occurred in Charlottesville. Libraries, and other GLAM institutions (galleries, libraries, archives, and museums), have a key responsibility for educating their communities on the true history of these artifacts. This outreach work is especially vital in communities where laws have been enacted that disallow the removal or relocation of monuments, even those whose effigies inspire hate, as is the case for 90 Civil War statues in North Carolina. This essay reviews key literature, as well as personal experiences through blog posts, relating to cultural heritage and its relationship to public culture. This review is done to identify productive measures that libraries can take to break the archaic perspective of being neutral and becoming social justice advocates for their communities.

Details

Antiracist Library and Information Science: Racial Justice and Community
Type: Book
ISBN: 978-1-80262-099-3

Keywords

Book part
Publication date: 21 March 2023

Kimberly Black

The purpose of this study is to explain how library and information science (LIS) with a focus on libraries, librarians and LIS associations, developed into becoming a racist

Abstract

The purpose of this study is to explain how library and information science (LIS) with a focus on libraries, librarians and LIS associations, developed into becoming a racist institution that supports white supremacy. The central argument is that a philanthropic organization, the Carnegie Foundation, which led the eugenics movement, captured LIS and with the assistance of the American Library Association (ALA), created a library ecosystem that was structurally racist in order to maintain the power of the elites. This study is an exegetical analysis that is explored through the lens of a Christian spirituality conceptual framework. Some tentative solutions to remedy this problem are suggested.

Details

Antiracist Library and Information Science: Racial Justice and Community
Type: Book
ISBN: 978-1-80262-099-3

Keywords

Open Access
Article
Publication date: 28 October 2022

Una T. Daly, James Glapa-Grossklag, Alyssa Nguyen and Ireri Valenzuela

The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy…

Abstract

Purpose

The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy. This study aims to raise questions about how professional development impacts student outcomes, and how faculty perceive the utility of OER and open pedagogy to support antiracist teaching and learning.

Design/methodology/approach

An evaluation plan examined how faculty participants perceived the effectiveness of OER and open pedagogy to make their classes antiracist. Students compared their experiences in treated classes with those in other classes. Participating faculty completed pre- and post-surveys and a subset sat for interviews.

Findings

Faculty participants felt prepared to implement antiracist practices using OER and open pedagogy. Eighty-seven percent reported they were highly likely to recommend the program and 80% plan to continue using open pedagogy. Eighty percent of students reported they were more active or engaged than in other classes and that they examined biases of the discipline.

Originality/value

This study raises the question of how antiracist teaching approaches impact student outcomes over a longer term. Further, how can changes to teaching strategies impact institutions? Do teams of instructors offer support in ways that lead to a greater voice within an institution?

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Abstract

Purpose

To detail the revised Essential #1.

Design/methodology/approach

This is a description and case study of Essential #1.

Findings

This article includes the following elements: details of the rationale behind the revisions to the Essential; highlights of the specific changes to the Essential; and definitions of the key concepts related to the Essential.

Practical implications

This article provides the following: a “Deepening Our Learning” section, with a description of the Essential in action that might help others to integrate this ideal into their teaching and teacher education practices; and a reflection on potential impacts of the new elements of each Essential on existing or new PDS work.

Originality/value

This article provides a description and application of the revised Essential #1.

Details

PDS Partners: Bridging Research to Practice, vol. 18 no. 2
Type: Research Article
ISSN: 2833-2040

Keywords

Open Access
Article
Publication date: 4 April 2023

Shamaine K. Bertrand

This article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize…

322

Abstract

Purpose

This article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical courses. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or professional development school (PDS) partnerships can incorporate practices that address anti-blackness in clinical practice.

Design/methodology/approach

Conceptual paper sharing experiences addressing anti-blackness in school-university partnerships.

Findings

National Association of Professional Development Schools (NAPDS) recently revised their Nine Essentials to include this revised version of Essential 1: A comprehensive mission which calls for the advancement of equity, antiracism and social justice within and among schools, colleges/universities and their respective community and professional partners. The work that the author presents in this article around preparing teacher candidates to address anti-blackness fits into the call of Essential 1 because when anti-blackness is addressed equity, antiracism and social justice can be part of the educational experiences of black children. This article shares how providing teacher candidates experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical practice. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or PDS partnerships can incorporate practices that address anti-blackness in clinical courses.

Originality/value

The author believes that this manuscript is appropriate for publication because it addresses a necessary shift that must happen in clinical practice by recognizing, acknowledging and addressing anti-blackness, as well as making sure teacher candidates are prepared to teach black students. This manuscript has not been published and is not under consideration for publication elsewhere. The author has no conflicts of interest to disclose.

Details

PDS Partners: Bridging Research to Practice, vol. 18 no. 1
Type: Research Article
ISSN: 2833-2040

Keywords

Article
Publication date: 19 June 2023

Rebecca J. Evan, Stephanie Sisco, Crystal Saric Fashant, Neela Nandyal and Stacey Robbins

This research applies social identity theory (SIT) to examine how White diversity, equity, and inclusion (DEI) professionals perceive their role and contributions to advancing…

Abstract

Purpose

This research applies social identity theory (SIT) to examine how White diversity, equity, and inclusion (DEI) professionals perceive their role and contributions to advancing workplace DEI.

Design/methodology/approach

Interpretative phenomenological analysis (IPA) was used to structure and guide the study, and data were collected from interviews with 16 White DEI professionals.

Findings

The SIT concept of social categorization was selected as a framework to discuss the findings, which were divided into two sections: in-group identity and out-group identity. The participants' in-group identities demonstrated how the participants leveraged the participants' Whiteness to grant the participants the influence and agency to perform DEI work. The participant's out-group identities revealed how the participants attempted to decenter the participants' Whiteness and unpack insecurities related to the participants' White identity and DEI contributions. Each of these findings has been associated with a specific role: leader, beneficiary, ally and pathfinder.

Practical implications

The practical implications of this study are critically examining White DEI employees' lived experience to develop an understanding of Whiteness while holding White people accountable for DEI efforts within workplaces.

Originality/value

Deeper and more honest conversations are needed to explore the phenomenon of how White DEI professionals enact and perceive the DEI contributions of the White DEI professionals. Therefore, this paper will provide further discussion on literature concerning White individuals engaged in organizational-level DEI work.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 42 no. 8
Type: Research Article
ISSN: 2040-7149

Keywords

1 – 10 of 249