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This research aims to explore how racist language in service interactions in the health and education sectors affects service consumers belonging to the Sheedi community in Pakistan’s Sindh province. This research questions the use of racist language and proposes the use of inclusive language in service sectors to reduce the discrimination the Sheedi community faces because of such racist language.

This empirical study takes place in the health and education sectors in Sindh province. Using a qualitative and narrative approach, this study categorizes Sheedi service consumers’ personal experiences to gain deep and holistic insights into the racist language used in service interactions and proposes the use of inclusive language.

Findings demonstrate how some non-Sheedis used racist language against the Sheedi service consumers in the health and education sectors, and how such racist language was influenced by class consciousness and gender bias. Inclusive language, which emphasizes professional lexicon, culturally appropriate terminology, gender-neutral vocabulary and other socially acceptable terms, was proposed to be used in the service interactions with Sheedi service consumers.

This study makes a conceptual contribution to existing literature on the use of language in service interactions and documents how the Sheedi community is treated in Pakistan’s Sindh province. This research can help researchers expand research in contexts where the use of racist language hinders progress, while the use of inclusive language can lead to sustainable development of service sectors.

This research explores the educational participation, cultural identification, and linguistic practices of Middle Eastern refugee youth in Vancouver, Canada. Twenty refugee youth aged 15 to 30 participated in this critical ethnography that provided new information about the impacts of pre- and post-migration experiences on their educational attainment, language, and identity construction. Evidence reported here indicates that refugee youth are subject to institutional challenges in both their home and host countries. The youth experienced educational assimilation, biased curriculum, and language discrimination with devastating impacts on their educational participation and overall well-being. In response, this study indicates that young people resist assimilation and racism in educational and wider social settings. This study further suggests that refugee youths’ educational experiences, linguistic practices, self-identification, and well-being should be examined in relation to their pre- and post-migration experiences, and the dominant meta-narratives of their home and host countries (e.g., nationalism).

To provide human judgment input for computer algorithm development, this study examines the relative importance of source, content, and style cues in predicting the truthfulness ratings of two common types of online health information: news stories and institutional news releases.

This study employed a multi-method approach using (1) a manual content analysis of 400 randomly selected online health news stories and news releases from HealthNewsReview.org and (2) an online experiment comparing truthfulness ratings between news stories and news releases.

Using content analysis, the authors found significant differences in the importance of source, content, and style cues in predicting truthfulness ratings of news stories and news releases: source and style cues predicted truthfulness ratings better than content cues. In the experiment, source credibility was the most important predictor of truthfulness ratings, controlling for individual differences. Experts have higher ratings for news media stories than news releases and lay people have no differences in rating the two news formats.

It is important for health educators to curb consumer trust in misinformation and increase health information literacy. Rather than solely reporting scientific evidence, educators should focus on addressing cues people use to judge the truthfulness of health information.

This is the first study that directly compares human judgments of health news stories and news releases. Using both the breadth of content analysis and experimental causality testing, the authors evaluate the relative importance of source, content, and style cues in predicting truthfulness ratings.

Research has documented how white teachers often fall short of their anti-racist intentions. However, much of this research is done with preservice teachers or teachers across disciplines. The authors investigate stories in which white English teachers who teach substantial proportions of black students and who self-reported anti-racist goals nevertheless fell short of those goals. The purpose of the study is to understand the tensions between racial liberalism and racial literacy in their pedagogy.

The authors snowball sampled 12 veteran white high school English teachers (3–27 years’ experience) who taught in schools with substantial proportions of black students. The authors used a two-stage interview process to narrow the sample to 7 teachers who confirmed their anti-racist intentions and who wrote narratives of moments when they tried to be anti-racist, but the lesson failed in some way. The authors used a three-stage narrative analysis to analyze how racial liberalism and racial literacy were reflected in the narratives.

The veteran English teachers, despite their anti-racist intentions, told narratives that reflected racial liberalism, portraying racism as an individual and interpersonal phenomenon. Some narratives showed teachers who had taken steps toward racial literacy, but no narratives showed a fully developed sense of racial literacy, portraying the layers of institutional and structural racism in English education.

The sample suggests that veteran white English teachers are subject to similar limited racial literacies as novice teachers. While the authors found glimmers of racial literacy, they still note the work necessary to equip veteran English teachers with the racial literacies necessary for anti-racist instruction. The authors propose directions for teacher education, systemic support and professional development.

As US universities increasingly participate in the project of the internationalization of higher education through growing international student enrollment, those campuses need to better support their diverse learners and prepare students to be culturally competent. Part of cultural competence for university students includes issues related to language use and language policy because one cannot separate language from culture. Highlighting multilingual international undergraduate student voices from China, India, and Malaysia, the author offers insight into how these students thoughtfully navigate through complicated language ideologies and policies inside and outside of the classroom. The chapter concludes with recommendations for how US universities should encourage cross-cultural competence through embracing multilingual ideologies and language policies.

White nationalist groups have recently been at the forefront of American sociopolitical life, as demonstrated by the events in Charlottesville, Virginia in 2017. The purpose of this paper is to explore the historical roots and various waves of the Ku Klux Klan (KKK).

This paper offers high school teachers age-appropriate, evocative texts and disciplinary-specific, engaging tasks organized in a guided inquiry on the KKK, America’s most prominent hate organization.

Students are positioned to utilize newly-constructed understandings to take informed action on the local, state and national level.

Recently-published research has explored late-nineteenth century and early-twentieth century manifestations of the Klan, but not mid-twentieth and twenty-first century outbursts.

This chapter builds on theories of culturally responsive teaching and translanguaging pedagogies to explore teaching strategies that linguistically, culturally, and educationally empower Muslim immigrant emergent bilinguals in the classroom. These students are often speakers of less commonly used languages, not shared with other adults in the school, thus teachers and school leaders often do not know how to use home languages as teaching tools. This study sought to find practical solutions by going straight to the source – the students themselves. Through a one-year qualitative arts-based study, 15 recently arrived Muslim immigrants provided information about their language use and meaning-making of school experiences. Using interview, observation, and student-created artifacts, data were collected during after-school sessions that also included intensive group discussion and peer interviews in home languages. It was found that these students are facilitating and regulating their own bilingual and multilingual educations through cultural communities of practice. However, it was also found that these students perceived messages from the larger school community as discriminatory, thereby negatively impacting feelings of belonging and value in a school setting. One classroom where students and their languages were valued is profiled in this chapter offering practical ways teachers can engage learning through all languages, especially minority languages, regardless of a teacher’s own linguistic abilities. This chapter offers transferable ideas that may be adapted to diverse classrooms with similar student populations and needs. It is understood that classroom contexts differ based on resources, students’ home language literacy, and curricular demands.

The chapter details the development of one of the most lucrative professional sports for women in the world, while drawing attention to institutionalised issues of racism and sexism in the sport. We discuss the history of women in professional golf, from the roots of the Ladies Professional Golf Association (LPGA), through the modern-day game where women now play for large sums of money each week. We then shed light on the development of a global tour which started with the likes of Annika Sorenstam, Lorena Ochoa, and Se Ri Pak dominating a once Americentric tour, and how the LPGA struggled to embrace this cultural shift via the Five Points of Celebrity marketing plan and the contentious English-speaking rule. The discussion then moves to focal point of the chapter: the US media's reaction to long-time American professional golf coach and former radio broadcaster Hank Haney's disparaging comments before and at the conclusion of the 2019 Women's US Open. Twenty-five articles were collected from US golf and sport media outlets and coded resulting in four themes: (1) a downplaying of the remarks, (2) ambivalence to the women's game, (3) a privileging of men, and (4) a global tour. The chapter concludes with remarks that highlight the media's struggle to find the appropriate framing and language to cover the incident and how an intersectional approach reveals that oppression of women on the LPGA Tour exists beyond gender.

The key purpose of this paper is to explore how teachers' historical constructions of race and racism may reify whiteness in Dutch classrooms. How has whiteness contributed to how teachers understand and teach race and (historical) racism in white educational spaces in the years 1968–2017?

Interview data are obtained from a selection of Dutch secondary school (former) teachers, mostly history teachers, who have taught in the period between 1968–2017 (N = 28). Grounded theory and critical discourse analysis are used for analytical purposes.

The findings reveal that most teachers minimize and distort (historical) racism and its connection to the normalization of whiteness in the Netherlands. These teachers are constantly (re)constructing race based on their own histories, which silences race. This implicates contemporary educational spaces in numerous ways. Among other things, teachers normalize whiteness, while racializing the “other”, they explain racial inequities by reference to factors that exclude racism, and perpetuate whiteness through their teaching.

While in the USA, critical scholars have long provided evidence for racism in educational contexts, racism in Dutch education remains largely unexamined. This paper offers a critical perspective on teachers' racial contributions.

Social movement organizations are concerned and cognizant of their public image and typically need to maintain positive public perception to gain and sustain support. White supremacist organizations believe that they are highly stigmatized, reviled, and surveilled groups and go to great lengths to protect their desired self-representation. Through a qualitative analysis of close to 2 million Discord chat messages from white supremacist organizations, I find that white nationalist groups attempt to cater their public appearances through three primary axes: organizational, activism, and individual/membership. This chapter uses concepts from Goffmanian sociology, such as Stigma, Impression Management, and Frontstage/Backstage, to highlight how political movements discuss, argue, and debate the public image they wish to deploy. Studies on right-wing movements tend to be “externalist” in the sense that they look at publicly available documents which privilege the views of leadership. This chapter uses a dataset which delves into the social movement “backstage,” enabling us to view white supremacists' private conversations, their impression management strategies, and how they wish to appear on the “frontstage.”