Racial Justice Resources for Activists, Advocates & Allies

Education is a necessary foundation for improving one's livelihood in today's society. However, traditional learning has often excluded or presented a challenge to students with visual, physical, or cognitive disabilities and can create learning gaps between students of various cultures. It is vital that learning opportunities are tailored to meet individual needs, regardless of individual disabilities, gender, race, or economic status in order to create more inclusive educational practices. Accessibility and Diversity in Education: Breakthroughs in Research and Practice examines emerging methods and trends for creating accessible and inclusive educational environments and examines the latest teaching strategies and methods for promoting learning for all students. It also addresses equal opportunity and diversity requirements in schools. Highlighting a range of topics such as open educational resources, student diversity, and inclusion barriers, this publication is an ideal reference source for educators, principals, administrators, provosts, deans, curriculum developers, instructional designers, school boards, higher education faculty, academicians, students, and researchers.

This edited collection advances the call for continued multicultural dialogues within education. Dialogue and education are the two most essential tools that can help tackle some of the biggest problems we are facing across the globe, including fanaticism, chauvinistic nationalism, religious fundamentalism and racism. The contributors to this book explore the necessity of sustained dialogue within the wider social and political sciences alongside in national and international politics, where more multicultural voices need to be heard in order to make progress. The book builds on existing evidence and literature to advocate in favour of this movement, and highlights how important and significant multiculturalism and multicultural education remains. It will be essential reading for students and academics working in the fields of education and sociology, particularly those with an interest in social justice and multiculturalism.

The Agony of Education is about the life experience of African American students attending a historically white university. Based on seventy-seven interviews conducted with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions African Americans must make about higher education.

How is your institution enabling Black, Asian and minority ethnic staff and students to thrive? Is your institution effectively tackling racism? Following the 2020 Black Lives Matter movement, the higher education sector has started making bold commitments to dismantling structural racism. However, big questions remain about how higher education can combat institutional racism and achieve real change. This book disrupts the higher education sector through ambitious actions and collective, participatory and evidence-informed responses to racism. It offers a roadmap for senior leaders, staff and students to build strategies, programmes and interventions that effectively tackle racism. Arising from current staff and recent student experiences, this book supports institutions driving equality, diversity, inclusion and intersectional programmes in higher education.

What does diversity do? What are we doing when we use the language of diversity? Sara Ahmed offers an account of the diversity world based on interviews with diversity practitioners in higher education, as well as her own experience of doing diversity work. Diversity is an ordinary, even unremarkable, feature of institutional life. Yet diversity practitioners often experience institutions as resistant to their work, as captured through their use of the metaphor of the "brick wall." On Being Included offers an explanation of this apparent paradox. It explores the gap between symbolic commitments to diversity and the experience of those who embody diversity. Commitments to diversity are understood as "non-performatives" that do not bring about what they name. The book provides an account of institutional whiteness and shows how racism can be obscured by the institutionalization of diversity. Diversity is used as evidence that institutions do not have a problem with racism. On Being Included offers a critique of what happens when diversity is offered as a solution. It also shows how diversity workers generate knowledge of institutions in attempting to transform them.

Provides searing accounts of racism inscribed on campus, in the lab, and on the job, and portrays learning and work environments as arenas rife with racial stereotyping, conscious and unconscious bias, and micro-aggressions. As a result, many students experience the effects of a racial battle fatigue--physical and mental exhaustion borne of their hostile learning and work environments--leading them to abandon STEM fields entirely. McGee offers policies and practices that must be implemented to ensure that STEM education and employment become more inclusive including internships, mentoring opportunities, and curricular offerings. Such structural changes are imperative if we are to reverse the negative effects of racialized STEM and unlock the potential of all students to drive technological innovation and power the economy.

America's colleges have fostered a racist environment that makes them a hostile space for African American students. Blackballed exposes the white fraternity and sorority system, with traditions of racist parties, songs, and assaults on black students; and the universities themselves, who name campus buildings after racist men and women. It also takes a deep dive into anti-affirmative action policies, and how they effectively segregate predominately white universities, providing ample room for white privilege.

An in-depth ethnography of Black engineering students at a historically White institution, Black Campus Life examines the intersection of two crises, up close: the limited number of college graduates in science, technology, engineering, and math (STEM) fields, and the state of race relations in higher education. Antar Tichavakunda takes readers across campus, from study groups to parties and beyond as these students work hard, have fun, skip class, fundraise, and, at times, find themselves in tense racialized encounters. By consistently centering their perspectives and demonstrating how different campus communities, or social worlds, shape their experiences, Tichavakunda challenges assumptions about not only Black STEM majors but also Black students and the "racial climate" on college campuses more generally. Most fundamentally, Black Campus Life argues that Black collegians are more than the racism they endure. By studying and appreciating the everyday richness and complexity of their experiences, we all--faculty, administrators, parents, policymakers, and the broader public--might learn how to better support them. This book is freely available in an open access edition thanks to TOME (Toward an Open Monograph Ecosystem)--a collaboration of the Association of American Universities, the Association of University Presses, and the Association of Research Libraries. Learn more at the TOME website, available at: openmonographs.org, and access the book online through the SUNY Open Access Repository at http://hdl.handle.net/20.500.12648/7009

Black or Right: Anti/Racist Campus Rhetorics explores notions of Blackness in white institutional--particularly educational--spaces. In it, Louis M. Maraj theorizes how Black identity operates with/against ideas of difference in the age of #BlackLivesMatter. Centering Blackness in frameworks for antiracist agency through interdisciplinary Black feminist lenses, Black or Right asks how those racially signifying "diversity" in US higher education (and beyond) make meaning in the everyday.

The presence and experiences of Black people at elite universities have been largely underrepresented and erased from institutional histories. This book engages with a collection of these experiences that span half a century and reflect differences in class, gender, and national identifications among Black scholars. By mapping Black people's experiences of studying and teaching at McGill University, this book reveals how the "whiteness" of the university both includes and exceeds the racial identities of students and professors. It highlights the specific functions of Blackness and of anti-Blackness within society in general and within the institution of higher education in particular, demonstrating how structures and practices of the university reproduce interlocking systems of oppression that uphold racial capitalism, reproduce colonial relations, and promote settler nationalism. Critically engaging the work of Black learners, academics, organizers, and activists within this dynamic political context, this book underscores the importance of Black Studies across North America."

sheds light on the frameworks and lived experiences of Black women educators. Contributors for this anthology submitted works from an array of academic disciplines and learning environments, inviting readers to bear witness to black women faculty's classroom experiences, as well as their pedagogical approaches both inside

Examines virtually all aspects of campus life to show how the new economic order in public universities, particularly at two campuses in the renowned University of California system, affects students. For most of the twentieth century, they show, less affluent families of color paid with their taxes for wealthy white students to attend universities where their own offspring were not welcome.

Illuminates how the legacy of academic leaders' actions continues to influence the unfinished struggle for Black freedom and racial equity in education and beyond.

captures the voices and spirit of student activists, faculty, administration, and staff as they protest the racial and social injustices that occurred in communities like Ferguson, Missouri and elsewhere, and to demonstrate the power and value of principled non-violent activism to provoke change"--

This book analyzes the historic and current state of institutionalized racial privileges and discrimination in higher education, using an organizational framework. It then provides and critiques examples of innovative efforts that seek to challenge and alter these socially unjust patterns of teaching, learning, leading, and living together.

This book chronicles the experiences of faculty at predominantly white higher education institutions (PWI) by centering voices of racialized faculty across North America. Drawing on Critical Race Theory and critical, feminist, and auto-ethnographic approaches, the text analyzes those narratives, situating people's words in a landscape of institutionalized racism within higher education. In order to support newer under-represented faculty, administrators committed to supporting faculty, and doctoral students interested in a future in higher education, the book offers strategies and implications for institutional reform and anti-racist faculty organizing/survival in academia. Despite claims by university administrations about commitments to diversity, this book demonstrates otherwise, offering counter-narratives from racialized faculty members who share their struggles.

While there are occasional diversity and inclusion efforts made in higher education, institutions still largely address them as quotas, and not as paradigmatic changes. This focus on "counting toward equity rather" than "creating a culture of equity" is basically a form of white privilege that allows administrators and policymakers to show incremental "progress" and avoid more substantive action toward real equity that changes the culture(s) of institutions with longstanding racial histories that marginalize some and privilege others. Issues in higher education are still raced from white perspectives and suffer from a view that race and racism occur in a vacuum.

The book also discusses why British racial equality legislation has failed to address racism, and explores what the Black student movement is doing about this. As the authors powerfully argue, it is only by dismantling the invisible architecture of post-colonial white privilege that the 21st century struggle for a truly decolonised academy can begin. This collection will be essential reading for students and academics working in the fields of Education, Sociology, and Race.

Originally published between 1920-70,The History of Civilization was a landmark in early twentieth century publishing. It was published at a formative time within the social sciences, and during a period of decisive historical discovery. The aim of the general editor, C.K. Ogden, was to summarize the most up to date findings and theories of historians, anthropologists, archaeologists and sociologists. This reprinted material is available as a set or in the following groupings: * Prehistory and Historical Ethnography Set of 12: 0-415-15611-4: £800.00 * Greek Civilization Set of 7: 0-415-15612-2: £450.00 * Roman Civilization Set of 6: 0-415-15613-0: £400.00 * Eastern Civilizations Set of 10: 0-415-15614-9: £650.00 * Judaeo-Christian Civilization Set of 4: 0-415-15615-7: £250.00 * European Civilization Set of 11: 0-415-15616-5: £700.00

All too often, in a hurried attempt to "catch up," diversity training can create division among staff or place undue burdens on a handful of employees. Instead, academic libraries need approaches to diversity, equity, and inclusion (DEI) that position these priorities as ongoing institutional and professional goals. With this volume's model programs to guide them, academic libraries and their staff can successfully strengthen their own DEI initiatives.

, Natasha K. Warikoo deeply explores how students themselves think about merit and race at a uniquely pivotal moment: after they have just won the most competitive game of their lives and gained admittance to one of the world's top universities. What Warikoo uncovers--talking with both white students and students of color at Harvard, Brown, and Oxford--is absolutely illuminating; and some of it is positively shocking. As she shows, many elite white students understand the value of diversity abstractly, but they ignore the real problems that racial inequality causes and that diversity programs are meant to solve.

Provides concrete examples of policy and practice for improving equity in postsecondary education. Examines the role of individuals and groups in the change process. Includes examples of action research tools from the Equity Scorecard. Offers strategies for professional development and organizational change.

Experiencing Racism provides a thought-provoking and thorough analysis of how race is lived in America. Collecting essays on personal experiences of race and racism from a wide spectrum of college students, the authors employ existing social science literature and textual analysis to illustrate common themes and departures. The essays and associated analyses capture the impact of racism on its perpetrators and victims, highlighting how individuals choose to cope with racist experiences in their lives. Relevant literature is interwoven throughout the chapters to demonstrate the intersection between existing empirical research and real-life experiences. This book is a depiction of race in America that goes beyond black and white to show how the changing racial contours of America have an impact on the ways we view and experience racism. Book jacket.

This book examines how Performance or Outcomes Based Funding (POBF) policies impact racial equity in higher education. Over the last decade, higher education has become entrenched in a movement that holds colleges and universities more accountable to its supporters. There are pressures to answer questions about student outcomes and performance, the value of education, the effectiveness of instructors, and the ability of existing leaders to manage efficiently and effectively. It is within this climate that states have adopted POBF policies. Through POBF, public colleges and universities receive state funding through formulas that no longer rely solely on student enrollment, but are instead based on student outcomes. This book provides an overview for policymakers of how racial equity has been addressed, the impact of these approaches, and recommendations for moving forward. 

Power, Race, and Higher Education is a parallel narrative written by two scholars. Kakali Bhattacharya, who is a South Asian woman who immigrated to the United States and Kent Gillen who is a White man and who focuses on completing his doctoral studies under Kakali's supervision. Embedded in the dilemmas are implications for cross-cultural qualitative research, understanding of how whiteness functions, and how we attend to our deepest wounds as we work to become allies and build bridges.

Presumed Incompetent is an account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators.

RIP Jim Crow contains three sections: (1) Antiracist Theory and Policy; (2) Antiracist Administration, Curriculum, and Pedagogy; and (3) Antiracist Cultural Interventions. Each of the 31 chapters contributes to the normalization of anti-racist policy within academic institutions, antiracist discourse within academic cultures, and institutional praxis that upholds speaking out against racist activity. The hope is that this book will also reduce racism in the broader world through academic relationships with community partners.