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Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.

Narratives about racism and equity in schools have been documented in varying degrees of detail and accuracy in the news media (Farhi, 2012). Thus, race is front and center in the news reports, demonstrating how education policies are detrimental to the Island while also contending that policy drivers of Ley de Reforma Educativa de Puerto Rico (LREPR) are ignoring the racialized consequences of these neoliberal policies.

To examine the implementation of LREPR in education discourse in the media, a content analysis on texts in the Puerto Rican media was conducted. To conduct the analysis, an original dataset of texts from the four major newspapers in Puerto Rico: El Nuevo Dia, El Vocero, Primera Hora and The San Juan Daily Star (n = 119) was created.

The study shows how the collective resistance of Puerto Ricans towards LREPR suggests racialized consequences for this “post”-colonial Island as they engage in dialogues about property rights and dispute policy discourse. Data suggests the alarming effects of neoliberalism as perceived by Puerto Rican citizens, while highlighting shared concerns aligned with elements of critical race theory such as colorblindness and property rights.

This study breaks ground by identifying a new intellectual pursuit of charter schools purchasing land or buildings in marginalized communities. It argues that the news coverage demonstrates how Puerto Rican citizens have illuminated the purchase of land for charter schools, viewing it as an act of colonialism veiled as market competition and economic improvement for the Island. Implications for policy and practice are discussed.

The findings from this research contribute to how critical race theory is used and conceptualized in the educational leadership field. Additionally, the study contributes to the field of research by conducting a content analysis of newspaper articles in Puerto Rico, looking through the CRT lens to illuminate systemic racism that is present in media accounts of education.

This chapter shows that students' counter-storytelling revealed feeling tolerated, invisible, isolated, and judged as well as needing to prove oneself, overcome stereotypes, and act as the spokesperson for one's race based on the dissertation conducted by April M. Clay, one of the authors. Through critical race theory (CRT), it can be gathered from the responses that race and racism affect the African American students' quality of life in school. Whether they said race played a significant role explicitly or implicitly, the participants' counter-stories revealed a shared experience of feeling outcasted.

The purpose of this paper is to analyse the metaverse platform in a social context to better understand the future of this tool in tourism cities and how this can help to improve the well-being of residents in both digital and physical scenarios.

In this paper, the current and probable developments in the metaverse, and its use in tourism cities and companies have been investigated. Moreover, this study develops, collects and examines the main metaverse definitions by expert authors and organizations as a methodology to ensure the transparency and credibility of the metaverse analysis.

Findings suggest that the fusion of the metaverse and tourism cities must create residents’ services and experiences in the new MetaTourPolis to help interact and connect citizens with the city’s institutions and companies, as well as make tourism cities more attractive, innovative, environmentally friendly and healthier places to live. Metaverse will bring new changes for residents and tourists, in fact, this virtual platform is already changing and improving the residents’ quality of life and people with disabilities in tourism cities. For instance, the metaverse platform has been implemented in Seoul, Santa Monica and Dubai MetaTourPolis to interact with their residents, including people with disabilities, to resolve bureaucratic and administrative problems, avoiding this group and the rest of the residents travelling by bus or car to the city’s institutions. In addition, several metaverse applications based on softbot tutors or metaverse virtual social centres have been developed to improve blind and impaired people, and elderly people’ quality of life, respectively.

A new concept called “MetaTourPolis” has been included to stage the relationship between tourism cities and the metaverse platform, where the fusion of metaverse and the new tourism polis of the 21st century will be at the service of citizens, tourists and companies, to create more sustainable, efficient, quantitative and environmental tourism cities.