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The aim of this paper is to provide a conceptual framework for understanding how, even in the absence of identifiable racist behaviours by white people and predominantly white institutions, African Caribbean people can suffer detriment to their mental health due to toxicity in interactions.

This paper was developed through a desktop review of literature that analyses the factors that cause the sustained variation in experience and outcome in mental health for people from African Caribbean backgrounds.

Prior experiences of personalised racism (interpersonal and institutional) and an awareness of non‐personalised racism in society creates conditions which mean that African Caribbean people experience toxicity in their dealings with white people and white institutions, including mental health services. This is detrimental to service user outcomes.

The paper provides a language for the process that leads to negative outcomes for African Caribbean people in mental health services resulting from interactions with white people or white institutions even in the absence of racism or racist events directed at them.

How can the author, as social studies methods instructors, assist future elementary teachers develop the knowledge and skills to engage young students in critical examinations of race and racism, and feel empowered to take action against racial oppression? The purpose of this paper is to share one of many possible ways of “doing race” in elementary social studies teacher education.

First, the author proposes the topic of school segregation as a relevant and engaging inroad for elementary students to learn about race and racism. Then, the author outlines and problematizes a dominant approach to teaching about school segregation in elementary classrooms and suggests an alternative approach informed by critical race theories. Next, the author provides counterstories to dispel the dominant narrative of school segregation from an Asian critical race theory perspective. This is followed by an explanation of the lesson the author teaches in the author’s elementary social studies methods course that utilizes these perspectives and counterstories.

By using Asian-American counterstories of school segregation, the lesson seeks to assist preservice elementary teachers in disrupting the dominant teaching practices and discourses around school segregation and helps preservice teachers develop the critical understandings and competencies needed to successfully teach about race and racism in elementary classrooms.

The author concludes by discussing the possibilities and implications of the lesson.

This chapter sets out to examine the topic of a spatial analysis of urban crime through an analysis of David Simon’s seminal television series The Wire. By developing an analysis of the issues that are presented in the series, issues such as race, ethnicity and representation will be addressed in order to add to the understanding of these topics in relation to race and media representations. Each section will address a set of themes which are evident in The Wire. The chapter highlights the idea of race in the series and how characters are presented on screen. The research is also concerned with economic issues depicted in the series and the effect of the economy on the characters in Baltimore, the U.S. city in which The Wire was set.

The conclusion of the chapter addresses poverty class and inequality as topics and sets out to document these themes in relation to race. The third chapter also discusses the racism and discrimination that is apparent in The Wire. By contextualising the series, the book is attempting to theorise relevant issues surrounding race, gender and power through an examination of relevant literature and the development of a theoretical framework from which key issues will be addressed.

This chapter highlights the experiences of a professor who taught a cultural diversity class to doctoral students in an educational leadership program. During the course students were engaged in the study of critical educational theory with a component of the course focusing on critical race theory. Some of the examples in this chapter illustrate how educational leaders despite initial difficulty with confronting issues of racism were able to overcome years of mis-education to become educational leaders for social justice. Moreover, the chapter highlights the difficulties and challenges that professors who engage in critical race theory encounter. The chapter pointedly discloses why there is a need for professors to engage students in conversations around racism and social justice.

This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can cultivate students’ critical literacies regarding race and oppression through classroom literature. As research and practice in the field of critical literacy has yet to effectively center black, indigenous, and people of color (BIPOC) lives and histories, this study aims to expand on existing critical literacy research by examining how literature teachers disrupt the perpetuation of whiteness through literature instruction that explicitly grapples with race and structures of oppression.

This research examines the pedagogical practices of two white English teachers through a yearlong investigation of classroom instruction and curriculum in an urban high school in a large Northeastern city. The overarching question of this study asks, how do white English teachers cultivate students’ critical literacies regarding race and social justice through classroom literature? Additional questions that guided this study are: How do students in these classes learn about structures of oppression? What language is used in these classrooms to discuss ideas about power? What texts and materials do these teachers use to engage students in critical literacy practices?

The findings of this study provide insight as to how white English teachers can foster students’ critical literacy development regarding race and oppression through their pedagogy and curriculum. The two teachers’ introduction of critical language and frameworks in the classroom supported students’ ability to critically engage with classroom literature and with their own social worlds. In addition, these teachers’ practices emphasize the need for white teachers to decenter their own knowledge and identities to effectively foster students' critical and sociopolitical development.

This research responds to McLean et al.’s (2021) call for a disruption of the “perpetuation of Eurocentric, hegemonic perspectives by white scholars” in the field by centering race in approaches to critical literacy development in the classroom. By analyzing data from classrooms in the same school with distinct curricular approaches, this study examines not only what but also how educators are teaching in classrooms designed to cultivate students’ critical and sociopolitical development through English Language Arts. This study offers hope for developing critical and culturally sustaining pedagogies among non-BIPOC educators who teach Black and Latinx populations.

Informed by the experiential‐racism theoretical approach, which maintains that racism must be analyzed as a process that is manifested in multiple relations and situations in everyday life, interviews with 50 male and female black police officers in a southern state are drawn upon to analyze the impact race has on policing. Accounts demonstrate in considerable detail a shared perception of the continuing attitudinal and institutional dimensions of racism that impedes full participation in law enforcement agencies. Training, evaluation, discipline, assignment and promotion are discussed as processes within police agencies felt to be impacted by race. The conclusion is promoted that racism is persistent in agencies to the extent that white officers disproportionately occupy positions of authority with unfettered subjective discretion and to the extent there are few black officers relative to white officers. As an exploratory examination of the shared experiences and perceptions of black officers, findings should be further tested empirically.

Most approaches to the management of equal opportunity in the “race” field in the UK have emphasised policy development and communication, gender and ethnic monitoring, and attention to developing recruitment and selection practices that ensure a more representative workforce. Race training, especially racism awareness training, has often been given a key role. Organisation development (OD) approaches have not tended to be influential, despite the origins of OD in addressing practical problems of race relations. Drawing on empirical work with assessment procedures, in particular the use of developmental assessment centres, and on work on improving collaboration between nurses and social workers so as to enable women of Asian origin to enjoy greater access to hospital social work services, it is argued that such OD approaches as teambuilding, survey feedback and targeted career development are crucial to the management of equal opportunity, and to the management of cultural change.