201 Anti-Racism

Last update: Nov. 24/23


This is a Canadian created resourceIn the Wings: Role Play Exercise for Black, Indigenous and People of Colour Resurgence and Allyship  by Judy El-Mohtadi, Sally El Sayed, Jamal Koulmiye-Boyce, Felicity Hauwert, Khadija El Hilali, and Nadia Abu Zahra (University of Ottawa and Carleton University)  (CC BY-NC-SA 4.0)

“In The Wings” is an anti-oppression workshop organized by students, faculty, and recent graduates from Carleton University and Ottawa University. Participants in the workshop will have the opportunity to join break-out rooms and enact a role-play exercise about racism and resistance co-authored by students, faculty, and recent graduates from Canadian post-secondary institutions. This role-play seeks to facilitate critical and creative reflections about systemic racism, hierarchies of knowledge and expertise, and structural inequities embedded in universities. Following the role-play, there will be a group discussion and conversation about how students and faculty experience these systemic issues in their everyday lives. We anticipate that these discussions and conversations will involve knowledge-sharing about the ongoing legacies of oppression within which pedagogy and research take place as well as the potential of education as a decolonial practice.


“I Can’t Breathe”: International Responses to the BLM Movement∗ by Ibis Sierra Audivert and Hannah A. Matangos (Pennsylvania State University) (CC BY-NC-SA 4.0)

This module is intended for students interested in having a global perspective on the impact of George Floyd’s death and the Black Lives Matter (BLM) movement. Students will survey BLM in the U.S. context and its international iterations around the globe by addressing the complexity of race in relation to social justice, political oppression, and the role of the media and technology. Through the assigned materials, students will grasp the ways in which racism manifests across cultural contexts and local histories, with particular attention to the regions of Central Europe (Germany and France), East Asia (China, South Korea, and Japan) and Latin America and the Caribbean (Mexico, Colombia, Brazil, Haiti, and the Dominican Republic).

Supplemental Resources

Toolkits for Equity Series∗ by Coalition for Diversity and Inclusion in Scholarly Communications ( CC BY-NC-SA 4.0)

While a growing awareness of racial disparities has resulted in a groundswell of support for inclusivity in scholarly publishing, the resulting initiatives would be more effective if our professional associations were able to provide training materials to help transform our workplaces and organizational cultures. As evidence of the interest and need, the project leaders of this guide have been contacted by individuals across scholarly publishing asking for resources about how to replicate workplace equity groups, what to do in cases of discrimination or microaggressions, and how to begin conversations about race. In support of necessary change, the Toolkits for Equity project leaders embarked on creating three toolkits to provide resources for our community, for allies, for Black, Indigenous, and People of Color, and for organizations. These toolkits provide a common framework for analysis, a shared vocabulary, and best practices to address racial disparities specific to the scholarly publishing community.

As of fall 2022, the series includes: Antiracism Toolkit for Allies,  Antiracism Toolkit for Organizations,  Antiracism Toolkit for Black, Indigenous, and People of Color


Antiracism Inc.: Why the Way We Talk about Racial Justice Matters Edited by Felice Blake (University of California, Santa Barbara), Paula Ioanide (Ithaca College), and Alison Reed (Old Dominion University) (CC BY-NC-SA 4.0)

The collection focuses on people and methods that do not seek inclusion in the hierarchical order of gendered racial capitalism. Rather, the collection focuses on aggrieved peoples who have always had to negotiate state violence and cultural erasure, but who work to build the worlds they envision. These collectivities seek to transform social structures and establish a new social warrant guided by what W.E.B. Du Bois called “abolition democracy,” a way of being and thinking that privileges people, mutual interdependence, and ecological harmony over individualist self-aggrandizement and profits.  (Description from publisher Punctum Books)

Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future by Asoa B. Inoue (University of Washington Tacoma) (CC BY-NC-ND 4.0)

In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is “more than” its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places. (Description from publisher Parlor Press). Reviews: Open Textbook Library

Critical Race Theory in Education: Reader of Open Access Scholarship  Edited by Oscar E. Patrón (Indiana University, Bloomington)  (CC BY-NC 4.0)

This resource serves as a critical reader of open access (OA) scholarship on Critical Race Theory (CRT). Each of the authors selected a different article that in some capacity (e.g., guiding framework) involves CRT. Then, authors engaged in a review of the very same article. Each review includes a description of a) why the given article was chosen, b) the actual review, c) relevant questions for the audience to consider, and d) additional resources for those that want to learn more about the topic. Includes: review, resources and relevant questions.

From Racist to Non-Racist to Anti-Racist: Becoming Part of the Solution by Keith L. Anderson (Boise State University) (CC BY-NC-ND 4.0)

Drawing on his teaching experience, the author offers a unique educational experience for learners in a formal classroom setting as well as a broader set of readers seeking to make the world a better, more equitable place. Anderson writes, “Living in Idaho has taught me to fight against racism in a way that gives people insight. I try to give them an understanding of racism that will allow them to become anti-racist warriors.” Chapters include material on different aspects of racism, guidance on how to be anti-racist, and essays. (Description by Leigh Kinch-Pedrosa for Pressbooks)

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