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The purpose of this paper is to investigate the possibilities of performative research practices in the dissemination of social science research. The paper introduces the benefits of these practices and demonstrates the relational benefits of sound. The paper explores the possibility that sound may be used to reposition the listener to a new way of hearing.

This research emerged from a larger research project investigating the silent racism that was evident in an inclusive education program. A constructivist narrative approach was adopted to investigate the benefits of sharing the sensorial qualities of participant responses as an aural excerpt. The aim here is to reposition the listener from their own cultural value systems to being open to new understandings.

The paper highlights the relationship between the storyteller and the listener. Sharing a young man’s personal experience of racism enabled the visceral and affective quality of his deeply personal experience to be conveyed to the listener.

This paper reports on the experiences of one participant. It is not designed to represent the experiences of all young people with African heritage, but rather to present the possibilities of using sound in the dissemination of research findings.

The methodological approach of this paper offers a unique and valuable contribution to the growing interest in new avenues to disseminate research findings, particularly those that convey the deeply personal experience of participants.

The purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals who fail to act or intercede. Utilizing the aversive racism framework, the need to move beyond awareness raising to facilitate behavioral changes is discussed. Examining the unique lens provided by the aversive racism framework and existing research, the bystander effect provides important insights on recent acts of racial violence such as the murder of Mr. George Floyd. Some promise is shown by the work on effective bystander behavior training and highlights the need for shared responsibility in preventing the outcomes of racial violence and discrimination to create meaningful and long-lasting social change.

This paper uses literature based on the aversive racism framework together with the literature on the bystander effect to understand the factors, conditions and consequences for lack of intervention when the victim is African American. This paper also provides evidence and theory-based recommendations for strategies to change passive bystanders into active allies.

The use of the aversive racism framework provides a powerful lens to help explain the inconsistencies in the bystander effect based on the race of the victim. The implications for intervention models point to the need for behavioral and competency-based approaches that have been shown to provide meaningful change.

Several different approaches to address incidents of racial aggression and violence have been developed in the past. However, given the principles of aversive racism, a unique approach that considers the inconsistencies between self-perceptions and actions is needed. This sets a new agenda for future research and meaningful behavioral intervention programs that seek to equip bystanders to intercede in the future.

The need to address and provide effective strategies to reduce the incidence of racial aggression and violence have wide-ranging benefits for individuals, communities and society.

By connecting the aversive racism framework to the bystander effect, the need for different models for developing responsive and active bystanders can be more effectively outlined.

This chapter seeks to open a conversation around the increasingly pressing question of what is the role of the white researcher in qualitative Critical whiteness Studies (CwS) research in higher education. While the past 30 years have seen an increase in scholarship that critiques the ways that whiteness operates in higher education at both individual and institutional levels, to date no work exists that explores how this research should be conducted. In introducing a Critical whiteness Methodology (CwM) for higher education, this chapter is intended to provide an initial framework to inform the ways that white CwS scholars conceptualize, and conduct themselves throughout the research process. Grounded in core theoretical frameworks in CwS and influenced by critical race theory (CRT) and critical race methodologies (CRM), we propose five tenets that serve as a starting point in the conceptualization of a CwM. Utilizing these tenets, we then provide suggestions that white researchers can utilize to intentionally structure their research designs, protocols, and practices to actively challenge whiteness through CwS scholarship in higher education.

The social role of women in Brazil is subject to significant change in both capacity and scope. While women constitute the majority of the population in Brazil, they account for 40 per cent of the workforce, and thus, they remain comparatively invisible in public life. This is evident in political representation, as although Brazilian law stipulates that political parties must reserve at least 30 per cent of their nominations for women for legislative elections, this does not occur in reality. Furthermore, despite Afro-descendant Brazilians constituting the majority of the population, in the Chamber of Deputies, for instance, there are only 9 per cent Afro-descendant representatives. Therefore, this study focuses on understanding issues of political representation of Afro-descendant women in political spaces in Brazil – a country where politics is still predominantly white and male. Thus, despite a rhetorical position of an ‘open country’ with opportunities for all, the whiteness and masculinity of Brazilian politics illustrates the degree of mythology concerning the rhetoric of Brazil’s racial democracy. We employ a qualitative research approach in this study and we employ an oral-history-informed post-structuralist approach. We focus our empirical analysis on in-depth interviews with an Afro-descendant female accounting professor who was elected to an important political position. We argue that discussions about democracy in Brazil go beyond formal aspects of civil rights, as our study highlights the necessity of reshaping political processes to engender greater female and Afro-descendent participation, to engender both groups to seek political careers as well as to encourage political parties to include more female and more Afro-descendent candidates. The ultimate goal of such institutional reform is a reformation of ‘racial democracy’ as Afro-descendent women interact with, stand and succeed in Brazilian elections.

Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of domination, like racism. This critical discourse analysis, rooted in racialization and color-evasiveness, examines three prominent college student leadership development models to examine how leaders and leadership are racialized. We find that all three leadership texts frame leaders and leadership in color-evasive ways. Specifically, the texts’ discourses reveal three mechanisms for evading race in leadership: focusing on individual identities, emphasizing universality, and centering collaboration. Implications for race in leadership development, the social construction of leadership more broadly, and future scholarship are discussed.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.